1
EL 5623 Module 1 | 2026 Latest Update with Complete Solution-
Western Connecticut State University
Recruitment, Hiring, Induction, and Retention of High-Quality Teachers
American College of Education
EL 5623 Developing Teachers
Dr. Donaldson
January 15, 2026
Recruiting, hiring, and retaining teachers can be challenging for building administrators.
High-qualified teachers have increasingly become more difficult to find and keep at schools due
to a variety of factors. Without enough qualified teachers, schools cannot be successful and
students have little to no opportunity to progress and become academically successful. There are
some things administrators and schools can do to attract and hire qualified teachers.
, 2
Needs Assessment
After conducting research and meeting with administrators at my school, Grand
Concourse Academy (GCA), a teacher shortage and its effects were noted and are evident in
Bronx, New York, as well as in the rest of the state of New York. The teacher shortage had
transpired prior to the pandemic, and it has only worsened since the pandemic began. Learning
loss was a terrible side effect caused by the pandemic. Along with teacher shortages, students
continue to struggle to make academic progress. The teacher shortage will only be exacerbated
by the expected increase in the population of students living in New York in the next seven years
(Tliage, 2022, para. 2). Furthermore, contributing to the teacher shortage is the statement that
many teachers in New York will be seeking retirement and other teachers have decided to leave
the profession due to a lack of respect and issues related to Covid (Watts, 2022, para. 3). There is
also the looming fact that “enrollment in teacher education programs have declined by 50.4%
since 2009” (Watts, 2022, para.5). The teacher shortage negatively impacts students by
preventing them from have consistently, feeling safe and secure, and ensuring their educational
needs are effectively met.
My school is located in Bronx, New York. GCA consists of culturally diverse students in
grades kindergarten through eighth grade, and 85% of those students come from economically
disadvantaged homes. About 24% of the students at GCA are English Language Learners and
about 30% of students receive special education services. At New York schools, such as GCA,
there is a shortage of teachers who can provide for the needs of a diverse population of students.
We have shortages of ELL providers as well as special educators. An article also states there is a
shortage of bilingual and special educators statewide (Arbetter, 2022, para. 3). At GCA, the
shortages hinder learning and require the administration to create larger class sizes, combine
groups of students, and constantly readjust teacher and classroom schedules in an attempt to
provide for the needs of students. Other articles state that teacher vacancies are more prevalent in
EL 5623 Module 1 | 2026 Latest Update with Complete Solution-
Western Connecticut State University
Recruitment, Hiring, Induction, and Retention of High-Quality Teachers
American College of Education
EL 5623 Developing Teachers
Dr. Donaldson
January 15, 2026
Recruiting, hiring, and retaining teachers can be challenging for building administrators.
High-qualified teachers have increasingly become more difficult to find and keep at schools due
to a variety of factors. Without enough qualified teachers, schools cannot be successful and
students have little to no opportunity to progress and become academically successful. There are
some things administrators and schools can do to attract and hire qualified teachers.
, 2
Needs Assessment
After conducting research and meeting with administrators at my school, Grand
Concourse Academy (GCA), a teacher shortage and its effects were noted and are evident in
Bronx, New York, as well as in the rest of the state of New York. The teacher shortage had
transpired prior to the pandemic, and it has only worsened since the pandemic began. Learning
loss was a terrible side effect caused by the pandemic. Along with teacher shortages, students
continue to struggle to make academic progress. The teacher shortage will only be exacerbated
by the expected increase in the population of students living in New York in the next seven years
(Tliage, 2022, para. 2). Furthermore, contributing to the teacher shortage is the statement that
many teachers in New York will be seeking retirement and other teachers have decided to leave
the profession due to a lack of respect and issues related to Covid (Watts, 2022, para. 3). There is
also the looming fact that “enrollment in teacher education programs have declined by 50.4%
since 2009” (Watts, 2022, para.5). The teacher shortage negatively impacts students by
preventing them from have consistently, feeling safe and secure, and ensuring their educational
needs are effectively met.
My school is located in Bronx, New York. GCA consists of culturally diverse students in
grades kindergarten through eighth grade, and 85% of those students come from economically
disadvantaged homes. About 24% of the students at GCA are English Language Learners and
about 30% of students receive special education services. At New York schools, such as GCA,
there is a shortage of teachers who can provide for the needs of a diverse population of students.
We have shortages of ELL providers as well as special educators. An article also states there is a
shortage of bilingual and special educators statewide (Arbetter, 2022, para. 3). At GCA, the
shortages hinder learning and require the administration to create larger class sizes, combine
groups of students, and constantly readjust teacher and classroom schedules in an attempt to
provide for the needs of students. Other articles state that teacher vacancies are more prevalent in
