The optimization of school-university resources in an effort to recruit teachers of mathematics

Abstract

PurposeThe purpose of this article is to debut a novel initiative that could potentially optimize resources that are currently constrained but, if unleashed, could help ameliorate the science, technology, engineering and mathematics teacher shortage. The initiative involves the reconceptualization of the National Network for Educational Renewal (NNER) tripartite model, which evolved from the work of Goodlad (1994a) and promotes cooperation and partnerships between the three important players responsible for preparing succeeding generations of competent teachers: PK-12 schools, university colleges of education and university colleges of arts and sciences (Roselle, Hands, Marino, Kilgallen, & Howard, 2021; Goodlad, 1994a).Design/methodology/approachThe approach used in writing the article was narrative, offering a brief review of the various challenges that have had an impact on the national teacher shortage, particularly in the field of mathematics.FindingsThe study suggests that a reconceptualized NNER tripartite model can be implemented to assuage the devastating effects of the coronavirus disease 2019 pandemic on learning, offer support to an overworked teacher workforce and provide a possible math teacher recruitment pipeline by forming a life-giving partnership between a college of education, a college of arts and sciences, a local elementary school and undergraduate math club members.Originality/valueThis is an original application of the NNER tripartite model, particularly with math teacher recruitment in mind, and it is hoped that the model will be considered transferable to a variety of school-university contexts. However, additional study is required to explore the validity and replicability of this model.