Posts Tagged ‘shortage’

More People Taking Arkansas Teacher Prep Courses

Professor teaching in seminar roomThis 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.

WKU Announces $1 Million Grant to Boost Number of Special Education Professionals

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.

Spotlight on NIC to Reduce Special Education Teacher Shortage

Teacher helping a disabled pupil at the elementary schoolIn 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.

Bipartisan Christmas Miracles Come to Washington

Bipartisan agreement

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.

Revolutionizing Education

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, Equityand Inclusion; Quality and Impact; and Inquiry and Innovation. 

This article originally appeared in JagWire and is reprinted with permission.

Marcus Allen

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.’”

AACTE Convenes First Special Education Teacher Shortage NIC

Teacher helping a disabled pupil at the elementary school

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.

The Looming Changes In Student Teaching

J.C, BowmanThis 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.

Frostburg State Receives $4 Million Grant From U.S. Department Of Education

Department of Education logo

This article originally appeared in the Bottom Line and is reprinted with permission.

Frostburg State University was recently awarded a $4 million grant through the Maryland Accelerates Teacher Education Program. The grant, which is in partnership with Garrett County and Frederick County public schools as well as FSU’s Master of Arts in Teaching, will serve to raise the number of certified teachers in Maryland schools. It will also provide a professional development path in which teachers will have the ability to mentor new education professionals.

The program is estimated to make a substantial impact on the community, with 40 new teachers joining the program and over 130 established educators becoming mentors. The grant will also aid approximately 4,500 students in rural communities. The program is aimed at subjects where there is a critical need for teachers.

Congress Makes Progress Toward Completing Education Funding Bill

A group of children drawing a hopscotch game on a floor with dollar signs.

This blog post is written by AACTE consultant Jane West and is intended to provide update information. The views expressed in this post do not necessarily reflect the views of AACTE.

Congress Still Working to Avoid that Government Shutdown

The current continuing resolution—a bill that keeps the government temporarily funded – expires next week, on November 21. Congressional leaders have been scrambling this week to find a way to keep government funding extended beyond that time, and thus avoid a government shutdown. They appear to be closing in on another temporary funding extension—through December 20—predicated on progress on the big obstacle, which is agreeing on top line totals for each of the 12 funding bills. Since the House and Senate did not agree on those totals before they wrote their bills, there are significant discrepancies which can only be resolved by a House/Senate agreement on one figure for each bill.  This is critical for the bill that funds education, as the House bill is about $5 billion more generous for education than the Senate draft bill.

Congressional Agenda Includes Education Funding and Reauthorization of the Higher Education Act

Dollars and coins in glass jar with education fund labelThis blog post is written by AACTE consultant Jane West and is intended to provide update information. The views expressed in this post do not necessarily reflect the views of AACTE.

Funding Bills Move in the Senate, but Not for Education

November 21, less than a month away, is the date the government runs out of money.  The ball is in the Senate court, as they have yet to pass any appropriations bills on the floor. Majority Leader McConnell (R-KY) has teed up passage of the first package of funding bills, which Democrats have said they will support. But that package does not include education spending, which is in the Labor/HHS/Education appropriations bill.

If You Listen, We Will Stay



A majority of the nation’s public school students are students of color, but less than 20% of teachers are teachers of color—and only 2% are Black men. While more teachers of color are entering the classroom, data reveal that educators of color are also leaving at higher rates than their peers. To show the root cause of this problem and to identify solutions, The Education Trust and Teach Plus today jointly released new research that examines the challenges teachers of color face and documents the experiences of staff in schools that deliberately work to retain faculty of color.

If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover comprises authentic narratives of teachers of color and successful school leaders. For this report, researchers conducted focus groups with teachers who identify as Black or Latino who talked about their experiences in the workforce and what schools, districts, and states could do to keep them in the field. Researchers also conducted case studies in schools and districts that were selected for their intentionality around retaining teachers of color.

High-Level Findings

In the focus groups, five themes emerged, highlighting the challenges that teachers of color face in the workforce and the reasons many of them fall out of teaching: (1) experiencing an antagonistic school culture; (2) feeling undervalued; (3) being deprived of agency and autonomy; (4) navigating unfavorable working conditions; and (5) bearing the high cost of being a teacher of color.

Exploring Careers in Education at Teacher Scholars Summer Institute

This article and photo originally appeared on the Engage TU-Towson University blog and are reprinted with permission.

The Towson Univerity (TU) Teacher Scholars Summer Institute premiered this summer (July 15–18) in an effort to recruit high school students into teaching. This was also an effort to work more closely with our Teacher Academy of Maryland (TAM) program.

One of our main goals was to assist in recruiting more underrepresented students into the field of education, which is predominantly composed of white females across the nation. Conversely, about half of K–12 students are from diverse backgrounds and/or are male.  We are also facing a critical shortage of teachers in the U.S., and Maryland is facing the same issues. In fact, all 24 counties in Maryland are experiencing a shortage of teachers based on the last Maryland State Department of Education Staffing Report.  In addition, enrollments at TU and across the nation have been declining in education programs. Therefore, we were piloting this program to help create a pipeline of more teachers, as well as more diversity among teachers.

Department of Education Seeks Your Comments on “Attracting, Preparing and Retaining” Effective Special Educators

Attract, Prepare and Retain Effective Personnel graphicThe Office of Special Education Programs of the U.S. Department of Education (DOE) has developed an initiative called “Attract, Prepare and Retain Effective Personnel.” They have requested feedback from the field.  Specifically, the invitation states:

“We invite you to share your thoughts on how we can best support States in their work to Attract, Prepare, and Retain Effective Personnel. Sharing your challenges and successes can make a difference for others facing similar challenges.” 

The deadline for submitting comments is September 30, 2019.  Learn more.

The Push to Get More Teachers of Color in Special Education Classrooms

Teacher of color working with two students

The excerpt below is taken from an article originally published in Ed Week and is reprinted with permission.

It’s a constant struggle for school districts across the country to find qualified special education teachers. An extra challenge: finding special educators of color to help meet the needs of a student population that can be disproportionately nonwhite.

Just over 82 percent of special education teachers in public schools are white, according to 2011-12 federal data, the most recent available. Meanwhile, only about half of students receiving special education services are white, according to 2017-18 data.

Yet teacher diversity matters: Decades of research has shown that students often perform better academically when they are taught by teachers of the same race.

“The special education field is really prime to recruit faculty of color,” said Jacqueline Rodriguez,

Cooperation Helping Address Va. Teacher Shortage

Jane Bray

This article originally appeared in The Virginian-Pilot and is reprinted with permission.  

SOME SAY mountains cannot be moved, but the commonwealth has done just that.

Achieving solidarity among educators, politicians, policymakers, higher education institutions and leaders from across Virginia, the effort to combat the teacher shortage in our classrooms has been nothing short of truly astonishing.

On June 20, the Virginia Board of Education gave the final seal of approval for 53 four-year undergraduate degree programs in teacher education at 15 institutions of higher education across the state.

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