Arizona Law Removes Bachelor’s Degree Requirement for Teachers

On July 5, Arizona Gov. Doug Ducey signed a law permitting teachers to instruct in the classroom full-time without a bachelor’s degree. Stock Photo via Getty Images

This article originally appeared on K-12 Dive.

The same week Arizona Gov. Doug Ducey signed into law one of the nation’s most expansive school choice laws, he also approved a new law that would no longer require a bachelor’s degree for teaching in a classroom full time. 

The legislation, SB 1159, allows people without a bachelor’s degree to start training to become a teacher while in college and finish that training while also finishing their degree.

Special Educator Shortage Requires ‘All Hands on Deck’

Jacqueline Rodriguez, Laurie VanderPloeg, and Kaitlyn Brennan talk about special educator shortages during the Council of Administrators of Special Education’s Special Education Legislative Summit on July 11, 2022, in Alexandria, Virginia.

This article originally appeared on K-12 Drive.

While the number of students needing special education services is expected to increase over the next few years, the number of special educators and specialized instructional support personnel are expected to decrease, according to speakers at Monday’s Special Education Legislative Summit, sponsored by the Council of Administrators of Special Education and Council for Exceptional Children.

Anamaria Arteaga Named Holmes Scholar of the Month

Congratulations to Anamaria Arteaga, the July 2022 Holmes Scholar of the Month. Arteaga is a Ph.D. student at the University of Connecticut’s Neag School of Education. 
As the service-learning course instructor for the Human Rights and Action Learning Community, she currently works as a graduate assistant for Community Outreach. Arteaga is also a board-certified behavior analyst (BCBA) with a background in applied behavior analysis (ABA) who has worked with children diagnosed with autism spectrum disorders (ASD) and other related disabilities. 

House Committee Approves Labor-HHS-Education Funding Bill

This weekly Washington Update is intended to keep members informed on Capitol Hill activities impacting the educator preparation community. The views expressed in this post do not necessarily reflect the views of AACTE.

While I typically break from Washington Update during Congressional recess, I am excited to share that last week, the House Appropriations Committee approved the fiscal year (FY) 2023 Labor, Health and Human Services, Education, and Related Agencies bill on a 32 to 24 vote.

The bill provides $242.1 billion, an increase of $28.5 billion or 13% above 2022 funding levels. While significant advocacy work to get this across the finish line remains- the Appropriations Committee’s approval marks a great step in securing historic increases for education funding at the federal level. Your voices are being heard!

Summer Scholars Helps Develop Science Teaching


The University of North Georgia’s (UNG) Summer Scholars STEM Institute held throughout the month of June helped pre-service teachers in UNG’s College of Education gain experience in preparing lesson plans in science and engineering while focusing on English language learners. A nearly $300,000 National Science Foundation grant, which runs through 2024, helped fund the academy for 60 students rising into fourth grade through eighth grade at local area schools.

Department of Education Issues Draft Rules to Help Federal Student Loan Borrowers

The U.S. Department of Education released on July 6 draft regulations intended to help student loan borrowers better manage their federal student loans.

Student loan borrowers have long been stifled by the loans they take out to pay for college, preventing them from planning for retirement, buying a home, starting a family and/or achieving other life milestones; in addition, excessive debt is one of the reasons given for why educators leave the profession. While temporary steps were taken to help these individuals during the pandemic, the underlying challenges remain. These regulations are intended to build off the pandemic-relate efforts and create a “more equitable student loan system.”

AACTE Welcomes New Holmes Scholars from UNLV and Austin Peay

The Holmes Program continues to grow! We are excited to welcome four new Holmes Scholars from the University of Nevada Las Vegas and Austin Peay State University. Learn more about the new scholars:

Adjoa Mensah is a doctoral student in Teaching and Learning with an emphasis on teacher education. She holds a bachelor’s in psychology from the University of Western Ontario, a M.Ed. from Daemen College, and a M.A. in French from the University of Kent. Her research interest focuses on the effective integration of technology for diverse learners in K-8 classrooms.

Washington Week was Life-Changing Experience for Undergrad Student

AACTE’s Washington Week was a “a life-changing experience.” The event was a revelation that highlighted the courageous leadership we have within our nation. These leaders are devoted and determined to make sure education is not forgotten nor are educators overlooked. I have always had respect for the leaders that made the decision to go into education. I have even more appreciation for those who do not sweep the issues in education under the rug and tell it like it is.

UW’s Teacher-Mentor Corps Cohort to Improve Teacher Support, Retention

The University of Wyoming has welcomed the inaugural cohort of the Wyoming Teacher-Mentor Corps (WTMC), an initiative led by the UW College of Education.

The WTMC is designed to foster teacher excellence by creating a network of Wyoming educators who can provide expert support for emerging teachers. The 21 cohort members represent 16 of the state’s 48 school districts — creating a web of expert teacher mentors that spans Wyoming.

High-Quality Principal Learning Programs Associated with Improved Outcomes

As state leaders continue to weigh the best use of federal funding to improve education in the wake of the COVID-19 pandemic, a major new research report by the Learning Policy Institute and The Wallace Foundation underscores the importance of federal, state, and district policies that foster the availability and quality of principal preparation and professional development programs. The research finds that the preparation and professional development a school principal receives not only shapes their efficacy as a leader, but are also associated with positive outcomes for teachers and students.

Georgia State University Awarded State Department of Education Funding to Support Dyslexia Endorsement Programs

Georgia State University’s College of Education & Human Development received a $106,928 grant from the Georgia Department of Education to help teachers earn their dyslexia endorsement.

Georgia State is one of 14 universities and regional education service agencies to receive state funding, which can be used to cover tuition, fees and exam costs for teachers in dyslexia endorsement programs or to improve and expand those programs, according to the Department of Education’s website.

UMaine Supports Teachers with First Summer Educators Institute

Schools across the state held their last classes of the 2021–22 school year , marking the official start of summer for Maine students, parents and teachers. However, about 125 educators didn’t the classroom , as they took part in the first annual University of Maine Educators Institute being held virtually June 22–23.

The theme of this new UMaine Summer University program, developed in collaboration with the Maine Department of Education, is “Supporting Emotional and Behavioral Well-Being in School Communities: From Surviving to Thriving.”

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