During the 2021-2022 school year, The Ministry of Education and the workforce of Ohio Found more than 43,000 people with active educational skills titles were not employed as teachers or staff members in a public school. In addition, the Thomas Fordham Institute Describes the shortage of Ohio teachers as not clear due to a lack of data that could shed light on the reasons why teachers leave, the challenges that schools are faced in the hiring process and hiring trends in different schools.
My school, the International Academy of Columbus, is one of the 46 schools with public charter in the school district of Columbus City. Our main recruits and announce teaching positions open only to receive zero requests most of the time. As a school, we have also found a drop in the number of staff positions, which increases the pressure on the remaining teachers to fill the void as well as possible.
If my school is an indication, it is clear that Ohio had trouble with the shortage of teachers in many ways, especially after the COVID-19 pandemic. Many teachers have left the profession, and more teachers need to fill the school's gaps and provide a healthy learning environment for students. However, there may be a solution that political decision -makers and school leaders do not consider.
According to my own experience as a teacher who emigrated from Jordan to become a teacher in the United States, I believe that immigrants who want to teach could not only be an unexploited resource to fill the shortage of teachers, but also support the learning and development of students in class.
The challenges of becoming a teacher in Ohio
The Ohio Center is considered one of the fastest growth areas for immigrants in the United States, According to a study by the Bank of America. Immigration has increased considerably in recent years, with nine percent of the population of the Columbus region made up of immigrants born abroad.
Beyond these statistics, in my interactions within the immigrant community – whether male, female, Muslim or Christian – I discovered that most individuals hold a baccalaureate or more. However, despite their qualifications, many are faced with important obstacles to the entry into the teaching profession due to complex certification process and systemic job challenges.
In 2016, I moved to the United States, one day hoping to become an educator. Initially, it was difficult to sail in the process; While online resources were available, learning to become a teacher in another country has taken time. A major obstacle was the process of assessing certification and diplomas, which has not only taken time but was also with significant financial costs. For example, obtaining an assessment of the course identification information to determine the American equivalent of my diploma costs around $ 400. In addition, the required license examinations, requests and training programs have presented other expenses, which can be overwhelming for newly arrived immigrants trying to establish financial stability.
Without official partnerships or structured orientation, immigrants with educational references from their country of origin often find it difficult to sail in the process of complex certification. Many are counting on scattering mouth-to-line or online resources, which are not always up to date or adapted to their needs. This disconnection also means that critical information on alternative certification routes, financial assistance programs and professional development opportunities do not always reach immigrant educators who want to teach Ohio or anywhere in the United States. Consequently, many highly qualified people abandon their pursuit of teaching careers or take jobs outside their expertise due to a lack of institutional support.
Passionate and under-qualified
The struggle did not end after completing state requirements to become an eligible teacher in Ohio. Finding a job has become more complicated and filled with disappointing experiences of bias in my job process.
One of the most unforgettable moments occurred when I worked as a substitute teacher through an endowment company. I signed up at the same school several times and I loved the environment. A special education teacher complimented my teaching, saying that I had explained the lessons well and that I effectively followed the course plans. She encouraged me to apply for a full -time position at school. Excited by his comments, I discussed the director of the request process.
Instead of telling me how to apply, the director looked at my curriculum vitae and told me that I was too certified but under -qualified – even for an educational assistance position. She explained that because I had a master's degree in my country of origin, I would be placed on a higher remuneration scale than candidates holding an American baccalaureate, which makes them more desirable for the vacant teaching position. His response to me not only reflected prejudice but also reinforced the idea that only American references and experiences were evaluated while others have been rejected.
Rejecting the qualifications and experiences of passionate individuals like me, those who love and want to teach students, is disappointing and discouraging. Unfortunately, without the opportunities for immigrant educators, the shortage of teachers who are necessary to fill the gaps in school and district roles will inevitably continue.
Fill the gaps in the shortage of Ohio teachers
Changing the state of mind of the way in which American schools and political decision -makers think of immigrants, in particular those who want to do difficult work to teaching students today, should be the foundation to respond to the shortage of teachers in states like Ohio.
Decision -makers should consider cultural differences in the hiring process and enhance the experiences of immigrant educators without looking at them because of their nationalities. According to my experience in helping many members of my community start their educational career, Ohio must clarify its processes for people from different countries and cultures. With the appropriate resources and support for navigating state requirements and the accreditation process for teachers' certification, immigrant educators can help them overcome many obstacles that teacher shortages have created following the COVVI-19 pandemic.
Ohio must also prioritize the creation of robust support systems and fair job practices. Immigrant teachers provide a wealth inherent in knowledge and experience in class; To honor their experiences, schools and districts must actively work on the elimination of obstacles that oppose potential immigrant educators and soon to be building inclusive environments for students. This involves providing mentoring programs, professional development opportunities and school leaders to empower immigrant educators and facilitate their integration into the educational landscape.
By taking advantage of the talents of immigrant educators, Ohio can reduce the shortage of teachers and cultivate a dynamic learning environment that celebrates and promotes academic excellence.
