Kathleen G. Winterman, EdD & Leigh Anne Prugh, PhD
ADDRESSING THE TEACHER SHORTAGE IN SOUTHWEST OHIO
According to the us Department of Education (2021-2022), nearly every state is experiencing a teacher shortage. A large majority of states identified shortages of teachers in mathematics (47 states and the District of Columbia [DC]), special education (46 states and DC), science (43 states), world languages (40 states and DC), career and technical education (32 states), and teachers of English learner students (32 states). States do not experience the impact of shortages equally. States where teachers earn lower salaries and who work under poorer conditions have larger shortages. The school district sent out internal correspondence regarding the opportunity for support staff to meet with Xavier University team to learn more about the process of applying and pursuing teacher licensure. Xavier University and the school district collaborated to provide information sessions to interested employees. The Xavier team brought graduate-level admissions counselors and advisors to the district offices so that the employees did not have totravel. In retrospect, this is one of the things that resulted in the successful completion of the admissions process and set the tone for the entire project.
In addition, the district partner began recruiting mentors for each candidate, and the university field team met with the district mentors to build a relationship to mutually support the candidates. Once the relationship between the candidate mentors and the university team was established, we did not hesitate to contact one another. The mentors often contacted us when any issue arose with the candidate. After enrolling in their respective programs, Xavier regularly held meetings with the candidates and their mentors. This direct support from the university allowed for support with scheduling classes and in-person advising meetings and having regularly scheduled check-ins with the candidates, university, and district leadership.
The Xavier team brought graduate-level admissions counselors and advisors to the district offices so that the employees did not have to travel. In retrospect, this is one of the things that resulted in the successful completion of the admissions process and set the tone for the entire project.
The grant also supported events such as an educator panel, self-care topics, and other speakers and support during the academic year. This encouraged the candidates to move forward with their programs and courses. Most candidates were parents with children in school and hectic schedules. The ongoing support of the university team coming to the district, the constant presence of the district leadership team and mentors, as well as meals at the regularly scheduled meetings showed candidates that this collaborative team was invested in their individual successes. The outcomes from the partnership include several newly licensed teachers for the district. In addition, these candidates are recruiting and have inspired other paraprofessionals to begin their journey to becoming initially licensed teachers.
The project received oversight from our external grant evaluator and a project advisory board. Some of the adjustments that have been made for future candidates are to offer more of the courses fully online and to adjust the start times for in-person classes to accommodate the school schedules of paraprofessionals completing the program. Other lessons learned were that the candidates needed the wrap around supports (e.g., one-on-one tutoring, state assessment support) in order to be successful in their programs and obtain teacher licensure. The impact to date has been the continuation of paraprofessionals seeking their initial license, which will help to address the teacher shortage in high-need areas. Another positive impact has been the surfacing of district support culture for staff interested in pursuing higher education and their teaching license. Moreover, we have observed leadership potential in these newly licensed candidates and their futures are bright.
MEET AVERY
Avery, a paraprofessional in special education who earned an initial teaching license while balancing life as a mom of five, exemplifies dedication and a deep commitment to education. Her unique perspective as both an educator and a parent enriches her understanding of students’ needs and strengthens her ability to connect with families. Her lived experience of navigating work, family, and academic responsibilities brings invaluable insights into her teaching and how she interacts with families and communities. Her journey positively impacts the students she serves and highlights the transformative potential of grow-your-own pathways to teacher licensure. Her achievement reinforces the importance of supporting pathways for paraprofessionals to transition into licensed teaching roles, strengthening the teaching workforce. As a new teacher, her success inspires her peers to pursue licensure.
MEET CHARLIE
Charlie, a paraprofessional in primary education who holds a social work degree and became an initially licensed primary teacher, has had a powerful, multidimensional impact on the field. His background in social work equipped him with unique insights into student well-being, trauma-informed practices, and community support, which are invaluable in creating a safe and supportive learning environment in his urban school district. This dual expertise allows him to address students’ academic and wellness needs holistically. His journey from social work to teaching amplifies the importance of cross-disciplinary skills in education, amplifies the importance of cross-disciplinary skills in education, promoting a stronger approach to student wellness and success.
CONCLUSION
A collaborative partnership between Xavier University and the district proved to be the key to successfully supporting paraprofessionals in their journey to becoming initially licensed teachers in Ohio. Together, they provided wrap-around services which supported the candidates through their programs. The role of the mentor teachers in the district was an essential element that bridged and cemented the partnership between Xavier and the district. In addition, consistent and frequent communication proved to be another essential element in ensuring that the candidates could attend classes, gain the appropriate field experiences, and complete their programs successfully. The impact of the effort has been sustained, evidenced by the district and university continuing to collaborate in recruiting paraprofessionals to enter the teacher pipeline.
Kathleen G. Winterman is Associate Professor and Director, Xavier University Educational Centers
Leigh Anne Prugh is Special Education Program Director, Xavier University.