america is watching on c-span powered by cable. >> over the past three months, the january 6 committee held a series of hearings reviewing the findings from its investigation. watch c-span as we look back at the hearings featuring never before seen evidence, depositions and witness testimony. tonight at 8 p.m. eastern. greg jacobs, former counsel to mr. mike pence, testifies on the alleged pressure the vice president received from president trump to not certify the election results. watch tonight on c-span on on demand -- or on demand at c-span.org. host: anne douglas smith of the

ohio state university to discuss efforts to address the national teacher shortage. they are lead effort -- authors of the book how do we get here? welcome to both the you. >> thank you for having us. host: can you start by telling meet your background in education and teaching? >> my background is in human resources. i did my training and public resource management. coming at it from a talent management perspective. host: douglas, you are at i will straight -- iowa state university. what about you?

what is your background in education and teaching? >> i come through working with student services and academic affairs. i have a phd in university of wyoming. i have -- education resources, working with k-12 leadership and working with colleges. i have relationships between the community college and the k-12 environment to solve these issues we are faced with. there was a report in -- host: there was a report in the washington post saying it is hard to know how many classrooms are short of teachers because there is no national database. can you tell us what you are hearing from the state and the district level about the scale of this problem?

>> one of the challenges it is we don't have a great national data on what the shortage is. last time we used this shortage -- the issues in one localized area is not going to be the same and it is hard to say that we have our national teacher shortage because we have all of these endorsement areas. we have these levels that prepare people from elementary to middle to high to english. each local area is impacted differently but the challenge in quantifying it is states don't collect the same data. some states don't collect the same data at all. when we think about the teacher shortages, republic -- what we

do here from school districts and leaders through researchers, there are contrary created shortages especially in special education and stem fields. they are difficult to hire and those challenges impacted rule and --rural and urban district is --districts. host: let's bring you in, henry. you had a recent piece about the fact that efforts to combat teacher shortages don't always have --address the real problems. what are the real problems? >> let me start off discussing what the problem is and why many of the solutions proposed miss the mark. there is a growing number of people teaching in a

unattractive profession. the majority of parents report they don't want their children to become teachers so a lot of the proposals that are designed to understand -- salk teacher shortages are -- solve teacher charges -- they don't change the pattern. the book of that is related to attornment -- retirement and when we talk about things about lowering the barrier, that doesn't address the conditions that led the exodus of the teachers and we want to address how things will be different from the new crop of incoming teachers, resulting in the needs of hiring again. they are shortsighted and naa

much more complicated dilemma -- in a much more complicated dilemma. host: is the current shortage a result of the pandemic or exacerbated? caller: -- guest: we have had acute teacher shortages and specific school districts and specific areas well before the coronavirus but what covid-19 did is it accentuated the working conditions that have been increasingly unpalatable for teachers to work in and many of them, especially of them with the resurgence of the american labor market, has allowed opportunities to exit teaching at increasing rates, especially when we think about the base differential that a teacher can step into the private labor

market with a bachelors or masters degree and make and when we think about what is happening, what we hear about, since covid-19 but this was happening before, is these frustrating -- is this registration -- is the frustration with the lack of autonomy with what the teacher does in the classroom. the overall lack of ability to control what you are doing in the classroom and it is important you are doing that. increasingly the teacher's time is spent on non-instruction. nearly one third of all teachers reported at least a single instance in the last year of physical or verbal harassment just from parents alone. those types of conditions become unpalatable for teachers who want to continue. host: we will get to your calls.

go ahead and dial, educators now -- (202) 748-8000. if you are a parent, dial (202) 748-8001. if you are a student, you can dial (202) 748-8002. anyone else who wants to call or send us a text, (202) 748-8003. we are talking to educational professors henry tran and douglas smith. you have talked about teachers instilling -- and feeling disrespect. can you talk about what you think the root cause is? is it the student or parents?

guest: and some other research that serves on the foundation of the book, based on feedback and info from steak overs -- from state holders -- the most influence rich or -- influential factor of wife people -- why people would leave his lack of respect -- his lack of respect. increasingly teachers are expected to do more than teaching. they have to provide social work and janitorial services. for low teacher pay relative to other professions, one estimate indicates about 20% left and there is a bit -- attempt to de-professionalize teaching. at the micro level, that just

wrote -- disrespect from teachers includes poor working conditions, having to pay out-of-pocket for resources, lack of student respect and verbal and physical abuse and weak administration of -- administrative support that provide all this extra work and scrutiny that takes away the focus of students --from the students. this lack of drive prevents people -- teachers from teaching. when we interview prevent -- potential teachers and is later tells us -- i really wouldn't want to be a teacher but the thing is, -- >> you can watch the rest of the program if you go to the website, c-span.org. we will take you with to