從教師總量看,美國中小學教師需求與供給矛盾突出,中小學教師嚴重短缺。這一短缺反映到區域、人群和學科維度,表現出不同的特征。城區學校和農村學校教師吸引與留住困難,少數民族學生、貧困學生、低學業成就學生集中的學校教師嚴重不足,特殊教育、雙語教育、數學和科學教師空缺嚴重。為了緩解中小學教師短缺,美國各州和學區嘗試了替代認證、財政激勵、入職培訓和指導等一系列策略,取得了一定的成效。在此基礎上,對美國中小學教師短缺問題和美國緩解中小學教師短缺的策略進行反思,從而為我國在教師吸引、留住和發展方面提供有益借鑒與經驗教訓。

From the perspective of the total number of teachers, the contradiction between teacher supply and teacher demand is prominent and there are serious teacher shortages in American schools. The teacher shortages show different characteristics in regions, subjects and groups dimensions. Urban and rural schools face many difficulties in teacher attraction and retention and the teachers in high-minority, high-poverty and low-achievement schools are gravely insufficient, and there are serious shortages in special education, bilingual education, mathematics and science. For these reasons, the states and districts have tried a series of strategies to address teacher shortages, such as alternative certification, financial incentives, and induction and mentorship etc., and these efforts have made achievements. Based on the reflection of the teacher shortages in American schools and the efforts to address teacher shortages, useful references and lessons can be borrowed for us to attract, retain and develop teachers.