Julie FitzCathy YunVictoria WangJennifer A. BlandWesley WeiSteve Wojcikiewicz
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Paid teacher residencies can help states recruit, prepare, and retain effective, diverse educators. California and Texas have found ways to fund these programs through strategic staffing models, offering a roadmap for other states facing teacher shortages.
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This practice brief from EdPrepLab examines how the Oakland Unified School District (OUSD) has taken a systemwide approach to supporting educator well-being through social and emotional learning (SEL). Grounded in the science of learning and development, the brief makes a clear case that educator well-being is not an individual responsibility but a shared, organizational priority.
Steve WojcikiewiczKimberlee RalphJon SnyderJennifer A. BlandMarjorie Wechsler
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To help districts address acute teacher shortages and high attrition, Texas incentivized and expanded paid teacher residences through its High-Quality, Sustainable Residencies Program. Research findings highlight effective program features, sustainable strategies, policy lessons, and actionable guidance for strengthening teacher pipelines in Texas and other states.
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Well-prepared teachers are essential during early years of learning, which form the foundation for lifelong success. A study examining early childhood credentialing programs in Louisiana, Massachusetts, New Jersey, and New York sheds light on strategies institutions of higher education can use to promote quality and accessibility of ECE credential programs.
Abby SchachnerVictoria WangCathy YunSara Plasencia Chris MauermanCordy McJunkinsDeborah Stipek
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Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. This national landscape highlights the key decisions states and preparation programs face and strategies for strengthening teacher preparation.
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Well-prepared teachers are essential during the early years of learning, which form the foundation for lifelong success; and yet fewer than half of U.S. states require teachers to hold a credential. State-level policies governing the credentialing of early childhood teachers in Louisiana, Massachusetts, New Jersey, and New York illustrate how states can support a high-quality preschool workforce.
Jennifer A. BlandKimberlee RalphWesley WeiVictoria WangSteve WojcikiewiczMarjorie Wechsler
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Texas faces persistent teacher shortages due to high attrition and reliance on underprepared teachers. Three exemplary educator preparation programs using full-year clinical pathways, including residences, offer successful, scalable practices that can be applied to other preparation models and inform the ongoing evolution of statewide policies.
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This practice brief from EdPrepLab highlights the partnership between Montclair State University’s Network for Educational Renewal and the Paterson Public School District in northern New Jersey, illustrating how a coherent, transparent structure grounded in mutual accountability can sustain effective collaboration over time.
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To establish and sustain teacher residencies, Texas incorporated crucial features and requirements in its grant program, including required residency model and district–EPP partnership elements, shared residency program governance between partners, and technical assistance aimed at building local and regional capacity to embed strategic staffing structures for sustainable funding.
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The conventional wisdom has long been that teachers stop improving after a few years on the job. But decades of research show that teachers continue to improve as they gain additional experience, especially in environments that support professional learning and collaboration.
