Skip Navigation

Marketing for Attracting Teacher Hopefuls RAC

Problem Addressed
General Approach
Who We Are
Opportunities for Engagement 

Who We Are

  • Cynthia Anhalt, University of Arizona
  • Maria Fernandez, Florida International University
  • Jennifer Whitfield, Texas A&M University
  • Diane Barrett, Jim McKown & Linda Venenciano, University of Hawaii
  • Nadine Bezuk, Randy Philipp & Rafaela Santa Cruz, San Diego State University
  • Nancy Caukin, Middle Tennessee State University
  • Carol Fry Bohlin, Fresno State University
  • Laurie Cavey, Joe Champion & Jan Smith, Boise State University
  • Kathy Hann, Julie McNamara & Julia Olkin, California State University, East Bay
  • Cheryl Roddick, San Jose State
  • Ed Dickey, University of South Carolina
  • Cheryl Ordorica, California State University, Chico
  • Dana Franz, Mississippi State University
  • Sofia Vicuna, California State University, Monterey Bay
  • Margaret Mohr-Schroeder, University of Kentucky

Statement of the Problem

  • Secondary Mathematics Teacher Programs* (SMTPs) are not enrolling or graduating enough secondary mathematics teachers to satisfy the needs of U.S. middle and high schools.
  • Salary, stereotypes, job satisfaction, career prestige, and the challenges of learning mathematics contribute to low enrollments in mathematics teacher preparation programs.

*An SMTP is a program that includes a nationally accredited course of study housed at an institution of higher education that leads to licensure for teaching mathematics in grades 6-12.

  • Aim Statements

    • Attract and maintain an adequate supply of secondary mathematics teacher candidates
    • Purposeful and sustained marketing plan and effort to attract a diverse population of teacher candidates and counter the negative narrative about teaching
    • Address needs of different institutions and programs
    • Marketing sensitive to diverse audiences Investigate how to retain those we recruit with strong potential for teaching secondary mathematics
  • General Approach

    • Provide models for developing and launching purposeful and sustained marketing campaigns that re-brand teaching to appeal to STEM majors
    • Include adaptions for programs focusing on undergraduates, UTeach, alternative pathways, and other models
    • Identify critical experiences in mathematics and clinical work that impact recruitment and retention
  • Measures Used

    • Annual number of graduates reported to SMTI
    • Number individual initiated inquiries about mathematics teaching (by email, phone, walk-in, etc.) monitored continuously through form and aggregated monthly
    • Annual data summary on diversity that includes race, ethnicity, and gender
    • Number of individuals who declare an appropriate SMTP major aggregated monthly
    • Number of individuals who apply for admission to an SMTP aggregated each semester

MTE-Partnership Driver Diagram


MATH Driver Diagram

Current Progress

Each partner is implementing Plan Do Study Act cycles tied to recruitment and using measures of program inquires and enrollments to monitor impact. Boise State, Middle Tennessee State, and FIU are addressing UTeach replication recruitment efforts. Arizona, Kentucky, Mississippi State, Texas A&M, and UofSC as well as the California State System campuses are implementing various strategies and recruitment tactics tied to their own programs. Efforts include website development, class meetings, posters, social media efforts and videos. Sample partner websites are at

The RAC has created and disseminates a 9-module Secondary Mathematics Teacher Recruitment Campaign Implementation Guide available within Trellis and at

  • Module 1 Teacher Recruitment Campaign Overview
  • Module 2 Campaign Planning
  • Module 3 Campaign Research
  • Module 4 Branding
  • Module 5 Social Media
  • Module 6 Public Relations
  • Module 7 Paid Broadcast Media
  • Module 8 Web Site Identity
  • Module 9 Lessons Learned/Evaluation

RAC members share recruitment tools (flyers, posters, videos, websites, etc) at

The RAC is collaborating with the STRIDES RAC to implement the Purposeful Recruitment, Exploration, and Preparation (PREP) Initiative in Fall 2016.

Opportunities for Engagement

  • As a full partner commit to implementing marketing tactics and share strategies, results, and data with RAC members.  As participating partners, join in periodic conference calls to learn about activities and share information as appropriate. 
  • Review and provide feedback to improve the Implementation Guide.
  • Participate in the PREP Initiative planning and implementation.
  • Collaborate and consider participating in the NSF Noyce Proposal that will be submitted by in Fall 2016.
  • Explore and implement strategies to diversify pool of teacher candidates and more effectively impact issues of equity and social justice in school settings.
  • Participate in the building of a Recruitment Resources Collection with the new MTEP online communication and collaborative work platform with the AAAS Trellis site: