Strengthening Arizona's early childhood educator workforce

The challenge

High-quality education is essential for young children with disabilities to achieve their full potential and this often depends on a well-prepared workforce. Special Education was identified in 2022 as the teaching area with the most vacancies nation-wide, with about 43% of schools reporting vacancies, double the rate of other teaching areas, according to data from the National Education Center for National Statistics, and the U.S. Department of Education. As a result, Early Childhood Special Education (ECSE) classrooms are often staffed by teachers without ECSE training, and a portion are not yet certified. Arizona schools are not immune to this challenge, which creates a need to provide support for these educators. The issue is particularly acute at the early childhood level as ECSE teachers are among the fewest new certified teachers entering the workforce to fill these gaps.

The approach

Project GREATNESS addresses a need in Arizona for high-quality educators prepared to work with young children with disabilities. The principal investigator for this project is Kathleen M. Farrand, associate professor, and co-principal investigators are: Katie Bernstein, associate professor, and Wendy Oakes, professor.

The project involves six approaches:

• Recruit and retain high-quality pre-service teachers, referred to as scholars
• Prepare scholars in ECSE evidence-based practices (EBPs)
• Prepare scholars as ECSE professionals
• Prepare scholars to serve children with disabilities
• Facilitate transition of scholars from pre-service to in-service teachers
• Conduct formative program evaluations to ensure scholars master competencies

Teachers will leave Project GREATNESS with competencies in using EBPs to support the academic, social, emotional, behavioral, and physical development of young children with disabilities. All scholars will participate in the core program for Mary Lou Fulton College for Teaching and Learning Innovation’s Early Childhood BA in Education and ECSE Certificate, including rigorous coursework and clinical experiences. GREATNESS scholars will also receive mentorship from project personnel, peer scholars and practicing ECSE teacher-mentors;  participate in a Professional Seminar Series, connecting them with researchers, educators and community partners; attend a state and national education conference; and complete specialization coursework in an area of their choice. 

Thirty scholars will thus enter the field fully credentialed (Arizona dual certification in ECSE/EC), with deep professional learning experiences in working with young children with disabilities, prepared to serve all learners birth through age eight. Through its network of faculty, peer, and teacher mentors, the project will facilitate scholars' transition from pre-service to in-service teachers and, critically, support their retention and persistence in the field.