2021-2022 academic year, Ohio Department of Education and Workforce It was found that more than 43,000 individuals with active educational qualifications are not employed as public school teachers or staff. moreover, Thomas Fordham Institute The Ohio teacher shortage is explained as unknown due to the lack of data that could be imposed on the reasons why teachers are leaving, the challenges schools face in the employment process, and the employment trends of various schools.
My school, Columbus International Academy, is one of 46 public charter schools within the Columbus City School District. Our main recruitment and promotions are mostly advertising teaching positions only to receive zero applications. As a school, we have seen a decline in staff positions as well. This increases the pressure on the rest of our teachers, filling in as much space as possible.
If my school is any indication, it is clear that Ohio is suffering from a shortage of teachers in many respects, especially after the Covid-19 pandemic. With many teachers leaving their professions, more teachers need to fill the gaps in schools and provide a healthy learning environment for their students. However, there may be a solution that policymakers and school leaders have not considered.
From my own experience as a teacher who moved from Jordan to become a US teacher, I believe that immigrants who want to teach are not only an undeveloped resource to meet the teacher shortage, but also can support students’ learning and development in the classroom.
The challenge of becoming a teacher in Ohio
Central Ohio is considered one of the fastest growing regions for immigrants in the United States. According to the survey By the Bank of America. Immigration has increased significantly over the past few years, with 9% of the Columbus region’s population being made up of foreign-born immigrants.
Beyond these statistics, I have found that in my interactions within the immigrant community (men, women, Muslims, Christians, etc.) most people hold bachelor’s degrees or higher. However, despite their qualifications, many face major barriers to entering the education profession due to complex certification processes and systematic employment challenges.
In 2016, I moved to the United States hoping to become an educator one day. Initially, it was difficult to navigate the process. Online resources were available, but learning how to become a teacher in another country took time. One of the main hurdles was the certification and certification process, which not only took time, but also cost a considerable amount of financial costs. For example, I get a course-by-course qualification rating and it costs about $400, equivalent to my degree in the US. Additionally, the required license exam, application fee, and training programme provided additional fees. This is overwhelming for newly arrived migrants seeking to establish financial stability.
Without formal partnerships and structured guidance, immigrants who teach educational qualifications from their home countries often struggle to navigate the complex authentication process. Many people rely on word-of-mouth advice and scattered online resources. This disconnect also means that important information about alternative authentication pathways, financial assistance programs and professional development opportunities will not always reach immigration educators who want to teach anywhere in Ohio or in the United States. As a result, many highly qualified individuals abandon their pursuit of career teaching or take away their expertise due to lack of institutional support.
Passionate and experienced
The struggle didn’t end after I completed the state’s requirements to become a qualified teacher in Ohio. Finding a job has become more complicated and was filled with the unfortunate experience of bias in my employment process.
One of the most memorable moments happened when I was working as an alternative teacher through a staffing company. I signed up for the same school many times and loved the environment. A special education teacher compiled my teachings, explained my lessons well, and said that I followed the lesson plan effectively. She encouraged me to apply for a full-time position at school. Excited by her feedback, I approached the principal about the application process.
Instead of showing me how to apply, the principal looked at my resume and said that even though I was an educational aide, I was overcertified but not qualified. She explained that because I have a master’s degree from my home country, it will be placed on a higher wage scale than candidates with a bachelor’s degree in the US, making it more desirable for the vacant teaching position. Her reaction to me not only reflected bias, but also reinforced the idea that only American qualifications and experience were valued and others were rejected.
To reject the qualifications and experiences of passionate individuals like me, those who love and want to teach students is disappointing and discouraging. Unfortunately, without the opportunity for immigration educators, the shortage of teachers needed to bridge the role gap between schools and districts is inevitable.
Filling the gap in Ohio’s teacher shortage
Changing the way we think about what American schools and policymakers think about immigrants, especially those who want to do the tough job of teaching today’s students, should be the foundation for addressing the state’s teacher shortage.
Policymakers should consider cultural differences in the employment process and the experiences of immigration educators without overlooking the nationality. From my experience helping many of my community members begin their educational careers, Ohio must clarify the process for people from different countries and cultures. With proper resources and support in navigating the state requirements and teacher certification credential process, immigration educators will help them overcome many of the obstacles created by the lack of teachers in the wake of the Covid-19 pandemic.
Ohio also needs to prioritize establishing a robust support system and equitable employment practices. Immigrant teachers bring rich knowledge and experience unique to the classroom. To respect their experience, schools and districts need to be proactive in eliminating barriers that are preventing them from becoming immigration educators from creating an inclusive environment for students. This involves training mentorship programs, professional development opportunities and school leaders to empower immigrant educators and promote integration into the educational environment.
By leveraging the talents of immigration educators, Ohio can reduce teacher shortages, cultivate a dynamic learning environment that celebrates and nurtures academic excellence.
