State of the States: Building a Strong Teacher Workforce for Students with Disabilities and English Learners
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| Title: | State of the States: Building a Strong Teacher Workforce for Students with Disabilities and English Learners |
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| Language: | English |
| Authors: | Michael Sheehy, National Council on Teacher Quality (NCTQ) |
| Source: | National Council on Teacher Quality. 2025. |
| Availability: | National Council on Teacher Quality. 1420 New York Avenue NW Suite 800, Washington, DC 20005. Tel: 202-393-0020; Fax: 202-393-0095; Web site: http://www.nctq.org |
| Peer Reviewed: | N |
| Page Count: | 65 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Barr Foundation Crown Family Philanthropies Joyce Foundation Oak Foundation Charles and Lynn Schusterman Family Philanthropies Walton Family Foundation |
| Document Type: | Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Teacher Competencies, Students with Disabilities, English Learners, Special Education, Student Needs, Educational Policy, Cooperating Teachers, Preservice Teacher Education, Principals, Administrator Education, Reading Instruction, Compensation (Remuneration), Professional Development, State Policy |
| Abstract: | Students with disabilities (SWDs) and English learners (ELs) represent diverse populations with varied academic needs. This analysis focuses primarily on teachers who are certified or endorsed to work with these student populations. This analysis mainly centers on teachers who serve students with mild to moderate disabilities, who make up the majority of students receiving special education (SPED) services. The term "English learner" is used throughout this analysis to align with federal terminology and available data sources and refers to students acquiring English as an additional language. Far too many students with disabilities and English learners bear the costs when understaffed schools or overburdened teachers are stretched too thin to meet students' needs. States should focus on six key policy levers to ensure that special education and English learner teachers are ready to support these growing student populations from day one and stop the revolving door of turnover: (1) Cooperating Teachers; (2) Teacher Prep Standards; (3) Principal Prep Standards; (4) Reading Knowledge; (5) Financial Incentives; and (6) Professional Learning. NCTQ examined the extent to which states are leveraging six key policy levers to strengthen their teacher workforce for SWD and ELs--and found significant room for improvement. |
| Abstractor: | ERIC |
| Entry Date: | 2025 |
| Accession Number: | ED676646 |
| Database: | ERIC |
| Abstract: | Students with disabilities (SWDs) and English learners (ELs) represent diverse populations with varied academic needs. This analysis focuses primarily on teachers who are certified or endorsed to work with these student populations. This analysis mainly centers on teachers who serve students with mild to moderate disabilities, who make up the majority of students receiving special education (SPED) services. The term "English learner" is used throughout this analysis to align with federal terminology and available data sources and refers to students acquiring English as an additional language. Far too many students with disabilities and English learners bear the costs when understaffed schools or overburdened teachers are stretched too thin to meet students' needs. States should focus on six key policy levers to ensure that special education and English learner teachers are ready to support these growing student populations from day one and stop the revolving door of turnover: (1) Cooperating Teachers; (2) Teacher Prep Standards; (3) Principal Prep Standards; (4) Reading Knowledge; (5) Financial Incentives; and (6) Professional Learning. NCTQ examined the extent to which states are leveraging six key policy levers to strengthen their teacher workforce for SWD and ELs--and found significant room for improvement. |
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