Valuing Experienced Educators

Abstract

In Oklahoma, the teacher shortage is profound. As a result, districts are increasingly relying on unqualified or under-qualified individuals to compensate for this deficit. Further, qualified and effective experienced educators are voluntarily leaving the field despite the teacher shortage. Using qualitative methods of data collection and analysis, we explored five experienced educators’ perceptions of the value of education, of themselves as educators, and of experience generally as it relates to effective teaching. Preliminary findings indicate that commitment to the field relates to personal history, perceived effectiveness, professional support, and opportunities to re-invest knowledge acquired through experience. Additionally, the ability and willingness to adapt practices to meet the changing needs of students and communities contributed to the participants continuing in the field. Finally, the participants consistently reported that they felt valued and valuable in the variety of educational roles they held.