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The new leverage briefs are the culmination of OSEP’s Attract, Prepare, Retain: Effective Personnel for All Initiative and highlight 13 leverage points covering strategies recognized by various stakeholders as essential to addressing critical shortages in the special education workforce.
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The Intervention IDEAs brief series describes interventions based on evidence, for practitioners and parents that address the academic, developmental and behavioral domains of infants and...
This brief provides a comprehensive strategy to address teacher shortages in Washington with an emphasis on growth in critical shortage areas such as special education. This strategy includes eliminating financial barriers for teacher candidates and implementing virtual student teacher supervision.
The Northeast Regional Resource Center and key partners offer a framework for action to support State, district and school leaders in retaining quality teachers, especially those in special education.
This brief highlights the significant role principal leadership plays in teacher recruitment, retention, and attrition.
This brief series examines five strategies States are using to address teacher shortages in the United States: alternative certification, financial incentives, induction and mentorship, evaluation and feedback, and teacher leadership.
This brief explores how alternative certification can be used to address teacher shortages by providing an overview of the research, State exemplars, and considerations for policymakers considering developing legislation on alternative certification.
This brief provides an overview of research identifying factors that influence special education teacher shortages and suggests a systemic approach to improve special education teacher retention.
The Ohio Related Services Workgroup was established to address causes and solutions for the shortage of related service providers in school settings. This report summarizes root causes of the related service provider shortage in Ohio and offers recommendations for strategies and approaches to alleviate the shortage.
This brief outlines short-term strategies for addressing Special education teacher shortages that, when paired with long-term comprehensive strategies, can be used to attract, prepare, and retain effective personnel to serve students with disabilities.
Due to the economic impacts of the COVID-19 pandemic, the candidate pool of career changers to enter the teaching workforce is greater than ever. This brief provides guidelines for leveraging these potential candidates to address critical shortage areas.
This special issue brief from the CEEDAR Center and GTL Center outlines essential features to assist preparation program faculty, teacher educators, and other collaborators in planning for and implementing effective, practice-based opportunities for candidates through coursework and field experiences.
This brief describes strategies for leveraging teacher candidates in school buildings as assets to help alleviate teacher shortages in many content areas and to provide individualized learning support for students with the greatest needs.
To support States, NCSI developed the Leading by Convening (LbC) framework to engage stakeholders in improving results for infants, toddlers, children and youth with disabilities. Learn more about how to apply these essential habits — coalescing around issues, ensuring relevant participation, and doing the work together — to help achieve state goals.
To support States, ECTA Center developed A System Framework for Building High-Quality Early Intervention and Preschool Special Education Programs to address the question: "What does a state need to put into place in order to encourage/support/require local implementation of evidence-based practices that result in positive outcomes for young children with disabilities and their families?"
Consistent with the model demonstration priorities, grantees will work with their OSEP Project Officers to adapt these measures to meet the unique aspects of their projects and to develop additional measures, as appropriate.
The purpose of this brief is to present lessons learned from the directors of OSEP-funded model demonstration projects on identifying the conditions, at potential demonstration sites, likely to promote or hinder the implementation of model demonstration projects. The most important indicators of site capacity necessary for successful model demonstration implementation are discussed.