Featured Post from University of Delaware

Back to School: Expert Tips for a Smooth Transition in the New Academic Year

Sep 8, 2023

4 min

Gary T. Henry

With the start of school now upon us, Gary Henry, dean of the University of Delaware’s College of Education and Human Development and professor in the School of Education and the Joseph R. Biden, Jr. School of Public Policy & Administration, is here to answer some common questions educators and parents may have.


What are your three biggest concerns about K-12 education going into this academic year?


I think the overarching concern for many K-12 teachers and administrators is creating a sense of continuity as children and young adults go back to school. The three big concerns that contribute to this issue are teacher turnover, school leader turnover and the number of long-term substitutes who are not fully prepared to teach in classrooms. These trends were already in place before the pandemic, but the pandemic heightened this crisis. For the last 20 years, we’ve seen a crisis in the enrollment in traditional teacher preparation programs. Between 2010 and 2018, we saw about a 35% reduction in the number of undergraduates who enroll in education majors across the U.S., but in Delaware, that reduction was 60%.


Teacher shortages are affecting every state around the country right now. What is the best way to address these chronic teacher shortages?


Chronic teacher shortages are a systemic problem, which means it’s largely a result of the system in which we educate and support teachers. We know, for example, that many alternative teacher preparation programs — where students come in with a bachelor’s degree outside of the field of education and take only a few courses in preparation for teaching — actually contribute to teacher shortages.


So part of the answer is investing in traditional teacher preparation programs and in financial aid. Our team at CEHD’s Center for Excellence and Equity in Teacher Preparation is working directly with Delaware students from motivation to pursue teaching, through recruitment into UD teacher preparation programs, through graduation from those degree programs and into schools within Delaware, whenever possible.



For example, our Teachers of Tomorrow program introduces underrepresented high schoolers to the field of education through an immersive, two-week summer institute at UD where they can learn about our programs, meet current students and talk with educators. In partnership with high-needs Delaware school districts and the Delaware Department of Education, our Teacher Residency program allows early childhood education, elementary teacher education and secondary STEM education students to pursue yearlong, paid teaching placements in Delaware schools. Overall, we find that 80% of the students we recruit from Delaware stay in our schools to teach.


What recommendations do you have for school leaders who are struggling with turnover challenges?


The first thing to do is to have a human resources professional conduct exit interviews with teachers who are leaving and for building leaders to pay attention to their responses so they can really understand the key causes of turnover in their school. In my research, I have analyzed exit interview data and I’ve found that teachers are often very straightforward about why they are leaving. The second step is to act on those reasons. And the third step is to constantly check in with the teachers. Ask, “how are things going? What can we do to help you address your instructional needs?” Developing relationships around instructional issues and the teachers’ work with students is fundamental to diagnosing and addressing issues before they lead to teacher turnover.


What advice would you give a brand-new teacher about to start their first year in charge of a classroom?


I believe that all educators should view students and their families for their assets and recognize that a student’s culture at home is an asset. A relationship with parents and students that recognizes and values the family’s culture allows you to unite with the family, unite with the student and give the student the confidence to take risks, to work hard and to want to come to school because that’s where they feel welcomed and honored.



If parents are interested in supporting their child's education, how can they do so?


I think the key ingredient for parents is working with teachers and principals to articulate the outcomes that they’re seeking for their children. It’s much easier to get everyone on the same page if you start from a position of common ground. I would also encourage parents to seek the person in the school system that’s closest to the issue. So if your child is struggling in math, reach out to your child’s math teacher first. If the teacher identifies other resources that may be helpful, then seek out additional support from the school principal.


Gary T. Henry has much more to talk about as the school year gets underway. He is available for interviews. Click the "View Profile" button to get in touch with him. 



Connect with:
Gary T. Henry

Gary T. Henry

Professor, Education

Prof. Henry specializes in education policy, educational evaluation, educator labor markets, and quantitative research methods.

Education PolicyEducational EvaluationEducator Labor MarketsQuantitative Research Methods

You might also like...

Check out some other posts from University of Delaware

1 min

Beneath the bed: The psychology behind America's fascination with monsters and why we love being scared

Have you ever wondered why we just can't get enough of the creatures hiding beneath our beds and lurking in the shadows? Whether it's watching a spine-tingling horror movie or telling ghost stories around the campfire, Americans have a long-standing love affair with all things spooky and scary. But what's driving this fascination? Persephone Braham is a Professor of Spanish & Latin American Studies at the University of Delaware and has those answers.  She can talk about monsters in a variety of ways including the following: Monsters are therapeutic. They act out our fears – and our fantasies. We love to hate monsters. They channel our anxieties and expose our desires. Monsters sneak into our dreams, stalk us in the dark and make us scream. Why do we love them? Have you hugged a monster today? Why do we need monsters? They keep us from crossing the line. Who believes in monsters? Anyone who considers themselves human. What are monsters, and why do we need them? From ghosts to vampires, every culture has its favorite monsters. Halloween scream: Why we like to play vampires. Who decides what a monster is? You do! Why do zombies want your brains? Monsters and eerie tales serve as representations of our internal anxieties and societal fears. They act as metaphors for the complex emotions and situations we encounter. Braham can give this context and more. She can be contacted by emailing mediarelations@udel.edu.

3 min

New path to combating global malnutrition found in soil

A new University of Delaware study has found that a naturally occurring soil microbe can boost protein-building amino acids in wheat. The finding by UD's Harsh Bais and others could pave the way for nutrient-rich staple crops — helping combat global malnutrition as fluctuations in weather reduce crop quality. In the study, published in the journal Frontiers in Microbiology, Bais and a team of researchers from UD, Stroud Water Research Center and the Rodale Institute investigated how a bacteria naturally found in the soil that is beneficial to human health can enhance the levels of the amino acid and antioxidant ergothioneine in spring wheat.  The researchers grew the spring wheat — one of the most widely consumed cereal crops — in a laboratory. After letting the seeds germinate and grow for seven days, they added a strain of bacteria called Streptomyces coelicolor M145 to the spring wheat roots. After combining the bacteria and the plant, they separated the plant’s leaves and roots. Then, they extracted the amino acid ergothioneine from the samples, working to determine how much protein was in the plant’s roots and shoots. They found that 10 days after S. coelicolor had been added to the spring wheat roots, the bacteria was able to inhabit spring wheat’s roots and shoots, producing ergothioneine, bypassing the plant’s innate defense mechanisms, and fortifying the spring wheat. Wheat roots were inoculated with the benign bacteria Streptomyces coelicolor. The image shows the presence of bacteria on the root hairs on day 5. “It’s unusual," Bais said. “Unless there is a mutual advantage for either the plant or the microbe.” The findings suggest that an alternative plant breeding approach could be utilized to associate plants with benign microbes to increase protein content in staple crops. All of our cereal crops are very low in protein. Think rice and breakfast cereals, common foods people eat, derived from these crops. “This approach of harnessing a natural association of microbes with plants may facilitate fortifying our staple crops, enhancing global nutritional security,” Bais said. Bais said he believes using microbes to transport nutrients depends on the microbes’ relationship with plants’ roots. He continues to work to catalyze the colonization of plant roots by beneficial microbes. "Establishing a partnership with the appropriate types of microbes or microbial consortia for plants represents a method of engineering the rhizosphere — the region of the soil near plant roots — to foster a more favorable environment for either microbial associations that stimulate plant growth traits or enhance nutrient availability, which is the path forward,” Bais said. Bais, a professor of plant biology who was named a UD Innovation Ambassador earlier this year, said plants’ “below-ground” traits, such as how nutrient-dense they are, have long been overlooked. “As far as food security, we will have significant challenges by 2050 when the world’s population doubles,” Bais said. “We incentivize our farmers for crop yield; we don’t incentivize them for growing nutrient-dense crops. Growing nutrient-dense plants will enable the population to be fed better and avoid any potential nutrient deficiencies.” The study was funded by the U.S. Department of Agriculture and the Foundation for Food and Agriculture Research. Scientists have become more interested in soil bacteria as a means to solve issues with malnutrition and nutrient deficiencies. Alex Pipinos, the lead author and a UD Class of 2025 graduate with a master’s in microbiology, said environmental conditions are one factor diminishing protein content in plants. “Essentially, crops are becoming less nutrient-dense,” Pipinos said. “The more nutrients in crops, the more healthy humans can be.” Pipinos points to a strong link between soil microbes, plant health and human health. Ergothioneine, she said, has already been shown to lower the risk of cardiovascular disease. It’s also been shown to combat cognitive decline, with a strong link to healthy cognitive aging. “By enhancing ergothioneine in plants, we can improve human health,” Pipinos said. To reach Bais directly and arrange an interview, visit his profile and click on the contact button. Reporters can also contact UD's Media Relations Department.

1 min

From field to festival: How pumpkins grew into an autumn symbol

Type “Halloween” into your phone’s emoji search bar, and you’ll get three icons: a skull, a ghost, and a jack-o'-lantern. The skull and ghost make sense — but how did the pumpkin carve out such a starring role in our fall celebrations? Cindy Ott, associate professor of history and material culture at the University of Delaware, has the answer. She literally wrote the book on pumpkins, exploring how this humble orange gourd grew from a survival crop to a powerful symbol of American identity and nostalgia. Today, pumpkins dominate the fall season — from pumpkin pies and soups to the ever-popular pumpkin spice latte. Ott’s research uncovers how the pumpkin’s transformation from practical produce to cultural icon reflects broader shifts in American history, values, and traditions. To schedule an interview with Professor Ott, contact MediaRelations@udel.edu.

View all posts
Powered by