Findings show that in the public school system nationwide, only 7% of teachers, 11% of principals, and 3% of superintendents are Black. In the following Yahoo Finance Live video interview, AACTE Dean in Residence Leslie Fenwick explores this topic. She discusses the impact desegregation of public schools has had on the decline of the Black teacher pipeline and what steps should be taken to reverse the trend.
Posts Tagged ‘shortage’
The American Association for Employment in Education (AAEE) is requesting AACTE members’ participation in the 2020-2021 Educator Supply and Demand Survey, conducted in conjunction with the Center for Marketing & Opinion Research, LLC (CMOR). Both AAEE members and non-members are invited and encouraged to participate.
With data and perceptions gathered from colleges, universities, and school systems over several decades, the report generated will provide you and your institution with valuable regional and national insights and trends in PK-12 educator supply and demand. An electronic version of this report will be provided to all respondents in Spring 2021 at no cost.
Completion of the survey should take about 15 minutes and all responses will remain confidential.
Preview questions (in PDF format) prior to survey completion.
College or University? Complete this survey.
School District? Complete this survey.
The University of Maryland, Prince George’s Community College and Prince George’s County Public Schools announced a dual enrollment program to increase the teaching workforce in the state.
The Middle College Program enables high schoolers from county schools to earn an associate of arts degree in teaching while completing their high school requirements. Dual enrollment students can then transfer seamlessly into the UMD College of Education’s undergraduate teaching program; the program also aligns with Bowie State University and Howard University’s academic requirements.
“The collaboration is a reflection of our commitment to developing innovative new pathways to prepare an excellent and diverse teacher workforce for Prince George’s County Public Schools and for the state of Maryland,” said Jennifer King Rice, dean of the College of Education. “This model of ‘growing your own’ teachers will increase diversity in the education field, develop teachers from the local community and address critical teaching shortages.”
This article originally appeared in District Administration and is reprinted with permission.
The teacher shortage is real, complex, and concerning—especially in high-demand specialty areas such as special education, math and science, English as a second language, and foreign language. This comes as no surprise, as many reports indicate low enrollment in these educator preparation program (EPP) teaching areas. While it is important to reflect upon the current state of the teacher shortage, it is imperative that EPPs analyze changes in student enrollment to determine future implications for the teacher workforce.
The American Association of Colleges for Teacher Education (AACTE) recently released the issue brief, Degree Trends in High-Demand Teaching Specialties. Authored by Jacqueline E. King, Ph.D., the report examines trends in sub-specialties within the high-demand areas based on data that colleges report to the U.S. Department of Education’s Integrated Postsecondary Education Data System (IPEDS). While the report offers a few bright spots, it suggests that current PK-12 school shortages will not be remedied simply by hiring newly-prepared teachers.
The national teacher shortage has required all stakeholders to take action. What do we know and what can we do? The Annual Meeting “Addressing the Teacher Shortage” Deeper Dive session brought together a panel of experts to discuss the alarming data on and present strategies to combat this epidemic. The panel consisted of AACTE consultants Jacqueline King and Jane West; Zeke Perez, policy analyst, Education Commission of the States; and AACTE board member Marquita Grenot-Scheyer from the Office of the Chancellor at the California State University System.
Jacqueline Rodriguez, vice president, program and professional learning at AACTE, served as the moderator. She began the session by providing a national overview as it relates to the teacher shortage by highlighting, “As a Nation, we have …
- A decline in enrollment in teacher preparation programs;
- Significant lack of diversity in our educators: race, ethnicity, gender, identity, disability;
- High poverty schools which experience disproportionate teacher shortages;
- Schools with high enrollment of students of color more likely to employ uncertified teachers; and
- Teacher turnover at a significant high financial cost.
Julie Conner, a teacher at the Virginia School for the Visually Impaired, works with a female student with vision impairment.
This article originally appeared on the George Mason University website and is reprinted with permission.
The United States is in desperate need of educators who can read and teach braille, according to the National Federation of the Blind (NFB). Less than 10% of the 1.3 million people who are legally blind in the U.S. are able to read braille, according to a 2009 report by the NFB.
But few U.S. colleges offer programs that prepare teachers to educate students who are visually impaired, according to Kimberly Avila, professor-in-charge of the teacher preparation program in blindness and vision impairment within the College of Education and Human Development. Avila is also the coordinator for the Virginia Consortium for Teacher Preparation in Vision Impairment.
Will provide scholarships up to $4,800 to help teacher assistants earn teaching degrees
WGU North Carolina, an affiliate of the national online Western Governors University, has signed an agreement with Rowan-Salisbury School System (RSS) to help classified staff, such as teacher assistants, advance their careers by earning bachelor’s degrees and teacher certifications.
Any Rowan-Salisbury School System teacher assistant who enrolls in one of WGU North Carolina’s teacher-preparation programs will receive up to $800 in tuition credit per six-month term, after any Pell Grants have been exhausted, for up to three years. RSS employees will also receive an application-fee waiver code.
Additionally, WGU North Carolina will create a unique URL for RSS employees and promote this opportunity through printed materials, social media, on-site presentations and other channels. Employees will also have access to WGU career services resources and events, and WGU NC staff will be available to participate in any education/benefits fairs, seminars, and “lunch and learn” presentations offered by Rowan-Salisbury Schools.
Throughout the United States, schools are facing a critical shortage of special education teachers. This crisis is growing due to an emerging demand for special education teachers, coupled with a diminishing number of qualified candidates, recruitment challenges, and a high turnover rate. Reversing this crisis requires a multiprong approach that includes short- and long-term strategies to prepare and support teachers. Special education is complex, and one common type of instruction does not support all disabilities. To promote equity in education, we must ensure students with disabilities have access to proper assessment, resources, and qualified educators that correspond with their needs.
This article originally appeared in the Arkansas Democrat Gazette and the excerpt below is reprinted with permission.
A recent three-year drop in the number of people enrolled in Arkansas teacher preparation programs appears to have bottomed out, and the number is on the upswing, preliminary data from the Arkansas Division of Elementary and Secondary Education show.
The number of enrollees in the state’s teacher preparation programs for 2018-19 was 4,443.
This article originally appeared in Bowling Green Daily News and is reprinted with permission.
A federal grant award topping $1 million to Western Kentucky University will help address a shortage of special education professionals seen regionally and across Kentucky.
“The shortages are felt nationally, but definitely in an acute manner in our rural communities,” said WKU College of Education and Behavioral Sciences Dean Corinne Murphy, whose college is heading up the effort called Project PREP, or Preparing Rural Educators and Professionals for Students with High-Intensity Needs.
The American Association of Colleges for Teacher Education said there’s a shortage and a lack of diversity of fully prepared and credentialed special education teachers in public schools across the country.
In an article that originally appeared in Special Ed Connection, author Kara Arundel spotlights AACTE’s collaboration with the CEEDAR Center in launching the Reducing the Shortage of Special Education Teachers Networked Improvement Community (NIC). As part of the NIC initiative, 10 preparation programs in higher education have been selected to participate in this NIC and implement a range of strategies that will positively impact the special education teacher shortage by the Fall of 2022.
Cleveland State University (CSU) is one of the universities featured in the article, along with its Associate Dean for Faculty and External Affairs Tachelle Banks. AACTE’s Caitlin Wilson commented on how CSU and the nine other institutions will help find solutions to the nationwide teacher shortage. “By better understanding what works in particular context and comparing how it is similar or different at another university helps us to learn and share with the filed how that particular strategy or promising practice might be adapted depending on local conditions,” said Wilson, the director of program improvement and practice.
Read the full article, “Network of Universities Collaborate to Solve Special Educator Shortages.“
This blog post is written by AACTE consultant Jane West and is intended to provide updated information. The views expressed in this post do not necessarily reflect the views of AACTE.
Funding Agreement on the Horizon! No Shutdown Anticipated
December 20, a week from today, is the deadline for Congress to pass funding bills to keep the government in business and avoid a government shutdown. After weeks of handwringing, a bipartisan $1.3 trillion deal seems to have been brokered whereby all appropriations bills will be passed in the House and the Senate next week. While no details of the bills are yet available, it appears that one of the breakthroughs was an agreement to keep the amount of funding for the border wall (President Trump’s priority) at the current level of $1.375 billion.
Education advocates are eager to see if any of the significant increases in the House bill will be retained in the final package. All fingers are crossed in anticipation of next week. Learn more.
Augusta University on a Mission to Recruit More African American Male Teachers
Ed Prep Matters features the “Revolutionizing Education” column to spotlight the many ways AACTE, member institutions, and partners are pioneering leading-edge research, models, strategies and programs that focus on the three core values outlined in the current AACTE strategic plan: Diversity, Equity, and Inclusion; Quality and Impact; and Inquiry and Innovation.
This article originally appeared in JagWire and is reprinted with permission.
Growing up in Elberton, Georgia, Marcus Allen had a lot of incredible teachers who inspired him to be the man he is today.
They were thoughtful, patient and caring, but Allen, who is now the principal of Grovetown Middle School in Columbia County, admits there was one major component missing throughout his childhood education.
“Back then, I didn’t see people who looked like me teaching,” Allen said. “I didn’t have any African American male teachers at my school. And I think it’s important for students to be able to see someone who they can relate to in the classroom. Somebody who they can say, ‘He really might be able to advocate for me.’”
Faculty from 10 of AACTE’s member institutions convened in Washington, DC on November 22-23 for the first in-person meeting of the Networked Improvement Community (NIC) focused on reducing the shortage of the special education teachers. During the 2-day convening, nearly 40 NIC members came together to share and discuss the work happening at their institutions and their goals for recruiting more teacher candidates into their special education programs in the next 6 months.
Following the NIC model of the Carnegie Foundation’s for Foundation for the Advancement of Teaching, the institutions set individual targets connected to the network’s collective aim statement and driver diagram, which serves as the NIC’s working theory of action. Over the summer, faculty from each institution were invited to participate in a book club lead by AACTE staff: Learning to Improve: How America’s Schools Can Get Better at Getting Better. This book serves as a foundational text for the NIC members in understanding improvement science and how to apply it to their work at their institutions.
This article originally appeared in the Chatanoogan.com and is reprinted with permission.
As educators, we are concerned about the quality and quantity of applicants entering the field of education. Our members have often been catalysts for innovative solutions to the many challenges facing education. This is why we take an interest in the next generation of educators and why we strive to improve their experience and support as they transition from teacher candidate to classroom teacher.
In 1986, education school deans from the top universities developed a critical report that attributed much of the blame for struggling public schools on the training teachers were receiving in college.
Research reminds us that although we spend millions of dollars and thousands of hours on teacher preparation courses, we do not have much evidence justifying some of those requirements in Colleges of Education. Nor do policymakers really know how to measure and define a successful teacher training program.