Attract, Prepare, Retain Resource Database

AACTE conducted surveys in April 2020, October 2020, and September 2021, asking members about the impact of the COVID-19 pandemic on their educator preparation programs. All three surveys were representative of AACTE’s membership. This report describes how conditions have changed since 2020, highlighting the lasting effects of the pandemic

A resource produced by the CPIR expressly for the Parent Center network, this webpage addresses 1 of the 14 topics prioritized by the Office of Special Education Programs (OSEP) at the U.S. Department of Education.

The CLI Engage initiative at the University of Texas implements a system for early childhood specialists to earn micro-credentials as part of an early childhood competency framework. Within this program, CLI Engage identifies a cohesive set of skills for each role to demonstrate in order to earn these micro-credentials in the form of digital badges.

This one-year residency program prepares candidates to work in rural localities in North Dakota and western Minnesota by placing future educators with an experienced mentor who serves students with mild or moderate disabilities. In this program, the school district or special education unit provides funding for teachers in residence who will be placed in their district or unit.

This program from the University of Central Florida (UCF) Center for Research in Education Simulation Technology aims to improve the preparation of all educators by creating mixed-reality classroom simulated situations that allow teachers to develop their preservice skills within a safe and authentic environment.

Opportunity Culture is a program in which teachers’ roles are restructured so that the teachers can serve as teacher leaders and extend their reach to more students for additional pay but still within existing school-level budgets. Opportunity Culture experts work alongside school leaders to restructure school budgets in order to fund these new roles.

This report highlights five diverse educator preparation programs that take innovative approaches to special education teacher certification.

This page provides prospective and practicing school psychologists with information on credentialing and continuing education agency requirements and examines whether each State accepts a Nationally Certified School Psychologist as an alternative route and provides links to further information on its alignment with State credentialing requirements.

This resource guide provides specific recommendations for how best to address the shortages in school psychology and recruit effective personnel to serve students at all levels.

This research summary explores the school psychologist shortage, emphasizing the regional and differences in which these shortages take place and preparation program availability.

These two pages support attracting and preparing high-quality school psychologists by offering a variety of resources, preparation program information and licensing information to prospective school psychology candidates.

This project aims to leverage current practitioners in order to expose high school students and undergraduates, especially those from diverse backgrounds, to school psychology as a career.

This process will help connect potentially qualified graduate student candidates with school psychology programs that have remaining slots for incoming students in late spring through summer.

This cross-State initiative provides training and support to educators across a variety of content areas, including special education. Through this program, participants work collaboratively to create teacher-driven policy solutions to present to State policymakers and board members on a variety of educational issues, including personnel shortages.

CCSSO’s National Teacher of the Year Program empowers the teaching profession by providing a platform for exceptional educators to elevate issues that affect teachers and students, expand their leadership roles, and influence policy and practice.