Today, U.S. Secretary of Education Miguel Cardona issued a nationwide call to action for states, higher education leaders, and schools to tap federal resources and work together to address the teacher shortage and aid student recovery. Today’s announcement builds on President Biden’s call in the State of the Union encouraging leaders to use American Rescue Plan funds to address this critical challenge schools and districts across the country are facing. The call to action coincides with Secretary Cardona’s participation in the Carnegie Foundation for the Advancement of Teaching’s Summit on Improvement in Education in San Diego.
“I have always known that a well-prepared, well-supported, well-compensated, and diverse educator workforce is the foundation for student success. Educator vacancies and other staff shortages represent a real challenge as our schools work to recover, falling hardest on students of color, students in rural communities, students from low-income backgrounds, students with disabilities, and multilingual learners. That’s why I’m proud that the American Rescue Plan has equipped states, school districts, and colleges and universities that prepare our educators with unprecedented financial resources to help overcome this challenge,” said Secretary Cardona. “Today, I am calling on states, districts, and institutions of higher education to use ARP funds to address the teacher shortage and increase the number of teacher candidates prepared to enter the teaching profession. My team will continue to advise state and local leaders on how they can seize this moment; put COVID relief dollars to work in our schools; and achieve a lasting, equitable recovery for our students.”
This article originally appeared on the UTEP website.
Photo: Laura Trejo / UTEP Marketing and Communications
Ten graduate students in The University of Texas at El Paso’s teacher preparation program earned $10,000 scholarships to help finance their education and teacher certification, thanks to a $108,000 grant from the Charles Butt Foundation.
UTEP nominated students for the Charles Butt Scholarship for Aspiring Teachers who were accepted into the accelerated M.A. in Education with teacher certification program, which includes a year-long residency in partnership with El Paso County school districts. Those nominees went through two rigorous application processes — one at UTEP and the other through the Charles Butt Foundation (CBF), formerly the Raise Your Hand Texas Education Foundation.
Erika Mein, Ph.D., associate dean for undergraduate studies and educator preparation in the College of Education, is a principal investigator of CBF’s Raising Texas Teachers partner program at UTEP. She said she was elated that the CBF selected 10 UTEP students to be part of the program’s initial cohort. She described the students as committed, professional and enthusiastic.
In 2021, AACTE supported a federal application by the State of Tennessee and member institution Austin Peay State University (APSU) to create educator preparation-based Grow Your Own programs as acceptable apprenticeships for aspiring educators. After rigorous review and meetings with state and federal officials, AACTE endorsed the effort, which partners college or university educator preparation programs (EPPs) with local school districts to ensure teacher candidates are profession-ready upon entering the classroom.
Paving the way for teaching and educator workforce development nationwide, the Tennessee Department of Education announced it has pioneered a new way to develop teacher pipelines, and is the first state to be approved by the U.S. Department of Labor to establish a permanent Grow Your Own model, with Clarksville-Montgomery County School System and Austin Peay State University’s Teacher Residency program becoming the first registered apprenticeship program for teaching in the country. Tennessee is the first state in the country to sponsor Teacher Occupation Apprenticeship programs between school districts and Educator Preparation Programs (EPPs), which will further the state’s and nation’s efforts to extend the teacher pipeline and address teacher shortages.
Arkansas State University is one of eight Arkansas universities participating in a program designed to help transform K-12 teacher recruitment, training and retention, according to Forward Arkansas, a non-profit organization leading an effort to recruit and retain qualified K-12 teachers.
A-State joins Arkansas Tech University, Harding University, Southern Arkansas University, University of Arkansas at Fort Smith, University of Arkansas at Little Rock, University of Arkansas at Pine Bluff and University of Central Arkansas in the project.
This article originally appeared on AL.com and is reprinted with permission.
When Wesley Lindsey first met his fourth-grade student, the boy, who is also Black, was reading on a preschool level.
Other teachers had referred the student to special education numerous times and wouldn’t even let him walk in the hallway alone due to behavioral problems.
From fall to spring, Lindsey managed to coach the young boy to nearly a third-grade level. The behavior problems stopped, and the student started mimicking Lindsey in the classroom, telling other students to quiet down and do their work.
Senator Jack Reed (D-R.I.) and Representative Alma Adams (D-N.C.) recently introduced the Educators for America Act, which would modernize Title II of the Higher Education Act and help ensure that future teachers are profession-ready to enter the classroom. The Educators for America Act was introduced after more than a year of consultations with experts in the educator field and partner organizations.
Now we must use our voice to build support and momentum behind the bill. Urge your representative and senators to co-sponsor the Educators for America Act via AACTE’s Action Center.
Mississippi Public Universities support the state’s children and K-12 schools across the state in numerous ways. In addition to preparing the teaching workforce through the education academic degree programs, the universities support teachers, students, and schools through outreach efforts ranging from a partnership school for middle school students located on a university campus to a clinic housed at a high school to help teens stay well so they can perform at their best in the classroom and beyond.
The Mississippi Excellence in Teaching Program (METP) is a collaboration between the University of Mississippi and Mississippi State University to attract top-performing students into the education profession with full financial support, travel abroad opportunities and invaluable professional incentives. METP aims to increase the import—and reduce the export—of talented educators to create a pipeline of new teachers committed to Mississippi’s future. All students who enter the program make a five-year commitment to teach in Mississippi after graduation. Funded by the Robert M. Hearin Support Foundation of Jackson, METP is designed to create a unique “honors college-style” learning experience for high-achieving education students and promote collaboration between students and faculty at both universities.
On behalf of the American Association of Colleges for Teacher Education (AACTE), President and CEO Lynn M. Gangone issued the following statement in support of the Educators for America Act, which would update and modernize Title II of the Higher Education Act:
“AACTE enthusiastically supports the Educators for America Act and thanks Sen. Reed and Rep. Adams for their unwavering leadership in support of educator preparation. This comprehensive bill will make robust investments in teacher and other educator preparation programs while alleviating our nation’s educator shortage, diversifying the profession, and providing critical support to our member institutions and their community partners.”
In a bonus episode of the Next Education Workforce podcast, former U.S. Secretary of Education John B. King, Jr. tells Brent Maddin of Arizona State University’s Mary Lou Fulton Teachers College about the impact public school had on King’s life and how his work today has been shaped by his experiences as a student, classroom teacher, civil servant and policymaker.
Educators Rising, a national Grow Your Own career and technical education (CTE) program that inspires high school students to become educators, announced a partnership with the Arkansas Department of Education to expand to 30 schools across the state, with an emphasis on serving high-needs areas and recruiting diverse students into the profession. The partnership, partially funded through a generous grant from the Walton Family Foundation, more than doubles the potential footprint of the program in the state.
With chapters in all 50 states, Educators Rising offers students the opportunity to develop necessary classroom skills and experience teaching through co-curricular learning and supervised clinical experiences while still in high school. The program can be set up as an extra-curricular activity or as a co-curricular experience and offers a classroom-ready curriculum that can also be implemented at the school level. Educators Rising helps increase teacher diversity through tools and resources designed to address the needs of diverse students and broaden the types of students who explore teaching as a profession.
AACTE’s Consortium for Research-Based and Equitable Assessments (CREA) project recently released a framing paper titled The History, Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline: A Structural Racism Analysis. The paper addressed the following questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession? (2) Who determines cut scores for these tests? and (3) What is the historical significance and implications of these tests on the diversity of the profession today?
Lindenwood University represents one of fourteen lead institutions that comprise the CREA project. Tammy Moore, director of certification and field/clinical experiences at Lindenwood, reflects on the effects of entrance assessment requirements at her institution and her institution’s plans to ensure equitable access for all students who choose to pursue teacher education.
Why did Lindenwood University pursue membership in the CREA project?
Lindenwood University – College of Education and Human Services (COEHS) pursued the CREA project to participate in an initiative designed to support our continual efforts to recruit and retain teacher candidates of color. In direct alignment with Lindenwood COEHS commitment to “… an open, diverse, and inclusive learning environment that nurtures the growth and development of all …” the CREA project embodies our commitment to diversifying the teaching profession.
Photo by Allison Shelley for EDUimages
This article originally appeared in MSUToday and is reprinted with permission.
Students interested in becoming elementary teachers now have an exciting new pathway at Michigan State University.
Faculty in the nationally known MSU College of Education have redesigned the elementary Teacher Preparation Program to not only address changes in how Michigan certifies new teachers, but to ensure that Spartan educators are even better prepared to meet the challenges of today’s schools.
“It is important that we continue to evolve as a teacher preparation program to reflect changing times,” said Tonya Bartell, associate professor and associate director of elementary programs. “This means preparing high-quality beginning teachers ready to serve our nation’s diverse student population, including teaching English learners and students with disabilities, and serving as agents of change toward equity and social justice.”
The Teacher Salary Project surveyed 1100+ teachers nationally, with an oversample of recognized teachers (e.g., State Teachers of the Year -STOYs, Nationally Board Certified Teachers – NBCTs, Teach Plus Fellows, and others) and found:
- Nearly half of the surveyed teachers say their salary was not sufficient to sustain them in teaching for the medium-to-long term (two-thirds when teachers who weren’t sure if they could continue teaching on their salary are included).
AACTE’s Consortium for Research-Based and Equitable Assessments (CREA) project recently released a framing paper titled The History, Current Use, and Impact of Entrance and Licensure Examinations Cut Scores on the Teacher-of-Color Pipeline: A Structural Racism Analysis. The paper addressed the following questions: (1) How are standardized entrance and licensure tests being used as a gateway into the profession? (2) Who determines cut scores for these tests?, and (3) What is the historical significance and implications of these tests on the diversity of the profession today?
University of Wisconsin-Whitewater (UWW) represents one of fourteen lead institutions that comprise the CREA project. Lana Collet-Klingenberg, professor and interim associate dean at UWW recently reflected on the effects of entrance assessment requirements at her institution and her institution’s plans to ensure equitable access for all students who choose to pursue teacher education.
Why did University of Wisconsin – Whitewater pursue membership in the CREA project?
Increasing the diversity in our educator workforce is a high priority for our state and our institution. By many measures Wisconsin is failing when it comes to equity in our schools and in our educator workforce. As the EPP that prepares the most first-time licensed teachers in the state, we are interested in any initiative that advances the cause. In addition, in an effort to lessen the number of barriers for prospective teachers, our state changed rule, providing EPP with flexibility regarding what measures we use for admission. In our state, students can meet requirements with GPA OR test scores. Our state is continuing to address removal of barriers by recently changing rule again to allow for alternate measures to GPA for licensure (which, in turn, will allow greater flexibility with admission requirements). I believe our inclusion in the project is a means of sharing these avenues with states still requiring standardized test performance as the primary admission pathway.
The University of Rhode Island’s Alan Shawn Feinstein College of Education and Professional Studies will represent the state as a lead institution in the American Association of Colleges for Teacher Education’s Consortium for Research-Based and Equitable Assessments, an initiative funded by the Bill and Melinda Gates Foundation that engages 14 states in a study of state-level tests and qualifying scores for entry into educator preparation programs.
URI will collaborate with the Rhode Island Department of Education, Rhode Island College, Central Falls School District, and Pawtucket School Department to examine state data and practices, as well as engage in quarterly convenings to inform guidelines and recommendations for setting qualifying cores for educator preparation program entry and exit.