K-12 Educator Pipeline Resource Hub

Districts have access to future talent unlike any other profession yet struggle to translate that access into structured opportunities that cultivate student and community interest in education.

In the Attract stage, districts should build early awareness and interest in teaching as a career, especially among students beginning to explore future options. Their unparalleled access to students gives districts the ability to encourage positive perceptions about education. Career exploration also begins earlier than ever, with districts investing heavily in career and technical education (CTE) and readiness programs. Yet in most places, education is an afterthought (and sometimes totally absent) from these investments. In EAB’s research, only 15% of interviewed districts offer an education-specific CTE program. Even where such programs exist, student enrollment often lags, often because these pathway programs are rarely designed to intentionally spark early interest or sustain student engagement.

By creating pathways and authentic engagement opportunities, districts can help students see education as a viable option and prepare them to take the next step toward credentialing. EAB’s review of more than 30 student pathway programs identified three best practice criteria that districts can apply to design pathways that spark early interest and sustain student engagement in teaching.

K-12 Education Pathway Programs Compendium

The compendium highlights student education career pathway programs from across the nation, categorized by EAB’s best-practice design criteria. It features program models that build student awareness of teaching and offers examples that districts can adapt to support early engagement in the profession.

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In the Inform stage, districts can help interested candidates move from interest to licensure by building stronger systems of support. College students and adults in the current workforce often show interest in teaching but lose momentum because the path forward is unclear. Districts can better support these candidates by strengthening partnerships with schools of education and improving the design of alternative pathways.

Current district partnerships with local higher education institutions are often too informal and scattered to create clear pathways for undergraduates into teaching.

Colleges are full of potential future educators, yet the absence of clear guidance keeps many from pursuing or completing preparation programs. One challenge is that many district-higher education partnerships are not designed to specifically highlight teaching as a career path. In many cases, districts also work with the wrong point of contact, someone outside the school of education, who is not positioned to make decisions that support building the pipeline or sustaining the partnership over time.

When districts and schools of education form mutually beneficial partnerships, defined by shared goals and aligned strategies, they create structures that give undergraduates consistent guidance, sustain their interest, and align preparation with workforce needs. These partnerships move beyond loose collaboration and become strong foundations for building the teacher pipeline. EAB provides tools to help districts identify existing or potential partners and strategies to strengthen and build lasting relationships that support more prospective educators in becoming credentialed.

Alternative pathway programs are growing in popularity and have seen enrollment gains over the past decade, but completions still fall far short of closing the enrollment gap left by traditional program declines.

Districts have also invested heavily in alternative credentialing programs to bring career changers, paraprofessionals, and other nontraditional candidates into the profession. These pathways are promising because they draw from talent already embedded in communities who bring valuable experiences and diverse backgrounds. In EAB’s research, more than half of our district partners view alternative pathway credentialing programs as critical to solving pipeline challenges. But completions remain far below what is needed to offset losses from traditional teacher preparation programs.

Our research revealed that issues with the design of these programs often cause enrollment and retention to be lower than ideal. Too often, recruitment for these programs is passive and program structures are rigid, making participation difficult for working adults. Many candidates drop out without adequate support, and even completers may lack preparation or credentials for high-need roles. To better support candidates, alternative pathway programs must be more accessible, provide stronger supports, and align with district priorities so more nontraditional candidates can earn licensure and transition successfully into classrooms. EAB’s review of more than 50 alternative pathway programs identified three best-practice criteria districts can use to design and prioritize programs that most effectively increase candidate enrollment and persistence. Explore our Compendium to learn more.

Strengthening District-School of Education Partnerships Toolkit

This toolkit supports creating mutually beneficial partnerships between districts and local higher education institutions’ schools of education to grow the pool of licensed educators. Leaders can use it to align efforts that increase candidate enrollment in educator preparation programs and improve progression into the classroom, while meeting the needs of both school districts and colleges.

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K-12 Education Pathway Programs Compendium

This section of the compendium highlights alternative pathway programs from across the nation, categorized by EAB’s best-practice design criteria. It features program models that prepare nontraditional candidates (e.g., career changers, paraprofessionals, substitutes, etc.) earn teaching credentials. These pathways also address district workforce needs, with many designed to credential educators in high-need subject areas such as special education, STEM, and ELL.

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Even when candidates are available, districts still struggle to attract high-quality applicants due to inefficiencies in their recruitment processes.

In the Target stage, districts can increase the number of candidates who apply by strengthening recruitment outreach and simplifying the hiring process. Across the country, candidate pools are shrinking: hardest-to-fill positions show the steepest decline, traditionally easier-to-fill roles attract fewer applicants, and the overall quality of candidates is decreasing. Even if more candidates were available, many districts would still struggle because they fail to effectively target hiring needs early, lack consistent messaging, rely on informal referrals, and use application systems that are lengthy or difficult to navigate.

To expand applicant pools with high-quality credentialed candidates, districts must modernize recruitment. That means using data to predict vacancies and target the right candidates, equipping district champions to engage prospects, and simplifying applications so the process is clear and accessible. With these changes, more high-quality candidates will start and complete applications. Use EAB’s Educator Recruitment Strategies Toolkit to design a smarter hiring process and attract more qualified educators to apply.

Educator Recruitment Strategies Toolkit

Districts can use this toolkit to improve the size and quality of candidate pools by engaging in intentional recruitment that identifies the right candidates earlier, targets them more effectively, and removes unnecessary barriers through a streamlined application process.

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Districts that cannot clearly communicate what makes them a great place to work risk losing high-quality candidates to employers who more effectively articulate their value to candidates.

In the Secure stage, districts must convince high-quality applicants, who are often weighing multiple job offers, to choose their district. Today’s candidates evaluate options more strategically, and simply extending an offer is no longer enough. Younger educators, particularly Gen Z, tend to be more selective and values-driven. They look for employers whose values align with their own and compare offers based on opportunities for growth and meaningful work. Salary and district reputation still matter, but on their own are no longer enough to set a district apart. Candidates want clarity on how a district will support their success and create a positive day-to-day work experience. Yet, most districts rely on generic district brand statements and recruitment messages that fail to show what it is really like to work in their schools, even when they offer strong employee experiences.

To increase offer acceptance from high-quality applicants, districts must articulate what makes the district compelling to prospective candidates. The good news is this doesn’t always require adding new perks or programs. Rather, it requires a strong employee value proposition (EVP) that translates the district’s strengths into an intentional, employee-centered message that demonstrates how the workplace supports educator success. Use EAB’s Converting Applicant Offers into Hires Toolkit for step-by-step guidance to define what makes your district a great place to work and translate it into a clear, compelling employee-centered recruitment message.

Districts are under growing pressure to increase the flexibility and structure of the teaching profession and while challenging, some have demonstrated it is possible.

Equally important, districts should be open to modernizing the educator experience to reflect today’s workforce expectations. Candidates increasingly look for flexibility in their roles, meaningful opportunities for growth, and workplaces that foster collaboration and well-being. If daily teaching experiences fail to reflect these priorities, recruitment messages will fall flat. The good news is that EAB has sourced three case studies providing examples of how districts can make changes to better align the educator experience with staff needs and candidate expectations.

By making intentional improvements to recruitment messaging and the educator workplace, districts strengthen their appeal, show a real commitment to staff needs, and create conditions that not only secure top candidates now but also build stronger, long-term interest in the profession.

Converting Applicant Offers into Hires Toolkit

This toolkit helps district leaders create recruitment messages that are tailored and relevant to candidates after they have applied and are deciding between offers. It provides a process for translating district brand, mission, and values into an employee-centered message that demonstrates how the district can meet educator needs and make a compelling case for why candidates should choose to work there.

Download the Toolkit

Case Studies in Modernizing the Educator Workplace

EAB surfaced three case studies of modernized educator work experiences. Districts can enhance their employee value proposition by making targeted improvements to the work experience. While it isn’t always about reimagining the profession, districts can pursue targeted improvements, or, when needed, broader changes that better reflect staff needs and create workplaces aligned with educator expectations.

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