U.S. Education Secretary Miguel Cardona Calls on States, School Districts, Higher Ed Institutions to Address Nationwide Teacher Shortage and Bolster Student Recovery with ARP Funds (March 28, 2022)

On March 28, 2022, U.S. Secretary of Education Miguel Cardona issued a nationwide call to action for states, higher education leaders, and schools to tap federal resources and work together to address the teacher shortage and aid student recovery. The announcement encourages leaders to use American Rescue Plan (ARP) funds to address this critical challenge schools and districts across the country are facing. The call to action coincides with Secretary Cardona’s participation in the Carnegie Foundation for the Advancement of Teaching’s Summit on Improvement in Education in San Diego.

Sec. Cardona called on states, school districts, and institutions of higher education to use ARP funds to address the teacher shortage and increase the number of teacher candidates prepared to enter the teaching profession.

To coincide with the Sec. Cardona’s call to action, the US Department of Education (USDE) released a fact sheet providing concrete examples of how states, districts, and schools are already taking up the call to use federal COVID dollars to strengthen the teacher pipeline, get more educators in the classroom, and accelerate student recovery.  Districts and higher education institutions are partnering to create and expand residency programs, offer paraprofessional internships, get college students in the classroom more quickly, and more. Because of these partnerships, students across the country can spend more time working with qualified educators and addressing the academic impact of COVID-19. To view the USDE fact sheet, click click here.

Sec. Cardona is urging states and schools to use ARP funds and other federal COVID-19 relief funds to scale up educator preparation programs (EPPs) at institutions of higher education and look for dynamic and innovative ways to provide hands-on learning for prospective teachers or paraprofessionals in a classroom environment.

To increase the number of teacher candidates prepared to enter the profession in the fall and beyond, Secretary Cardona is calling on states to commit to:

  • Establish teaching as a Registered Apprenticeship. The U.S. Department of Labor has approved standards that create an easy pathway for states to establish and use apprenticeship funding to support teaching residencies, allowing teacher apprentices to earn a good wage while learning the skills – on-the-job and through higher education partners and their integrated coursework – necessary to provide a quality education to our nation’s students. Registered Apprenticeship is an effective “earn and learn” model with a long history of establishing career pathways in various industries by providing structured, paid on-the-job learning experiences combined with job-related technical instruction with a mentor that leads to a nationally recognized credential. To learn more about Registered Apprenticeships, visit apprenticeship.gov.
  • Invest in evidence-based teacher residency programs. States can provide grant funding to increase the number of partnerships between and districts that support teaching residencies.
  • Establish or expand loan forgiveness or service scholarship programs. These programs can also include a commitment to teach in a high-need area for a minimum number of years.
  • Increase teacher compensation. Provide a competitive and livable wage, including increasing starting salaries and salary caps for teachers.

To increase the number of teacher candidates prepared to enter the profession in the fall and beyond, Sec. Cardona is calling on districts to commit to:

  • Increase the number of partnerships between EPPs and districts that support teaching residencies and schools. Teacher residents, as part of their clinical experience, can serve in schools as substitutes, paraprofessionals, or tutors as their academic schedules allow and as they complete requirements for teacher certification.
  • Increase the availability of qualified teacher residents to support educators, students, and staff. Districts can partner with institutions of higher education to provide additional supports to educators and students through the use of teaching candidates.

To increase the number of teacher candidates prepared to enter the profession in the fall and beyond, Secretary Cardona is calling on institutions of higher education and EPPs to commit to:

  • Increase the number of teaching residency programs and program capacity. Teacher residents, as part of their clinical experiences, can serve in schools as substitute teachers, paraprofessionals, or tutors as their academic schedules allow and as they complete requirements for teacher certification. An institution could use its HEERF institutional funds to expand its teacher training programs in response to the pandemic through such measures as hiring additional faculty and staff; providing stipends, scholarships, or other students aid; and creating additional course offerings.
  • Work with states to establish teaching as a Registered Apprenticeship. The U.S. Department of Labor has approved standards that create an easy pathway for states to establish and use apprenticeship funding to support teaching residencies. As previously described, Registered Apprenticeship is an effective “earn and learn” model with a long history of establishing career pathways in various industries by providing structured, paid on-the-job learning experiences combined with job-related technical instruction with a mentor that leads to a nationally recognized credential. To learn more about Registered Apprenticeships, visit apprenticeship.gov.
  • Establish or expand loan forgiveness or service scholarship programs. These programs can also include a commitment to teach in a high need area for a minimum number of years.

To view the entire press release, click here.