Attract, Prepare, Retain Resource Database

The National Aspiring Principals Academy is a joint partnership between AASA, The School Superintendents Association, and The National Association for Elementary School Principals (NAESP). This highly engaging year-long professional learning experience will directly bolster the effectiveness and preparation of all aspiring school principals across the nation. The academy follows a cohort model designed to support aspiring principals in acquiring the essential knowledge, skills and practices needed to advance to the next leadership level.

This report analyzes strategies, policies and incentives that have been used to address the attraction and retention of high-quality teachers in Utah in order to assist districts and schools in examining their own recruitment and retention practices.

This program provides increased support from the Utah State Board of Education to special education directors and leaders to build effective and compliant special education programs through the expansion of district-level coaching and mentoring in charter as well as some public school settings.

This resource offers evidenced-based approaches to addressing educator preparation and retention by reconceptualizing approaches to personnel preparation as well as school staffing models, in order to provide teachers with high-quality, continuous professional learning opportunities.

To address the professional development and retention of personnel, the State of Colorado has incentivized National Board Certification by providing a stipend for school-based personnel, including teachers, administrators, school counselors, and school psychologists, who have achieved national certification.

This webinar, hosted by Regional Educational Laboratory Midwest (REL Midwest), highlights evidence-based strategies to support increased retention rates for Black educators and help improve educational outcomes for Black students.

This tool allows stakeholders to leverage existing student enrollment and educator workforce data to better understand and predict educator shortage trends in specific content areas and localities. This tool can then assist stakeholders to proactively identify and later implement strategies to address shortages.

The North Carolina Department of Public Instruction offers several resources and archived presentations related to recruitment and retention of teachers to serve exceptional children.

To ensure that students with disabilities are served by high quality special education Directors and Early Childhood Coordinators, the Massachusetts Department of Elementary and Secondary Education provides four Leadership Institutes. These four Leadership Institutes gives participants collaboration opportunities and ongoing technical assistance and coaching.

The Georgia Teacher Pipeline summit is an annual event in which various Georgia stakeholders, including State education agency personnel, educator preparation programs, alternative preparation programs, local education agency personnel, school-level staff, and OSEP leaders, work collaboratively to develop a comprehensive approach for improving and strengthening the teacher pipeline in Georgia. Teams focus on short- and long-term talent management strategies to attract, prepare, and retain effective teachers and leaders for all students, including those with disabilities.

The Leadership Initiative for Teachers (LIFT) is a five-stage career ladder aimed at retaining teachers in areas of high-need, including special education, by providing high-performing teachers in District of Columbia Public Schools with opportunities for career advancement inside the classroom. Each stage of the career ladder involves additional responsibility and increased recognition and compensation.

Delaware’s Comprehensive Induction Program (CIP) provides comprehensive support to novice educators and related service providers, including school nurses, school counselors, and school psychologists, during their first four years in the field.

Teach Camp is a program that aims to increase educator retention and development by offering a system of professional learning to first and second year teachers in topics such as special education essentials, law, and best practices.

This OSEP-funded grant at the University of Kentucky aims to improve speech–language pathology preparation by providing explicit training in telepractice for the delivery of speech–language services while concurrently embedding ongoing clinical experiences in rural schools through teleconferencing.

This resource provides guidance for school and district leaders to better target efforts to improve teacher retention through the use of teacher exit surveys.