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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
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
FullText Text:
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  Data: State of the States: Building a Strong Teacher Workforce for Students with Disabilities and English Learners
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  Data: <searchLink fieldCode="AR" term="%22Michael+Sheehy%22">Michael Sheehy</searchLink><br /><searchLink fieldCode="AR" term="%22National+Council+on+Teacher+Quality+%28NCTQ%29%22">National Council on Teacher Quality (NCTQ)</searchLink>
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  Data: 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
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  Data: 65
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  Data: 2025
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  Data: Barr Foundation<br />Crown Family Philanthropies<br />Joyce Foundation<br />Oak Foundation<br />Charles and Lynn Schusterman Family Philanthropies<br />Walton Family Foundation
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  Data: <searchLink fieldCode="DE" term="%22Teacher+Competencies%22">Teacher Competencies</searchLink><br /><searchLink fieldCode="DE" term="%22Students+with+Disabilities%22">Students with Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22English+Learners%22">English Learners</searchLink><br /><searchLink fieldCode="DE" term="%22Special+Education%22">Special Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Needs%22">Student Needs</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Cooperating+Teachers%22">Cooperating Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Preservice+Teacher+Education%22">Preservice Teacher Education</searchLink><br /><searchLink fieldCode="DE" term="%22Principals%22">Principals</searchLink><br /><searchLink fieldCode="DE" term="%22Administrator+Education%22">Administrator Education</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Instruction%22">Reading Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Compensation+%28Remuneration%29%22">Compensation (Remuneration)</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+Development%22">Professional Development</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink>
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  Label: Abstract
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  Data: 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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PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED676646
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 65
    Subjects:
      – SubjectFull: Teacher Competencies
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: English Learners
        Type: general
      – SubjectFull: Special Education
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      – SubjectFull: Student Needs
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      – SubjectFull: Educational Policy
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      – SubjectFull: Cooperating Teachers
        Type: general
      – SubjectFull: Preservice Teacher Education
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Education
        Type: general
      – SubjectFull: Reading Instruction
        Type: general
      – SubjectFull: Compensation (Remuneration)
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      – SubjectFull: Professional Development
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      – SubjectFull: State Policy
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      – TitleFull: State of the States: Building a Strong Teacher Workforce for Students with Disabilities and English Learners
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              Y: 2025
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