This resource was developed by EALA partners to give an overview of strategies for preparing and developing highly qualified general and special education teachers. It will show how states and districts can invest Elementary and Secondary School Emergency Relief (ESSER) funds to address the current and growing need for educators to support students with disabilities and their peers. It shares data and research on both current challenges and recommended strategies and outlines recommended actions for states, districts, and educator preparation programs.
Survey: How Schools Plan To Spend Their Federal COVID Relief Money
New staff, new tech and even new classrooms — that’s just some of what school superintendents across the country are buying with the windfall of COVID-19 relief dollars Congress has sent their way since the pandemic began. Those are the findings of a new survey of hundreds of school leaders put together by the national School Superintendents Association (AASA).
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How Schools Are Using ESSER Funds to Attract, Retain Teachers
In plans submitted to the U.S. Department of Education, states are detailing how they will use COVID-19 relief funding to recruit and retain teachers, including strengthening the teacher pipeline through “Grow Your Own” programs, offering financial incentives, providing staff mental health supports and creating alternative licensure routes.
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NCES Report on Certification Status and Experience of US Public School Teachers
This report [PDF] provides a snapshot of the extent to which U.S. public school students are taught by certified and experienced teachers, including data for the subgroups of students with disabilities and English language learners. The report uses two datasets available to the National Center for Education Statistics (NCES): the Schools and Staffing Survey (SASS) and the National Assessment of Educational Progress (NAEP).