August 11, 2016

(RESEARCH, PUBLICATIONS AND TOOLKITS) Permanent link

Feedback for Regional Needs for USED's Comprehensive Centers (Survey)

USED is requesting feedback on the issues in your state to help guide the Department's Comprehensive Centers

The work of the centers is informed by feedback from Regional Advisory Committees (RACs). Please take a few minutes to complete this survey, to ensure the voice of public school superintendents is reflected in the needs of the region:

https://www.surveymonkey.com/r/PML2GPN

Background

  • The homepage for the RACs (https://rac.grads360.org/#program
  • The Comprehensive Centers (Centers) program is authorized by Title II of the Educational Technical Assistance Act of 2002 (ETAA), Education Sciences Reform Act (ESRA) of 2002. 
  • The purpose of the technical assistance is to support SEA capacity to support local educational agencies (LEAs or districts) and schools, especially low-performing districts and schools; improve educational outcomes for all students; close achievement gaps; and improve the quality of instruction.   
  • The ETAA requires the establishment of ten RACs.  The Department solicited nominations for individuals to serve on the 2016 RACs; anyone could nominate a qualified individual to serve on a RAC.  
  • The purpose of these committees is to collect information on the educational needs of each of the ten regions:
    • Northwest (Alaska, Idaho, Montana, Oregon, and Washington) Member Roster
    • Southwest (Arkansas, Louisiana, New Mexico, Oklahoma, and Texas) Member Roster
    • Northeast (Connecticut, Maine, Massachusetts, New Hampshire, New York, Rhode Island, and Vermont) Member Roster
    • Southeast (Alabama, Florida, Georgia, Mississippi, North Carolina, and South Carolina) Member Roster
    • Central (Colorado, Kansas, Missouri, Nebraska, North Dakota, South Dakota, and Wyoming) Member Roster
    • West (Arizona, California, Nevada, and Utah) Member Roster
    • Midwest (Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin) Member Roster
    • Mid Atlantic (Delaware, Maryland, New Jersey, Pennsylvania and the District of Columbia) Member Roster
    • Appalachia (Kentucky, Tennessee, Virginia, and West Virginia) Member Roster
     
 

August 11 2016

 Permanent link

How Can Rural District Leaders Address Teacher Shortages?

AASA has long valued the research briefs produced by the Education Commission of the States and recently requested that they investigate two issue important to rural school leaders: how to improve teacher recruitment and retention practices in rural districts generally and how to specifically address shortages in rural districts of special education personnel. A shortage of special education teachers and specialized instructional support personnel exists across the country, but is particularly acute in rural communities. However, a number of states are taking steps to address this specific shortage the the Education Commission recently reviewed the most promising practices across the country at the request of AASA. You can read the brief here

Of note to school leaders is that most of the substantive work around rural teacher recruitment appears to be happening at the district level, the school level, or in partnerships with teacher preparation programs. In particular, "grow your own" programs are particularly promising in rural districts as a way to address teacher shortages.