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Teacher shortages continue to be a huge issue in many states. Yet states differ in their education policies and in the ways that teachers are prepared, compensated, and supported. These differences can result in dramatically different levels of student access to a diverse, stable, and well-qualified educator workforce.
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Integrated learning environments can lead to academic and social benefits for children, yet most early childhood education programs are remarkably segregated due to both neighborhood segregation and policy decisions. New research shows how state policymakers can design policies that foster integration rather than segregation.
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Summer programs, whether focused on academic acceleration, enrichment, or career development, help support the whole child during the months when school isn’t in session. States play a key role and can take actions to strengthen and sustain summer programs, from empowering leaders and engaging coalitions to ensuring sustainable funding and equitable access.
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COVID-related federal recovery funds enabled many states to invest at unprecedented levels in summer learning programs, creating opportunities to learn from the initiatives developed during this funding window. Discover how three states implemented summer learning initiatives designed around academic acceleration, enrichment, and career development.
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Research on emergency hires of teachers during the pandemic highlights challenges in teacher effectiveness and retention. Investing in well-funded, high-retention pathways like teacher residencies can support a diverse, well-prepared teaching force, addressing teacher shortages and improving student outcomes in the long run.
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This brief from EdPrepLab and the University of the District of Columbia (UDC) describes how UDC prepares teacher candidates to teach and remain in the local school system by recruiting local candidates and centering race, class, and culture in preparation courses.
At this in-person, invitation-only event, state policymakers had the chance to learn about whole child policy and research, connect with peers, and engage in strategy sessions to identify and advance their whole child goals.
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This brief from EdPrepLab and Trinity University describes the development, implementation, and impact of Trinity’s Natural Environment and Well-Being course designed by faculty members who sought ways to incorporate the benefits of natural environments and science of learning and development to support the well-being of teacher candidates.
Research shows that racially, ethnically, and socioeconomically integrated learning environments can lead to academic and social benefits for children, yet most early childhood education programs are remarkably segregated. Speakers discussed strategies for integration and explored city and state examples.
This invitation-only convening brought educator preparation professionals together from around the world to explore the ways in which teacher preparation programs are tackling the challenges of preparing teachers for transformative education in a time of rapid and revolutionary changes around the globe.
