Attract, Prepare, Retain Resource Database

In 2019, several bills were introduced in Oklahoma that aim to strengthen teacher recruitment and retention pipelines in order to address the critical teacher shortage in the state.

This section of the Ohio Special Education Profile highlights background information and data surrounding Ohio’s special educator and related service provider shortage.This page describes several alternative teacher preparation programs in Oklahoma, with an emphasis on programs related to certification in high-needs regions and subjects.

The Ohio Related Services Workgroup was established to address causes and solutions for the shortage of related service providers in school settings. This report summarizes root causes of the related service provider shortage in Ohio and offers recommendations for strategies and approaches to alleviate the shortage.

This collection of resources from the Ohio Department of Education illustrates a variety of strategies, considerations and program exemplars related to the attraction, preparation and retention of teachers in Ohio.

The North Dakota Department of Public Instruction's Office of Special Education awards traineeships in priority areas of disabilities to North Dakota teachers who wish to pursue graduate level re-training in the field of special education.

This bill would allow individuals who do not have a teaching license to receive a year-by-year certification to teach non-core subjects, such as special education, if they meet certain criteria and have relevant work experience.

This discontinued program was designed to help North Dakota school districts recruit and retain qualified teachers by providing the opportunity for teachers serving in critical need or shortages areas to receive loan forgiveness.

This report summarizes responses to a series of focus groups of educators of color in various areas, including special educators, and case studies of the experiences of educators of color in the workforce. This report offers recommendations for schools, districts, and States to consider in order to support educators of color, reduce attrition, and build more inclusive work environments.

This webinar highlights how Educators Rising Connecticut, a high school-based grow-your-own, initially funded the program in one district and how they eventually made the program a Governor-recognized statewide initiative. This webinar offers practical tips and lessons learned aimed at supporting districts to address shortages and diversify the workforce through their own grow-your-own initiatives.

This blueprint from PDK International provides step-by-step guidance to local education agencies (LEAs) to establish grow-your-own programs aimed at recruiting students from their current high school population to enter educator preparation programs. The blueprint supports LEAs to analyze local and State workforce data, research existing policies, and to explore potential funding sources.

Through collaboration with Digital Promise, Educators Rising allows pre-service candidates to earn digital badges to showcase mastery in one of five competencies: anti-bias instruction, classroom culture, collaboration, formative assessment, or learner engagement. Educators Rising collaborates with participating institutions of higher education, scholarship committees, and employers to recognize and value micro-credential achievement.

This report offers recommendations for stakeholders to build stronger early childhood provider preparation and development through five strategies: redefine credentials, rethink degree attainment, optimize practice-based training, expand job-embedded coaching, and connect in-service preparation to career advancement.

This paper addresses the impact of stress management on special educator wellbeing and retention, and provides examples of ways that educators and leaders may use evidence-based strategies to manage stress.

This resource library provides professional development materials, guidance documents, and video exemplars to support stakeholders in preparing and developing educators to better serve students with disabilities through the application of High-Leverage Practices.

These professional preparation standards for special education and early intervention aim to improve teacher preparation and retention as they are intended to be used to guide curriculum development and for purposes of program review for recognition and accreditation.