Philly Overwhelmed by Uncertified Teachers

The Growing Concern of Emergency-Certified Teachers in Philadelphia Schools

In Philadelphia’s school district, a troubling trend is emerging: one out of every three teachers in the lowest-performing schools lacks full certification. This issue has sparked concern among educators and administrators, as it highlights the growing reliance on emergency-certified teachers, particularly in schools that already face significant challenges.

The rate of emergency-certified teachers in the district as a whole stands at 21% for this school year. However, in the 50 most academically struggling schools, the percentage jumps to 33%. During a recent school board progress monitoring session, board member Joyce Wilkerson expressed her deep concern about this issue, emphasizing the need for a more comprehensive approach to address the problem.

As part of its ongoing efforts to evaluate the district's performance, the school board recently reviewed data related to emergency-certified teacher rates alongside other metrics such as bathroom repairs and the installation of water-bottle filling stations. These factors were used as proxies to assess whether schools are clean, safe, and well-supported.

The Rise of Emergency-Certified Teachers

The number of teachers without full certification has more than doubled over the years, which comes with significant implications for student learning and school stability. While the board did not take immediate action, it acknowledged that this data will play a crucial role in guiding future resource allocation and administrative decisions.

Emergency-certified teachers are typically hired when no certified teacher is available to fill a classroom. These individuals must hold a bachelor’s degree in any subject, except for those in career and technical education. They are required to either enroll in a teacher-certification program or pass exams while teaching full-time, with a deadline to complete their coursework or exams by the end of the school year. Although emergency certificates can be renewed, they are not indefinite.

For the 2024-25 school year, 16% of the teaching force in the district was emergency-certified, marking a 5 percentage point increase from previous years. In the 50 lowest-performing schools, the percentage of non-certified teachers rose from 26% last year to 33% this year. This disparity is not unexpected, as research shows that highly effective and certified teachers are less likely to work in schools serving economically disadvantaged or minority students.

Challenges Faced by Emergency-Certified Teachers

According to Tonya Wolford, the district’s Chief of Evaluation, Research and Accountability, these trends reflect broader national patterns. Most emergency-certified teachers do not complete their credentials on time or remain in public schools long-term, leading to high turnover rates and instability for students. Many of these teachers lack formal training in classroom management and pedagogy, making it difficult for them to succeed in their roles.

To support these teachers, the district has implemented various initiatives, including on-the-job coaching, assistance with earning credits, and help passing certification exams. Financial aid is also available to help them convert their emergency credentials into permanent ones. However, the long-term strategy remains unclear.

Addressing the Crisis

Superintendent Tony B. Watlington Sr. acknowledged the challenges posed by the nationwide teacher shortage and the declining public perception of teaching as a profession. He emphasized the need for federal and state-funded programs that provide debt-free education for aspiring teachers. Without such initiatives, the district must continue to find creative solutions to build a stronger teaching workforce.

Board member Whitney Jones expressed alarm over the disparities in emergency-certified teacher rates across the district. He called for equity in teacher certification, suggesting that the lowest-performing schools should receive greater investment to close the gap. Watlington agreed that placing the best teachers in front of the neediest students is essential, but he stressed that incentives are necessary to retain teachers in hard-to-staff schools.

While the district offers bonuses to some teachers who agree to work in challenging areas, other districts, such as Camden, offer higher incentives. This highlights the ongoing struggle to attract and retain qualified educators in the most vulnerable schools.

Moving Forward

The situation in Philadelphia underscores the urgent need for systemic change. Until there is a broader commitment to supporting teacher preparation and retention, the reliance on emergency-certified teachers will likely persist. With continued focus on equity, investment, and innovation, the district can work toward a more stable and effective educational environment for all students.