State educator-preparation providers brief Senate Education Committee on teacher pipeline, literacy and retention

Representatives from the Idaho Association of Colleges for Teacher Education told the Senate Education Committee on Wednesday that institutions across the state are collaborating on teacher preparation, literacy training and retention supports and urged lawmakers to use institutions as a resource on education policy.

Bridal Blevins, dean of the College of Education at the University of Idaho, and other members of the association described multiple educator-preparation pathways — traditional undergraduate programs, alternative authorizations and programs such as PACE, PACT and IMPACT — and said institutions are partnering with the Office of the State Board of Education and the Idaho Department of Education to offer registered apprenticeship programs for prospective teachers.

"Teachers become this wrap-all-around support who not only are the social worker and the teacher, but they're the ones providing food for their kids," Blevins said, describing the added responsibilities classroom teachers have taken on since the pandemic.

IACTE members highlighted statewide efforts on literacy through the Idaho Higher Education Literacy Partnership (I-HELP). Whitney Ward, a professor at Northwest Nazarene University and a member of I-HELP, told the committee that Idaho is "one of the top five" states in national ratings for early-literacy coverage and one of only eight states that include all components of early literacy in program preparation. Ward attributed those results to the collaborative I-HELP work across institutions.

Panel members and presenters also discussed teacher retention and supports for new teachers. Sherry Disbuke, assistant dean at Boise State University, summarized research by member institutions showing that new teachers who receive continuing support and mentoring in their first years have a higher retention rate than those who do not. Lewis Clark State College representative Royall Toy told the committee that special-education staff are under strain: writing individualized education programs (IEPs) and coordinating interventions leaves less time for providing synchronous supports that help students progress across home and school settings.

Committee members asked presenters to clarify differences among "traditional," "nontraditional," and "alternative" pathways and to describe behavioral changes in classrooms since the pandemic. Presenters said students arrive with more trauma and social-media–related pressures and that schools need counselors, school psychologists and coordinated services so teachers can focus on instruction.

IACTE members said institutions conduct employer surveys and statewide program reviews to calibrate preparation programs, participate in national accreditation where required, and collaborate on induction and professional learning to improve classroom readiness and retention.

The association invited committee members to visit local educator-preparation programs and partner schools, and offered to provide data and briefings to lawmakers as they consider policy changes affecting teacher preparation and retention.