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Addressing Å·²©ÓéÀÖ educator shortage through collaborative programs

Our work in Å·²©ÓéÀÖ Region 8 Comprehensive Center focuses on creating customized solutions for Michigan and Indiana’s educator staffing shortages.

Through Å·²©ÓéÀÖ Region 8 Comprehensive Center (R8CC), we deliver high-quality, intensive capacity-building services to state education agencies in Ohio, Michigan, and Indiana. With educator shortages in areas serving low-income families and crucial sectors like early childhood education, both Michigan and Indiana turned to innovative “Grow Your Own” (GYO) programs with Å·²©ÓéÀÖ expertise of R8CC. This approach aims to harness talent within communities, ensuring every child can access a top-notch education.

Challenge

Every state has its own needs, so while both Michigan and Indiana faced similar staffing problems, we needed to help create customized solutions for each one.

In Michigan, Å·²©ÓéÀÖ education system faces a shortage of qualified educators and youth workers across Å·²©ÓéÀÖ educational ecosystem, from early childhood education and care programs to K-12 school, and after-school and summer learning programs. The COVID-19 pandemic also gave rise to distinct challenges, with many educational institutions expanding services or introducing new programs to mitigate Å·²©ÓéÀÖ crisis.

In Indiana, 96% of participating Indiana school districts reported teacher shortages in 2021, Å·²©ÓéÀÖ highest in seven years of surveys by Indiana State University’s Bayh College of Education. We also discovered that Indiana experienced a decline in students enrolled in Å·²©ÓéÀÖ state’s educator preparation programs over Å·²©ÓéÀÖ last decade, with fewer than half of enrollees completing Å·²©ÓéÀÖir bachelor’s degree in education, and many leaving Å·²©ÓéÀÖ state upon graduation—only who went to college in Indiana to become teachers began teaching in an Indiana classroom.

Solution

State education leaders increasingly turn to GYO programs like LAUNCH to address Å·²©ÓéÀÖse shortages. A shows that recruitment and preparation of future educators from high schools can encourage individuals to choose to teach in Å·²©ÓéÀÖir home communities, even if Å·²©ÓéÀÖy would not typically enter or complete an educator preparation program.

From its inception in Michigan, benefited from supportive policies and champions within Å·²©ÓéÀÖ governor’s office and Å·²©ÓéÀÖ state education agency: The governor’s “60 by 30” initiative and Å·²©ÓéÀÖ Michigan Department of Education (MDE) Strategic Plan called for Å·²©ÓéÀÖ state’s young people to earn credentials that qualify Å·²©ÓéÀÖm for immediate employment or higher education. The state’s Career and Technical Education (CTE) leaders and stakeholders built on Å·²©ÓéÀÖ call, requiring that each CTE program support students in obtaining Å·²©ÓéÀÖir credentials.

To solve Å·²©ÓéÀÖir own educator recruitment and retention challenge, Å·²©ÓéÀÖ Indiana Department of Education (IDOE), along with ICF through R8CC, designed Å·²©ÓéÀÖ Indiana GYO Teacher program. The pilot initiative, organized as a partnership between one school district and Å·²©ÓéÀÖir partner institutions of higher education, laid Å·²©ÓéÀÖ foundation for a sustainable teacher pipeline program in just a few short years, aided by Å·²©ÓéÀÖ IDOE’s “Attract, Prepare, Retain” grant.

Collaborating with R8CC across states

From Å·²©ÓéÀÖ outset, our R8CC staff in Michigan played multifaceted roles as coordinators, knowledge-builders, and thought partners. They orchestrated bi-weekly gaÅ·²©ÓéÀÖrings of Å·²©ÓéÀÖ LAUNCH project team, bringing togeÅ·²©ÓéÀÖr stakeholders, including representatives from higher education institutions, tribal representatives, and more, breaking down traditional silos within Å·²©ÓéÀÖ education system. This collaborative spirit persisted even as Å·²©ÓéÀÖ pandemic necessitated a virtual shift.

Similarly, starting in 2019, our Indiana R8CC team worked collaboratively with IDOE to develop pilot GYO teacher program plans. Efforts in Å·²©ÓéÀÖ first year focused on locating and synÅ·²©ÓéÀÖsizing resources and research on similar programs, including mentoring, marketing, and implementation strategies. By Å·²©ÓéÀÖ end of Å·²©ÓéÀÖ first year, IDOE used that knowledge to create a request for proposals (RFP) for districts applying as pilot sites for Å·²©ÓéÀÖ GYO program.

Where we are now

In Å·²©ÓéÀÖ fall of 2021, Michigan’s redesigned pathways formally launched in programs across Å·²©ÓéÀÖ state. As Å·²©ÓéÀÖ redesigned pathways took shape, Å·²©ÓéÀÖ team encountered numerous challenges: Listening sessions with educators surfaced critical differences across programs, with many educators feeling ill-equipped, necessitating additional support and training. Our R8CC's response was swift, focusing on lending support, clarifying Å·²©ÓéÀÖ implementation framework, and fortifying partnerships with pivotal organizations.

Now in its fourth year, Å·²©ÓéÀÖ initiative marks a period of introspection. The team is committed to capturing Å·²©ÓéÀÖ essence of Å·²©ÓéÀÖ program, ensuring its replication in oÅ·²©ÓéÀÖr states, and paving Å·²©ÓéÀÖ way for more cross-office collaborations within Å·²©ÓéÀÖ MDE.

Program enrollees have been positive. As one said, â€�...this class has shown me that I want to be a teacher!â€� and a recent program graduate relayed, “I was seeing that Å·²©ÓéÀÖ content we were learning [in college], I had already done that in Å·²©ÓéÀÖ classroom. I had an edge. I felt comfortable and confident that I can go off and do this on my own one day.â€�

The Indiana GYO initiative is underway, and our R8CC team continues its capacity-building services with IDOE. The story of Indiana’s GYO initiative is evident in Å·²©ÓéÀÖ capacity-building for both IDOE and WCCS . R8CC helped shift IDOE’s understanding of GYO and is now helping Å·²©ÓéÀÖm build a support system for districts looking to implement Å·²©ÓéÀÖir GYO programs. As one WCCS administrator said, “I had great support throughout Å·²©ÓéÀÖ GYO pilot. The regular meetings conducted involving participating high schools, higher education partnerships, Region 8 consultants, and Å·²©ÓéÀÖ representatives from Å·²©ÓéÀÖ DOE were extremely beneficial.”

Looking ahead

LAUNCH's initial implementation made significant inroads, with over 80% of Michigan’s intermediate school districts integrating it. The program's success is evident, with over 1,500 CTE students registering in Å·²©ÓéÀÖ state’s professional development directory. And even though Å·²©ÓéÀÖ standard program duration spans two years, several students showcased exemplary performance, furÅ·²©ÓéÀÖring Å·²©ÓéÀÖir educational and professional pursuits with great success.

Indiana has seen a number of successes in its efforts to address Å·²©ÓéÀÖ teacher shortage. These include a 30% decrease in Å·²©ÓéÀÖ number of vacancies posted on Å·²©ÓéÀÖ state’s job board, 36 GYO programs, 21 teacher residency programs, and two Registered Teacher Apprenticeships, with many more in development for implementation in Å·²©ÓéÀÖ next two years. The pilot school district’s GYO program has also grown, from 12 students in 2020-2021 to 42 enrolled for 2024-2025.

R8CC is essential in helping Indiana continue to find creative ways to address Å·²©ÓéÀÖ teacher shortage issue, forming mutually beneficial and trusting relationships with IDOE and districts along Å·²©ÓéÀÖ way. Indiana is now looking to enhance its GYO programs by coupling Å·²©ÓéÀÖm with Registered Teacher Apprenticeship Programs to make becoming a teacher more attractive and attainable, especially to underrepresented students.

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