Teacher shortage
IN COLORADO, THAT WAS
THEN THIS IS NOW
# of individuals earning a teaching license
in the Alternative Educator Preparation Programs
|
1991-92 to 1995-96 |
1997 - 2014 |
2014-15 to 2019-20* |
|||||||||
|
1993 |
1994 |
1995 |
1996 |
|
2015** |
2016 |
2017 |
2018 |
2019 |
2020 |
|
|
21 |
44 |
40 |
67 |
48 |
|
816 |
738 |
802 |
760 |
878 |
890 |
*From Educator Preparation Programs Report by CDHE and CDE, 2022[i]. **From Educator Preparation Report, 2016.
The family foundation where I worked 30
years ago hoped to challenge a one-size-fits-all public education system in
Colorado. To that end, two laws passed that have created a more flexible
system. The foundation stood behind both laws in their fledgling days.[ii]
The charter law is the most well-known. This past year over 15% of Colorado
students attended a charter school. The Colorado alternative teacher
program (School Laws-22-60.5-205) is less heralded, but given our teacher
shortage now, it deserves more attention. In 2019-20, 27.8% of new teachers
in our state earned their license through this route.
Who knew? You will not see this figure in
the most recent Colorado Education Preparation Report (by the Colorado
Department of Education and the Colorado Department of Higher Education, April
2022). These annual reports reveal more than they say. (A critique: Addendum
A.). Most of the figures here come from the 2022 executive summary.[iii]
Why not feature the larger trends? I think it matters, so I will.
Another View is glad to celebrate an
option that brings more good people into the teaching profession. Long
dismissed as the step-child in teacher preparation—“lacking in rigor,” “a
short-term-fix,” “too little, too rushed”—the alternative pathway has a 30-year
history. By now it deserves to stand on an equal footing with traditional prep
programs in our state. We all worry about our teacher shortage. Do we realize to
what extent the alternative licensure pathway has prevented this shortage from
becoming a real crisis?
1. COMPLETERS – 2016 - 2020
20.6%
increase in alternative licensure, -4.1% decline in traditional programs
Page 6 of the summary shows an increase
of completers since 2015-16. But note the decrease since 2016-17.
|
|
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
Percentage
change |
|
Overall total |
3,152 |
3,611 |
3,423 |
3,393 |
3,201 |
Increase +1.6%* |
|
DECLINE: 16-17 to 19-20 |
3,611 |
|
|
3,201 |
DECREASE -11.3% ** |
|
However, pages 7 & 8 show an increase
of 20.6% in alternative licensure programs and a decrease of 4.1% in
traditional programs. Over the most recent four years, the contrast is even
greater: an increase of 11% for alternative licensure programs; a decrease
of 17.7% for completion in traditional programs.
*These figures come from the 2022 executive summary. **These figures are my math, based on the
numbers in the summary.
2. ENROLLMENT – 2016-2020 - The report provides
these facts, but they are not presented this way.
18.7%
increase in alternative licensure, 2.5% increase in traditional programs
Page 6 of the
executive summary gives the Statewide Total Preparation Trends, including these
figures:
|
|
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
Percentage change |
|
Overall total |
11,224 |
11,451 |
11,892 |
12,267 |
11,683 |
Increase
+4.1% |
The figures from pages 7 & 8 are
here, placed side by side. Over this five-year period, growth in enrollment in traditional
programs was only 2.5%, in contrast to an 18.7%
increase in alternative programs.
|
|
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
Percentage change |
|
Traditional |
10,159 |
10,435 |
10,700 |
10,715 |
10,414 |
Increase +2.5% |
|
Alternative |
1,099 |
1,170 |
1,215 |
1,580 |
1,305 |
Increase +18.7% |
Given the teacher shortage, there may be a lesson here for policymakers.
What are our future teachers telling us about the traditional (four-year)
route? About our schools of education? Why is the alternative route growing
more popular? Yes, as the executive summary says, “Alternative licensure
programs require candidates to hold teaching positions while they are enrolled
in the preparation program and, in that way, seek to serve a different
population.” And yes, traditional programs usually serve college students. But
is this the only reason for the stark difference we see (below) in completion
rates?
3. PERCENT COMPLETING
out of those who ENROLL in the two programs – 2016-2020
On average, 64.3% in alternative licensure, 24% in
traditional programs. In addition, the percentage completing traditional
programs has declined.*
|
|
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
Average % |
|
Traditional |
2,414/10,159 |
2,811/10,435 |
2,663/10,700 |
2,517/10,715 |
2,314/10,414 |
|
|
% |
24% |
27% |
25% |
23.5% |
22% |
24% |
|
DECLINE: 2016-17 to 19-20 |
27% |
|
|
22% (-5%) |
|
|
|
Alternative |
738/1,099 |
802/1,170 |
760/1,215 |
878/1,580 |
890/1,305 |
|
|
% |
67% |
68.5% |
62.5% |
55.5% |
68% |
64.3% |
*Numbers above from the executive summary. The percentages are my math, based on the numbers in the summary.
|
Retention – a concern here too? “More
than a third (38 percent) of all current Texas teachers were certified via an
alternative program. However, … these teachers are also more likely to leave
the classroom within five years (35 percent five-year attrition rate).”[iv]
(2018) “… studies show that teachers prepared in alternative
programs leave the profession at higher rates.”[v] (2022) |
However, even ardent fans of alternative licensure know that future reports must examine at least two other key issues. Promising examples (see Addenda B-Part 2 and C) are nice, but we need data on #1, retention rates, and #2, teacher performance. Let’s compare the two “pipelines.” Critics, and some studies, say both are lower for those who complete alternative licensure programs (see box). In Colorado, is it true? Let’s find out.
1.) We need data for those who went through
the two different routes. For the past three years, the executive
summaries have not tracked any differences in their retention rates (see
New Teacher Retention, Mobility and Attrition). We saw overall
results in the 2020 and 2021 summaries; one must hunt through the dashboard
to learn that retention (in the school, district, or state) was slightly better
for traditional programs. These reports should feature such important
information. The 2020 summary did report on the
differences in retention, mobility and attrition in five “CDE district setting categories.”
Denver Metro, Urban-Suburban, Outlying City, Outlying Town, and Remote. Interesting,
but not what the law requires.
2.) Teacher performance in the classroom All
bold mine
|
What
Colorado School Laws expect from reports: |
From
the last three annual reports: |
|
From the 2020 executive summary. “As required by state law, C.R.S. 22-2-112 (1) (q) and C.R.S. 23-1-121 (6), the Commissioner of Education must prepare an annual report in collaboration with the Department of Higher Education on the effectiveness of the educator preparation programs…. The report must include enrollment in, graduation from ... educator mobility and retention and educator performance evaluation ratings. The 2019-20 academic year will be the first year in which the report will reflect these changes …. It is available for the first time in 2020 because with three years of complete alternative preparation detailed records, it is now possible to present comparable levels of information for teacher outcomes from traditional and alternative preparation routes.”[vi] From C.R.S. (1)(q) (III) “To the extent the relevant data is available at the time of
the annual report, the report required pursuant to this subsection (1)(q)
must include, but need not be limited to, the correlation between
different educator preparation programs in the state, including alternative
educator preparation programs, and student academic growth, educator
placement, educator mobility and retention, and educator performance
evaluation ratings.”[vii]
|
(See sections on
New Teacher Performance in the executive summaries.) The 2022 report gave
an explanation for why there are no evaluation ratings for the 2019-20 and 2018-19
cohorts.[viii]
It stated: “the most recent evaluation ratings of the EPP report are for the
2017-18 cohort.” And yet the 2020 summary provides no breakdown on the
performance of the 2017-18 cohort in the two different routes; neither
does the web-based data dashboard.[ix]
We need a comparison of those who have
taken the two different routes. (This might require a breakdown of the
various alternative education programs; e.g., two-year vs one-year residencies.)
All preparation programs can learn from those that exhibit the strongest
performance of first-year teachers.
NOTE. Even the
first state report on alternative licensure (1996) began to track
performance: “During the 1995-96 school year, 48 teachers selected
from 327 applicants were employed in 14 alternative teacher licensing
programs. After 3 months of employment, 29 alternative teachers were rated
above average and 19 average.”[x] If we could do it then, … |
It will help, too, if the media does a better job of noting the differences.[xi] See Addendum B – Part 1 on The Colorado Sun’s “Colorado teacher prep programs saw an ‘exodus’ when COVID hit – another test for school districts facing shortages.” [Subheading] “As Colorado’s teacher pipeline slows to a trickle, more of the state’s new educators are taking charge of classrooms while still learning how to teach.”[xii] We need to be clear about where, exactly, we see an “exodus.” And which “pipeline slows to a trickle.”
But it is not just the media.
The state’s own annual reports seem unwilling to state the obvious: unlike the
traditional route, the alternative pathway is increasingly popular. Let’s say
it. And then ask why.
**
Addendum A -
Part 1
A brief critique of the annual Colorado Educator Preparation
Reports
For years the Colorado Department of Higher Education (CDHE) produced Educator Preparation Program Reports on its own. Remarkably, CDHE’s annual reports through 2014 did not provide the number of those completing the alternative route, even though it had been in place since 1992. In 2015, at long last, we read this: All bold mine throughout Addenda
Executive Summary (2015) - Several
significant findings
· The total number of individuals completing an educator licensing and/or endorsement program at Colorado colleges/universities declined by 5.4% during the 2013-14 academic year. During this span, 2,704 individuals completed an approved educator preparation program at Colorado IHEs and 573 educators completed an alternative educator preparation program.
The following year, when the surge
in those completing the alternative route was impossible to ignore, CDHE’s
executive summary was more effusive.
· The number of individuals
completing an alternative licensing program has increased to 816 during
2014-15. This represents a 42% increase from the previous year and
represents 24.5% of all the total completers in the state.
Further on that 2016 report even stressed
the difference.
In contrast
to declining completer numbers at traditional educator preparation programs at
colleges and universities, alternative teacher licensure programs saw an
increase of 42% from the previous year. During the 2014-15 academic year, 816
individuals completed an alternative licensure program from one of the 27
designated agencies authorized to provide alternative teacher preparation. Of
those, 37% completed programs in elementary education and 36% in the identified
high-needs areas of special education, mathematics, science and foreign/world
language combined.
While the annual summaries from 2017-2019
produced the total numbers, they did little to explore the different outcomes—or
trends—for the two main routes to teaching in our state.
The executive summary in 2020
report told us that as of 2019-20 (by a statutory change, House Bill 13-1219), these
reviews would be “produced annually by CDE in collaboration with CDHE.” It
provided this guidance for readers; the EPP Reports for 2021 and 2022 have made
similar statements.
Suggestions
for using new Educator Preparation Program Report
The term EPP
Report is used to refer both to this written executive summary and the
web-based data dashboards, which display visuals based on the full set of
data…. The interactive nature of the web-based EPP Report makes it flexible to
meet the needs of a variety of users. A primary goal of the report is to allow
EPPs access to their own data which will be helpful for their continuous
improvement efforts. For example, the EPP Report is intended to foster
discussions within the EPP about programmatic improvement; spark conversations
with other academic departments within their institutions that lead to better
specific content knowledge support in candidate endorsement areas; and engage
primary partner districts to identify ways to strengthen clinical practice. [xiii]
(p. 3)
That 2020 summary
stated:
“… this new
version of the report (as) required by statutory change … is available for the
first time in 2020 because with three years of complete alternative preparation
detailed records, it is now possible to present comparable levels of
information for teacher outcomes from traditional and alternative preparation
routes.” (p. 3)
Has that happened? In a separate 2020
Educator Preparation Report,[xiv]
graphs exposed the huge difference between the percentage of those who
completed—out of those enrolled—in the two different routes. (I highlighted this
gap in bullet #3, above: traditional programs - 25%; alternative programs –
62.5%.) But this report was silent on those differences. It simply gave
this “finding”:
Enrollment Versus Completion –
… a smaller proportion of enrollees are finishing their preparation programs.
Unfortunately, these results are well below what will be required to meet the
Commission’s target of 3,280 educator credentials to be completed by the year
2025. Educator preparation programs must ensure that candidates enrolled are
receiving the support, coaching, and resources necessary in order for excellent
candidates to persist and become excellent teachers.[xv]
In the 2021
and 2022 executive summaries, graphs also showed the increase/decline in
numbers for each of the two programs. Still, these summaries were not as
bold as that 2016 report, “In contrast…” —even when they exposed vastly
different results. Another View highlights some of those differences.
The dashboard provided the same
data, but that is all. We have to look to the executive summaries for some
attempt to “make meaning” from the numbers. To that end, what I read is
incomplete, at best.
Hence my chief criticism of the
executive summaries: they do not provide sufficient “comparable levels of
information for teacher outcomes from traditional and alternative preparation
routes” in a way that sheds light on key trends. To be helpful—and as I see
it, to fulfill the state law—these reports must speak to what the “comparable levels
of information” on the two routes bring to light.
Part 2. Data from the 2022 state report
The 2022 executive summary provides the data and most of the numbers you see on the opening pages of this newsletter. Again, though, the information is presented so quietly one can miss the import.
Data below from Colorado Educator Preparation Report, by the Colorado Department of Education and the Colorado Department of Higher Education, April 2022.[xvi]
From the narrative on Enrollment and Completion Trends (pages 6-8):
Enrollment
“Traditional
programs posted slight enrollment increases over the past five years
from 10,159 in 2015-16 to 10,414 in 2019-20, an overall increase of 2.5%.”
“Alternative preparation programs have experienced growth in both enrollment and completion during the past five years. Alternative programs experienced high enrollment growth rates from 1,099 in 2015-16 to 1,305 in 2019-20, an overall increase of 18.7%.”
Completion
The summary – see Statewide
Total Preparation Trends (p. 6) - also pointed out the overall
increase in completers: + 1.6%
|
2015-16 |
2016-17 |
2017-18 |
2018-19 |
2019-20 |
Percentage change |
|
3,152 |
3,611 |
3,423 |
3,393 |
3,201 |
Increase of 1.6 |
However, that 1.6 increase masked a key difference: over these five years, the completion rate in traditional programs declined, while the completion in alternative programs grew by over 20%. A point worth noting, yes? The summary reveals this, but for some reason seems unwilling to say it.
“Although
enrollment was somewhat higher, the completion rate was somewhat lower.
Traditional preparation programs graduated 2,314 educators in 2019-20, which is
a slight decrease (-4.1%) from five years earlier.”
“The completion rate in alternative licensure programs has increased from 738 educators in 2015-16 to 890 educators in 2019-20 (20.6%).”
Addendum B – The Colorado Sun on the state’s
annual report
Kudos to Erica Breunlin and The
Colorado Sun for taking a close look at the annual report
and at the teaching shortage in our
state. Part 1, featured here, was over 2,400 words.
Part 1. “Colorado teacher prep programs saw an
‘exodus’ when Covid hit –
another test
for school districts facing shortages”
“As Colorado’s teacher pipeline slows to a
trickle, more of the state’s new educators are taking charge of classrooms
while still learning how to teach”
June 7, 2022[xvii]
Even the best
news piece on the state report can fall short. Headlines often lack nuance. Let’s
break down the two programs. An “exodus” from which program? Where did we see a
greater decrease? Or maybe, in fact, both did not show a decrease. “Pipeline
slows to a trickle”? Really? From which program?
Part 2. Alternative licensure programs – promising
examples
In looking at the annual report on Educator Preparation Programs, Breunlin, to her credit, took the time to report on two alternative certification programs in our state. This increase, she wrote:
… doesn’t surprise Liz Qualman, director of
teacher education at Colorado Mountain College, particularly as “the
teacher shortages are becoming dire in some areas of Colorado, especially rural
areas.”
Colorado
Mountain College, which has had an alternative certification program for two
years, walks teacher candidates through the basics like lesson planning and
classroom management. The two-year program also introduces those enrolled to
multicultural education, the ways people learn, specific learning and assessment
strategies, and how to work with students who have special needs.
While in
Colorado Mountain College’s alternative certification program, teacher
candidates also receive a range of support, including Zoom courses with a
professor and peers, field supervision from college faculty members and a
mentor teacher who belongs to the same district.
The
intensity of support a teacher candidate receives allows them to be a successful
educator even as they’re still learning the mechanics of teaching, Qualman
said. “That’s where you ensure that they’re working toward that effectiveness
and quality that we’re looking for in teaching,” she said.
The Colorado River Board of
Cooperative Education Services also offers an alternative licensure
program, one that has gained significant traction in its five years, said Troy
Lange, director of alternative licensure. Four candidates enrolled in the
program during its first year while 55 enrolled during the most recent school
year, Lange said.
Teacher candidates within the
Colorado River BOCES’s program also are cushioned with a variety of support,
including a mentor teacher from their school, a field supervisor from the
program who holds them accountable, instructional coaches who observe remotely
and provide feedback and opportunities for the teacher candidate to watch a
recording of themselves teaching and offer up their own feedback.
Alternative licensure programs
enable new teachers to immediately apply what they learn to their classroom
instruction, Lange said. And it’s become a critical part of building up the
state’s teacher workforce across rural, resort rural and Front Range
communities at a time Colorado needs “multiple pathways working in concert”
to overcome the “crisis” of connecting quality teachers to schools, he said.
“Would this be the ideal way to build up the profession?” Lange asked. “Probably not. But I do think it is highly effective. It’s impressive to watch these folks learn and grow and how quickly they get their feet under them and then continue to refine and grow throughout the year.”
Addendum C – Promising examples in
Colorado, continued
Boettcher Teacher Residency
From “Innovative residency program takes on Colorado’s
teacher shortage,”
by Matt Parke, WorkingNation, Feb. 21, 2018[xviii]
“A teacher shortage in Colorado is reaching a crisis level, leading alternative licensure programs like the Boettcher Teacher Residency to innovate new strategies to attract, train and retain teachers.’’
Colorado has become a prime relocation spot for people seeking new job opportunities and its scenic splendor. However, the state is at a crossroads with its booming population growth and a critical teacher shortage.
The Boettcher Teacher Residency is helping stem the state’s decrease in its K-12 educational workforce by creating a faster pathway for Coloradans and transplants to enter the profession. The residency is an opportunity for teachers to get their initial license after just one year of classroom experience training with a mentor teacher.
David Roll, the principal of William Smith High School in Aurora, told WorkingNation that Boettcher produces high-quality teaching candidates that are ready to take charge of the classroom. “When I hire a Boettcher resident, it’s a lot like hiring a third or fourth-year teacher in their development,” Roll said. “They come with value-added.” Principal Roll hailed the Boettcher model as an ideal learning situation for residents and their mentors. Roll said that the preparation Boettcher gives to its residents is injecting new teaching strategies back into the classroom.
“My mentor teachers want residents because it’s like having a paraprofessional in [their classrooms], but by the middle of the year, it’s like having a second teacher. But my veteran teachers are saying that they are learning so much,” Roll said.
William Smith High School has hosted 18 Boettcher residents over the past five years and hired three of them. Their fellow residents have each moved on to full-time positions at other schools, according to Roll.
Training the next generation of
teachers in Colorado — despite
the success of alternative licensure programs like Boettcher — has been a
consistent problem throughout the state. An outgoing wave of retiring teachers
and soaring population growth has put a crunch on school districts, which
need 3,000 teachers to fill open positions.
**
In the small towns along the eastern plains and in the southwest corner of the state, open teaching positions can take months to fill. The affordability of the rural regions is countered by a sharp disparity in teacher pay at these schools… The Boettcher residency program, which is administered by the Public Education & Business Coalition and funded by the Boettcher Foundation, is combatting this problem through its partnerships with school districts across the state. From schools in the Denver metro area to the mostly rural eastern plains and rural corners of the state, the Boettcher residency is aligned to meet the needs of these populations.
It boasts a 95 percent five-year
retention rate
and has prepared more than 1,000 new teachers for work at its partner school
districts. It offers a viable option for people with bachelor’s degrees
outside of education to jump into a teaching career.
“Aspire to Teach – Alternative Teacher Licensure
The Smartest Path to a Teaching Career. Now.”[xix]
“Our alternative licensure program
hires real teachers with real experience to guide and train our candidates to success
- every step of the way.”
“The schools in your community need your skills and experience to increase the
number of effective teachers in your area. We prepare our candidates to
collaborate effectively at all levels - with other teachers and learning
specialists, parents, students, administrators, counselors, and community
members - in order to facilitate the success of all students.”
“EARN A PAYCHECK AND GET YOUR
TEACHING LICENSE.”
“Unlike traditional teacher licensure programs, ASPIRE puts teaching careers within reach through high quality, low-cost, programs that offer on-the-job training while earning a paycheck as a full-time teacher.”
“ASPIRE to Teach
is the largest Designated Agency in Colorado preparing alternative licensed
teachers statewide in all qualifying endorsements areas and types of
PreK-12 educational settings. Over six years the program has licensed more
than 1000 teachers across 49 counties in Colorado through responsive
partnerships with our candidates, schools, districts, charter networks, and
educational organizations.” - Suzanne
Arnold, Director of ASPIRE to Teach.
Metropolitan State University of Denver
Special Education Alternative Licensure Program[xx]
“The Special Education Alternative Licensure Program (ALP SED) is a two-year program designed for candidates teaching special education.”
“Teacher
Candidates enrolled in ALP SED complete 48 hours of special education
coursework during the two-week summer seminar in July of the first year, at
weekly classes for two years and during a four-week summer practicum between
years one and two.”
Western Colorado University
Alternative Teacher Licensure Program[xxi]
“Attain
your licensure while you teach.”
“The Alternative Teacher Licensure Program was designed for candidates who have secured a full-time teaching position in a Colorado K-12 school. With proof of employment, you’ll teach in your own classroom under an Alternative License (granted by CDE), complete online coursework, and meet with a mentor for at least one hour per week.”
“Firsthand teaching experience”
“Western’s one-year Teacher Residency program allows
you to earn your teaching license and optional master’s degree while gaining
firsthand teaching experience in a classroom.”
Endnotes
[i]
“Colorado Educator Preparation Programs and the Educator Pipeline,” by the
Colorado Department of Education and the Colorado Department of Higher
Education, April 2022, https://www.cde.state.co.us/educatortalent/eppreport-3.
[ii]
Gates Family Foundation grants to the Colorado Children’s Campaign 1993 and the
Colorado League of Charter Schools, 1994-96 ( https://i2i.org/wp-content/uploads/2013/07/The-Road-of-Innovation-IP-4-2013-web_a.pdf.
“The Gates Foundation provided a grant to assist in the
development and implementation of the program for the first three years. With
the cessation of the Gates Foundation support, alternative teacher fees may
increase for program participation.” “Alternative Teacher Program,” Report to
the General Assembly, 1995-96, Colorado State Department of Education, by
Olivia Robbins and Eugene Campbell, Jan. 1996. https://files.eric.ed.gov/fulltext/ED399258.pdf.
[iv] “Teachers
by Preparation Route,” by Catherine Rubiera,
Nov. 27, 2018, https://www.tasb.org/services/hr-services/hrx/recruiting-and-hiring/teachers-by-preparation-route.aspx
[v] “Fewer People Are Getting Teacher Degrees. Prep Programs Sound the Alarm,” by Madeline Will, Education Week, March 22, 2022. https://www.edweek.org/teaching-learning/fewer-people-are-getting-teacher-degrees-prep-programs-sound-the-alarm/2022/0
[vi] 2020
Colorado Education Preparation Programs and the Educator Pipeline, https://www.cde.state.co.us/educatortalent/edprepprogram-report-execsummary.
[vii] Colorado School Laws (as of 2019) https://codes.findlaw.com/co/title-22-education/co-rev-st-sect-22-2-112.html
[viii] “Evaluation ratings for the 2019-20 cohort tracked in
this report are not yet collected because this cohort has just finished their
first year of teaching and the staff employment file is not due to CDE yet…
Evaluation ratings for the 2018-19 cohort were not required because of the
pause to the evaluation system issued by Gov. Polis in spring 2020 during the
beginning of the COVID-19 pandemic” (p. 11), https://www.cde.state.co.us/educatortalent/eppreport-3.
[ix]
Education Preparation Program Report Dashboard, https://www.cde.state.co.us/code/eppreport.
[x] “Alternative Teacher Program,” Report to the General
Assembly, 1995-96, Colorado State Department of Education, by Olivia Robbins
and Eugene Campbell, Jan. 1996, https://files.eric.ed.gov/fulltext/ED399258.pdf.
[xi] In March Education
Week provided a grim look at the national picture: “Fewer People Are
Getting Teacher Degrees. Prep Programs Sound the Alarm.” But it focused almost
exclusively on traditional programs.
[xii] https://coloradosun.com/2022/06/07/colorado-education-teacher-shortages-schools-teacher-pipeline/
[xiii]
2020 Colorado Education Preparation Programs and the Educator Pipeline, New
teacher performance (p. 3), https://www.cde.state.co.us/educatortalent/edprepprogram-report-execsummary.
[xiv] Educator
Preparation Report, Academic Year 2017-18, p. 15, https://highered.colorado.gov/Publications/Reports/Legislative/TED/201902_TED_toGGA.pdf.
[xv]
Educator Preparation Report, Academic Year 2017-18, p. 15, https://highered.colorado.gov/Publications/Reports/Legislative/TED/201902_TED_toGGA.pdf.
[xvii] https://coloradosun.com/2022/06/07/colorado-education-teacher-shortages-schools-teacher-pipeline/. This article was followed the next day by Part
2, an in-depth look at what rural districts are doing to recruit and prepare
new teachers:
“Rural Colorado schools, unable to recruit out-of-town teachers, are trying to
get locals into classrooms,” https://coloradosun.com/2022/06/08/rural-school-districts-recruiting-locals-teacher-shortage/.
[xix] University
of Colorado at Denver, https://education.ucdenver.edu/continuing-education/aspire
[xx]
Metropolitan State University of Denver, https://www.msudenver.edu/education/alternative-licensure-alpsed/
[xxi]
Western Colorado University, https://western.edu/program/teacher-licensure/
