Both the K-12 teaching force and the students they serve are changing dramatically. A new generation is poised to make up the bulk of new talent as the Baby Boomers retire, and today’s teachers are serving many more English learners than ever.
During this forum, EdWeek journalists and experts will discuss the levers K-12 leaders can control, such as scheduling, class sizes, resource allocation, and other factors, to improve teacher recruitment and retention. Join us to discover what teachers say they need to feel supported to stay in classrooms for the long haul.
Attendees will:
- Hear from Gen Z teachers about their expectations, hopes, and fears as they navigate the profession
- See the results of a nationally representative survey of teachers, including our third annual Teacher Morale Index
- Gain insights into teachers of English learners’ needs, and what they want general educators to know, too
- Understand teachers’ frustrations about interacting with parents and how school leaders can help them, and more
First time K-12 Essentials Forum attendee? Learn more about our free virtual forums.
Agenda
2:00pm ET
Welcome & Introduction
We’ll highlight key insights from the Education Week State of Teaching report and give you a preview of the content to come in this event.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
2:10pm ET
Interactive Session | Is Teacher Morale Higher or Lower?
Get a crash course into EdWeek’s exclusive national and state data on the status of the teaching profession, including the annual Teacher Morale Index Score.
Holly Kurtz is the director of the EdWeek Research Center.
2:30pm ET
Industry Perspective | De-implementation: Making Room for What Works
Sponsor content provided by Lexia
Districts are constantly asked to implement new literacy initiatives—but what if lasting improvement starts with doing less? In De-implementation: Making Room for What Works, Carey Sweet, National Senior Education Advisor at Lexia, explores why removing outdated, ineffective instructional practices is just as important as adopting evidence-based ones. Learn how district leaders can make room for the science of reading, strengthen instructional coherence, and focus time and resources on the practices that have the greatest impact on student learning.
Districts are constantly asked to implement new literacy initiatives—but what if lasting improvement starts with doing less? In De-implementation: Making Room for What Works, Carey Sweet, National Senior Education Advisor at Lexia, explores why removing outdated, ineffective instructional practices is just as important as adopting evidence-based ones. Learn how district leaders can make room for the science of reading, strengthen instructional coherence, and focus time and resources on the practices that have the greatest impact on student learning.
Carey Sweet
National Senior Education Advisor,
Lexia
2:40pm ET
Panel Discussion | Gen Z Teachers Take the Reins
As the Baby Boomers retire, they’re being replaced by today’s youngest, most tech-savvy generation ever. Hear what they say they need in order to have productive, lengthy careers.
Sarah D. Sparks covers the teaching profession and pedagogy for Education Week.
Amber Chandler
ELA Teacher and Author
Amber Chandler is a National Board Certified middle school ELA teacher in Hamburg, New York. She is an author and speaker, as well as an adjunct professor and her district’s teachers’ union president entering her fourth term.
Katrina Sacurom
5th Grade Reading and Writing Teacher,
Shawnee Trail Elementary, TX
Katrina Sacurom is a 2025-2026 Teach Plus Texas Policy Fellow and 5th grade reading and writing teacher at Shawnee Trail Elementary in Frisco, Texas. She coordinates the student-led Journalism Crew and coaches the Ultimate Frisbee League. Katrina formerly taught at Hotchkiss Elementary School in Dallas, supporting English learners, as part of the City Teaching Alliance (formerly known as Urban Teachers) Resident Teacher program. She received the Segal AmeriCorps Education Award (2023), Presidential Scholarship (2017-2020), and Balfour Emerging Leader Scholarship (2018). Katrina has also worked as a policy consultant for The Urban Leaders Fellowship. She earned her BA in political science with a minor in international studies from Texas A&M University – Kingsville, and MS in educational studies (elementary education) from Johns Hopkins University.
3:15pm ET
Industry Perspective | Rethinking the Gen Z Educator Journey
Sponsor content provided by PowerSchool
This session explores how school districts can better attract and retain Gen Z educators by designing better early-career experiences.
We’ll focus on three practical shifts: making the application and hiring process clearer, faster, and more responsive; creating a culture of ongoing feedback and coaching so new educators feel supported as they grow; and sharing ownership of the profession’s future by inviting younger educators into problem-solving, leadership, and storytelling.
This session explores how school districts can better attract and retain Gen Z educators by designing better early-career experiences.
We’ll focus on three practical shifts: making the application and hiring process clearer, faster, and more responsive; creating a culture of ongoing feedback and coaching so new educators feel supported as they grow; and sharing ownership of the profession’s future by inviting younger educators into problem-solving, leadership, and storytelling.
Jesse Roy
Senior Education Value Director,
PowerSchool
As Senior Education Value Director, Jesse Roy supports PowerSchool’s efforts to strengthen partnerships with schools and districts. Prior to joining the company, Jesse led the federal grants team at the Vermont Agency of Education and worked closely with districts in adopting data-driven practices for continuous improvement. He was a classroom teacher and holds a master’s degree in special education, as well as post-graduate credentials in educational research and statistics.
3:25pm ET
Panel Discussion | The Changing Roles and Status of Teachers of English Learners
More students than ever are acquiring the English language. Listen to what teachers who work with them say they need now to best help those students advance.
Ileana Najarro is a reporter for Education Week covering race and opportunity in schools across the country.
Olga Dietz
English Learner (EL) Teacher,
Mt. View Elementary, Metropolitan Nashville Public Schools, TN
Born and raised in Puerto Rico in a family of educators, Olga Dietz developed a passion for education at an early age and knew it was the field she wanted to pursue. She earned her undergraduate degree from Trevecca Nazarene University and later completed her master’s degree at Bethel University. Throughout her career, she has taught both first grade and kindergarten before transitioning into an English Learner (EL) co-teaching role, where she has served for the past five years. In addition to her work in the classroom, she teaches an adult English class at her church helping community members build confidence and skills in the English language. She is passionate about supporting learners of all ages and creating inclusive, engaging environments where every student can thrive.
Gwen Snow
Newcomer Academy,
Jefferson County Public Schools, KY
Gwen Snow is principal of Newcomer Academy in Jefferson County Public Schools in Louisville, Kentucky, where she leads one of the nation’s largest schools serving newly arrived multilingual learners. With more than 25 years in education, she is committed to supporting educators, advancing equitable instructional practices, and helping multilingual students achieve academic success and postsecondary readiness.
Renee Wilson
Teacher,
Newcomer Academy, KY
Renee Wilson spent almost twenty years teaching in Chicago Public Schools K-8 with ML students who spoke Spanish. She moved to Louisville in 2018 and was lucky to get a job working at Newcomer Academy (MS and HS) with ML students who speak many languages. She has a Master’s of Arts in teaching, National Board Certification, a Master’s in School Counseling and has been to a million hours of professional development (more or less). In her free time she loves to cook, read library books, spend time with family and mentor children and young adults who came to America as refugees.
3:55pm ET
Interactive Session | Student Behavior: It’s Not Just the Students, It’s the Parents
Teachers say parental demands can be overwhelming. Here’s what top principals say can help smooth the tensions.
Olina Banerji is a reporter for Education Week who covers school leadership.
4:05pm ET
Closing Thoughts and Key Takeaways
We’ll recap the big ideas and key insights from the event.
Stephen Sawchuk is an assistant managing editor for Education Week, leading coverage of teaching, learning, and curriculum.
Education Week’s The State of Teaching project is supported in part by grants from the following philanthropic partners:
Charles Butt Foundation
The Joyce Foundation
Gates Foundation
Nellie Mae Education Foundation
The 50-state data collection for The State of Teaching 2026 was made possible through a partnership with:
MCH Strategic Data
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