Idaho educator-preparation leaders brief Senate committee on teacher pipeline, retention and literacy initiatives

Representatives from the Idaho Association of Colleges for Teacher Education (IACTE) briefed the Idaho Senate Education Committee on efforts to strengthen the teacher pipeline, increase retention of new teachers and expand literacy preparation.

Bridal Blevins, who identified herself as dean of the College of Education at the University of Idaho, said IACTE includes four-year institutions across the state and works with the Office of the State Board of Education and the Idaho Department of Education to align educator preparation. "Educators do make a difference," Blevins told the committee, recounting how teachers shaped her career and saying institutions "are not competitors" in preparing educators for Idaho classrooms.

Presenters described multiple pathways into teaching — traditional four-year programs and alternative routes that include programs for paraprofessionals and registered apprenticeships in partnership with local education agencies. They said clinical experiences and mentor-supported student teaching remain core components of preparation. The group highlighted efforts to prepare teachers for rural classrooms and to ensure teachers can work with students who have disabilities, including reading individualized education programs and adapting instruction.

Whitney Ward, a professor at Northwest Nazarene University and a member of the Idaho Higher Education Literacy Partnership (I HELP), told the committee that I HELP coordinates literacy standards across institutions. "Idaho is one of the only eight states in the nation that covers all of the components of early literacy," Ward said, citing the group's review and alignment work.

Speakers told senators that teacher retention — not initial production — is the pressing issue. Sherry Disbuke, assistant dean at Boise State University, summarized research conducted by IACTE members showing new teachers who received continued support in their early years had higher retention rates; presenters asked legislators to consider policies that support mentoring and induction. Panelists also raised concerns about growing student mental-health needs, classroom behavior challenges and the burdens placed on teachers to provide wraparound supports, and they urged investment in counselors, school psychologists and special-education supports.

Presenters invited legislators to visit campus programs and partner schools and offered to serve as a resource for policy questions; they also announced a legislative reception later the same day to continue conversations.