In a time when American schools are grappling with a deepening teacher shortage, James Lane—a veteran educator and now head of K16 initiatives at ETS—offers a rare blend of urgency and optimism. With a career spanning classrooms, district offices, state leadership, and federal policy, Lane has witnessed the erosion of the teacher pipeline from every vantage point. His solution? A comprehensive, community-rooted strategy that begins in high school and extends through licensure, mentorship, and retention. 

“The biggest pain point in education is the teacher shortage,” Lane said. “It’s the number one issue that I think is necessary to make a difference in our schools.” 

A Crisis Decades in the Making 

Lane recalls a time when teaching jobs attracted dozens of applicants. “In the mid-2000s, I can remember getting 50 applicants for every teaching job,” he said. “Five or ten years later, we would get no applicants for a whole host of jobs.” Even elementary positions—once flooded with candidates—dried up. 

Praxis Recruit: Rethinking Entry Points 

At ETS, Lane is helping lead Praxis Recruit, a bold initiative aimed at expanding and diversifying the teacher pipeline. The program explores new pathways into the profession, including: 

• Recruiting internationally 
• Supporting paraprofessionals in upskilling to certified teachers 
• Developing assessments for pedagogy and classroom management 

“How can we use our global brand experience to bring international teachers into the mix?” Lane asked. “How can we be a part of the apprenticeship movement?” 

These questions reflect a shift from traditional recruitment models to a more flexible, inclusive approach and one that recognizes the evolving nature of the workforce and the need for innovation. 

Educators Rising: Planting Seeds Early 

Lane’s tenure as CEO of PDK International included leadership of Educators Rising, a national program that introduces high school students to the teaching profession. The initiative blends classroom instruction with real-world experience, from tutoring to early childhood internships. 

“We built out a full CTE program that trained the next generation of teachers beginning in high school,” Lane said. “We just wanted kids to get as many experiences as possible earlier so they could make a better decision.” 

The data backs it up. Students in Educators Rising were more likely to major in education and pass Praxis exams. Teachers overwhelmingly believed their students were better prepared for the profession. 

Perhaps most striking is a statistic Lane discovered during his time at PDK: over 60% of teachers end up teaching within 20 miles of where they went to high school. 

“Your best opportunity to recruit is right in your home community,” Lane emphasized. 

Beyond Recruitment: Building Infrastructure for Retention 

Lane’s strategy doesn’t stop at getting teachers in the door. He’s equally focused on keeping them there. That means investing in leadership development, reducing administrative burdens, and creating clear pathways for career growth. 

“We’re not going to have significantly better schools without investing in teachers—and frankly, principals who hire and train and develop teachers,” he said. 

He’s also a strong advocate for succession planning, especially in an era of high turnover among superintendents and principals. “I always have a feeling that the most important hire that I made as a district superintendent were my principals,” Lane said. 

A Call to Action 

Lane’s message is clear: solving the teacher shortage requires a systemic, long-term approach. 

“Everything about career pipelines has to start with interest in middle school, experiences in high school, in-depth training through college, and then of course they get into the field and they're successful.” 

As districts face post-pandemic budget constraints and shifting policy landscapes, Lane’s blueprint offers a hopeful path forward—one rooted in community, innovation, and a deep belief in the power of education to unlock human potential.