Texas Wesleyan receives $1.79M to address teacher retention, shortages – Fort Worth Report

Report on the Establishment of the Center for Educator Excellence at Texas Wesleyan University

Introduction: A Strategic Initiative for Sustainable Development

Texas Wesleyan University has announced the establishment of a new Center for Educator Excellence, supported by $1.79 million in grants from the Moody Foundation and the Paul E. Andrews Jr. Foundation. This initiative is a direct response to the critical teacher retention challenges in North Texas and is strategically aligned with several United Nations Sustainable Development Goals (SDGs), primarily focusing on ensuring quality education and promoting decent work.

Alignment with SDG 4: Quality Education

The Center’s core mission is to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all (SDG 4). By focusing on the retention of qualified educators, the initiative addresses a foundational component of educational quality. High teacher attrition rates, which peaked at 13.5% in the 2022-23 school year, undermine the stability and effectiveness of the education system.

The Center will implement a multi-pronged strategy to achieve this goal:

• Retention-based scholarships: To financially support and incentivize educators to remain in the profession.
• Targeted Research: To investigate critical issues such as teacher stress, contributing to evidence-based policies that improve the learning environment.
• Professional Development: To equip teachers with advanced skills and support, enhancing their effectiveness and job satisfaction.

Promoting SDG 8: Decent Work and Economic Growth

The initiative directly contributes to promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all (SDG 8). The teaching profession in Texas is challenged by conditions that contradict the principles of decent work, including:

1. Heavy workloads
2. Salaries approximately $9,000 below the national average
3. High rates of post-pandemic attrition

By providing support systems and researching teacher well-being, the Center for Educator Excellence aims to create a more sustainable and rewarding work environment. This not only benefits educators but also strengthens the local economy, as a stable and high-quality education system is crucial for developing a skilled workforce.

Advancing SDG 10 and SDG 17 through Partnerships

Contribution to SDG 10: Reduced Inequalities

Teacher shortages often disproportionately impact under-resourced schools and communities, exacerbating educational disparities. By working to retain a stable force of qualified educators across North Texas, the Center’s efforts will help reduce inequalities (SDG 10) in educational access and outcomes for students in various districts.

Exemplifying SDG 17: Partnerships for the Goals

The creation of the Center is a model of strengthening the means of implementation and revitalizing the global partnership for sustainable development (SDG 17). It represents a strategic collaboration between:

• An academic institution (Texas Wesleyan University)
• Philanthropic organizations (the Moody Foundation and the Paul E. Andrews Jr. Foundation)

This partnership leverages combined resources and expertise to address a complex local challenge with regional and national implications, demonstrating a commitment to strengthening communities and investing in neighborhood schools and districts.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education

   This goal is central to the article, which focuses on the challenges of teacher retention and the initiatives to improve the educational environment in North Texas. The article explicitly states that “Training and retaining great teachers helps students succeed,” directly linking the quality and stability of the teaching workforce to the quality of student education.

2. SDG 8: Decent Work and Economic Growth

   The article addresses the working conditions of teachers, which falls under the “decent work” aspect of SDG 8. It highlights issues such as “heavy workloads and small growth in salaries,” which are significant barriers to retaining educators. Furthermore, it connects the education sector to the broader economy by stating that retaining teachers “drives the economy.”

3. SDG 17: Partnerships for the Goals

   This goal is demonstrated through the collaborative effort described in the article. The creation of the Center for Educator Excellence is a partnership between Texas Wesleyan University and two philanthropic organizations, the Moody Foundation and the Paul E. Andrews Jr. Foundation. The article notes this “collaboration” aims to “invest in our neighborhood schools and districts,” showcasing a multi-stakeholder approach to solving a community problem.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.c (under SDG 4)

  “By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States.”

  The article directly relates to this target by focusing on initiatives designed to “bolster teacher training and retention.” The establishment of the Center for Educator Excellence, with its focus on “professional development” and “retention-based scholarships,” is a direct effort to increase and maintain the supply of qualified teachers in North Texas classrooms.

• Target 8.5 (under SDG 8)

  “By 2030, achieve full and productive employment and decent work for all women and men, including for young people and persons with disabilities, and equal pay for work of equal value.”

  This target is relevant because the article identifies poor working conditions as a primary reason for teacher attrition. The mention of “heavy workloads” and salaries that are “$9,000 below the national average” points to a lack of decent work and pay equity for educators. The university’s research on “teacher stress” is an attempt to understand and address these workplace challenges.

• Target 17.17 (under SDG 17)

  “Encourage and promote effective public, public-private and civil society partnerships, building on the experience and resourcing strategies of partnerships.”

  The initiative described in the article is a clear example of this target in action. Texas Wesleyan University (a private institution) has partnered with the Moody Foundation and the Paul E. Andrews Jr. Foundation (civil society organizations) to address a public education crisis. The $1.79 million in grants represents the “resourcing strategies” of this partnership aimed at a common goal.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Teacher Attrition Rate (for Target 4.c)

  The article explicitly provides quantitative data on teacher attrition, stating it peaked at “13.5% for 2022-23” and was “12.9% last school year.” This rate is a direct indicator of the supply of teachers. A reduction in this percentage would signify progress toward retaining qualified educators in the workforce.

• Teacher Salaries (for Target 8.5)

  The article mentions that teacher salaries in Texas are “$9,000 below the national average.” This gap serves as an indicator for measuring progress toward “equal pay for work of equal value.” Closing this salary gap would be a measurable improvement in the working conditions and compensation for teachers.

• Funding and Collaboration (for Target 17.17)

  The article provides a specific monetary value for the partnership, “$1.79 million,” which serves as an indicator of the financial commitment to the initiative. The existence of the “Center for Educator Excellence” itself, created through the collaboration of the university and two foundations, is an indicator of an active and resourced multi-stakeholder partnership.

4. Summary Table of SDGs, Targets, and Indicators

Source: fortworthreport.org