Teacher shortages remain a critical issue in elementary and special education, with teachers of color significantly underrepresented despite evidence of their positive impact on student outcomes. This study asked the following questions: What factors impact recruitment and retention of teachers of color? How are new and veteran teachers experiencing these factors? Using a mixed-methods design, we completed a systematic literature review and conducted focus groups with recent graduates and veteran teachers. Findings from both indicated that, for teachers, including teachers of color, cultural expectations, financial barriers, and program design influence recruitment, and school climate, administrative support, and the "invisible tax" placed on teachers shape retention. Results inform strategies for sustaining a diverse teaching workforce in high-need areas.

Despite the promise of discussion-based pedagogy in fostering democratic habits and critical thinking, classroom discussion remains underutilized in elementary social studies. This qualitative case study investigates how three elementary teachers learned and implemented discussion strategies introduced through a series of professional development (PD) sessions. Framed by theories of personal and personal practical knowledge, the study explores the relationship between teacher learning and practice. Drawing on interviews, classroom observations, and analytic memos, four interrelated factors emerged as critical to teacher uptake: preparation, commitment, relationship, and agency. Findings illustrate that teachers’ prior experiences, perceived control, and levels of support significantly influenced whether and how PD learning was integrated into instruction. Rather than assuming a linear relationship between exposure and implementation, this study emphasizes the complex and relational nature of teacher learning. It highlights the importance of sustained, content-specific PD grounded in trust, reflection, and contextually responsive mentorship. Ultimately, this research contributes to our understanding of how in-service teachers translate PD into practice and underscores the unique opportunities and challenges of fostering authentic discussion in elementary social studies classrooms.