Palo Alto Unified wins $1.8 million residency grant to train classified staff as special-education teachers

The Palo Alto Unified School District on April 21 announced a $1.8 million competitive California Teacher Residency Grant to start a special-education teacher residency that will fast-track classified staff into credentialed special-education teacher roles.

District presenters told the Board of Education that the grant, awarded as part of the state—s teacher residency program, will fund a multi-year pathway meant to address a systemwide shortage of special-education teachers. Dr. Kelly Bickl, the district—s director of professional learning and leadership, said the main grant portion covers roughly $34,000 per resident, an additional classified-staff grant adds about $4,300 per person, and the district is budgeting roughly $15,000 per resident to meet matching requirements — a package staff described as totaling about $53,000 per resident in combined supports.

—Our goal is to invest in our people— and to build a —grow-your-own— pathway that pairs experienced classified staff with mentor teachers, Dr. Bickl said, describing a model in which residents teach three days a week with their mentor from the start of the school year through June. The district will partner with San Jose State University; the first cohort of residents will begin San Jose State coursework on June 2, 2025, and complete their credential in one year while working in district classrooms.

Two prospective residents spoke to the board about their reasons for joining. Maryanne Fogle, who has worked as a special-education aide, said the residency —gives me a reason and a path— to become a special-education teacher while remaining connected to her students. Italy Rico, a bilingual primary-language tutor who works with English learners, said she appreciates the financial and programmatic supports that make completing a credential feasible.

District staff said the residency cohort will be financially supported with stipends and that residents will be able to work as substitutes on the two days they are not in extended student-teaching placements to help with living expenses. Staff also cited national outcomes from the National Center for Teacher Residencies showing residency graduates tend to be more effective in their first years and better integrated into school communities.

Public commenters applauded the program and urged robust outreach and retention steps. Board members expressed support while asking staff to track the program—s outcomes and to report back on recruitment and retention targets.

The district said it initially selected 10 classified staff for this year—s cohort through a competitive process and expects to scale participation over the grant term to support as many as 40 classified employees over four years. The residency is scheduled to align with the district—s staffing needs for special education beginning in the 2025–26 school year.