The COVID-19 pandemic has made it clear that education has changed in many ways. Because of the newly pervasive virus variant, universities and colleges are experiencing staff shortages.  We are still experiencing schools closing for in-person learning and a pause in extracurricular activities due to the pandemic.

Schools are also now forced to address learning gaps. During virtual learning, students of all levels have missed out on their collaborative group time which is essential; colleges and schools are trying to find time to implement peer support.

As we continue through these challenging times, we have to ensure that teaching and learning continue to occur in schools.

Things to Consider Before Applying

Below are some of the things you need to consider before deciding to go back to school:

Safety

New instructional challenges and barriers to implementing COVID-19 prevention measures have affected teachers’ mental health. The mental health of the educator is linked to how effective they feel in their classroom.

With coronavirus cases surging, several states are suspending in-person learning. The current situation with the pandemic and the virus variants are putting states in a tough place. When it is safe, we must continue to have in-person learning experiences for students. Despite the challenges, we need to keep the students safe and learning.

The big question is, how do we move forward with all the barriers we are presently facing? Some would say constant collaboration; we are thankful for the constant collaboration between schools and the health department.

A Great Need

A lot of people say, “I want to make a difference.” This is a wonderful time to make a difference. Individuals need to step back and wonder about a career path they might have never considered because it is time to look at all possibilities. Look at your skillset and pursue that path; identify the areas you want to develop, find out what you are good at, and seek those areas by furthering your education.

According to recent guidance from the Tennessee Department of Education, the criteria that confirm the lowest-performing schools is in process. There is a great need for graduate schools to start preparing their students to address this challenge because states are restarting the accountability piece since the pandemic and students will continue to be tested in reading, math, and science.

Mental Health

Schools also need to provide mental health support, and students need to know how to access mental health services. Universities can have a significant impact on mental health and students’ understanding of the subject.

Research by the National Association of School Psychologists shows that students are more likely to seek counseling when resources are available at school. From the research they gathered, they also concluded that students who receive social, emotional, and mental health support achieve better academically.

Technology

During the pandemic, a lot of emphasis was put on virtual learning. Students learned to use technology in ways they had never done before. One of the advantages of enrolling in a graduate program is that we have a new look and opportunity of using technology which gives a better learning experience for students.

Educators have a great opportunity of using technology and incorporating strategies that include:

• Gamified learning
• Digital field trips
• Integrating social media
• Gathering student feedback
• Creating digital content
• Reviewing and critiquing webpages
• Incorporating video and multimedia into instructional lessons

We have more opportunities for learning gains than we did last year, and this is because students have more access to materials online than last year. As we begin in 2022, students are going to experience new platforms; colleges, states, and students better understand using technology than they did before.

Strategies for Success as a Grad Student During COVID

Several colleges are moving to remote or virtual learning, but research indicates face-to-face instruction is beneficial for students. States and colleges are forced to make adjustments to keep students learning. For example, several states are distributing at-home COVID-19 rapid tests for staff and students.

Below are some of the strategies for success as a graduate student during COVID:

Online Programs

A majority of colleges offer fully online programs which can be the best option for some students amidst this pandemic.

Engaging Programs

Universities are offering interactive courses that are engaging for students and allow students to be independent.

Learning Supports

Colleges need to have learning support for students, and schools need to establish a committee to address learning and teaching.

Peer Tutoring

The pandemic has affected people in different ways; students need tutoring to address the learning loss.

Curriculum

Schools need to revisit, alter the course of their curriculum, and analyze what was working before the pandemic and what adjustments must be made.

Mental Health Issues

A lot of students have been affected by the pandemic. It is extremely beneficial when colleges address mental health among the students.

Deciding to go to grad school? Check out our available programs and enroll today!

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This article will address COVID-19 successes with parental involvement. Before COVID-19, attendance was an issue for a lot of students, especially students in the low socio-economic statuses. Many students did not have transportation; some did not have the right clothing for school.

Parental Involvement has always been a big concern in most school districts, because parents’ engagement is a key to students’ success. Collaboration with parents is essential to the success of students, necessitating programs such as Title 1 to enhance parental involvement. Through Title 1, funds are earmarked to ensure parental inclusion in their children’s education while the school districts are required to give effective information to parents concerning the ways learning needs are met. The federal education law requires that all parents in a Title 1 school be informed about the professional qualification of their child’s teacher and paraprofessional who is instructing their child.

Parents have a right to know how well their child is progressing. Schools are required to generate a report card for every student that explains how well that student is doing.

Relying upon traditional measurements of parental involvement, studies find that families from socially and economically disadvantaged backgrounds are not typically involved in their children’s educations at the same degree their counterparts are (Li & Sun, 2019).

COVID Success: Increased Parental Involvement

The pandemic changed the way we educate our children, requiring families to adapt the physical home environment while parents had to adapt to a “new normal” by making room for the educational needs of their children. Initially, parents did not have the skills to help their children; they had to learn quickly. Homes became school, the workplace, and the social/activity space. COVID affected the way parents interacted with their children as schools and workplaces merged into the same space and parents were thrown into the dual role of “at home worker” and home-school teacher.

The home school experience addressed a lot of needs for students by giving parents more time with their children. The parents became tutors and teachers, an experience which helped with the socio-emotional support of the students. Parents, realizing that virtual schooling isolated their children from peers and teachers, were forced to come up with strategies which addressed these needs.

Positive Impacts of Increased Parent Involvement in Schools

Increased Student Achievement

During the ongoing lock downs, parental involvement played a major role in improving student achievement. It is important to understand how a child is receiving an education; doing so helps with reducing school avoidance and the incidence of dropouts. Parents played an important role in their children’s academic achievement once given the responsibility to review the school, teachers, and the learning environment and to contribute to innovations relative to individualized academic, social/emotional needs and students overall well-being.

Parents were compelled to help with their children’s assignments and discovered that they had to work with their children. Nationwide, parental involvement increased during the pandemic. Educators and parents collaborated to devise strategies which enhanced the successful education of students, while parents came up with creative ways to increase student engagement in education, develop broader nutritional options, and explore other activities which could be pursued by the home-bound students.

Parental Support

Educators and families must work together to ensure the success of every child. The family matters in a child’s life. Parents’ love for their children is the most important factor in a child’s life. Parents of all racial demographics and income levels should be included in school decision-making. COVID-19 gave educators the opportunity to build relationships with parents and opened doors for parents to be academically engaged with their children. Students were able to receive quality education with the help of their parents. Many students began to “keep up” academically because of the support and interest of parents who kept them engaged during the prolonged periods of instruction.

Many districts have observed that parents have become newly aware of obstacles that teachers face daily and are appreciative of the complex role of educators. Parents have embraced the new academic climate, now regularly communicating with the teachers and building effective partnerships which had not before existed. That outcome is one of the greatest benefits of the pandemic.

The classroom setting makes it difficult to individually support every child. During the pandemic parents were given an opportunity to offer that individual attention to their own children. Families living in poverty sometimes have difficult in engaging in their children’s education. The pandemic helped us realize the untapped teaching potential of our parents.

Concerning the culture of the classroom, relationships are an essential ingredient for school success. The pandemic provided educators many unique opportunities for professional growth, learning, and self-discovery. The COVID-19 pandemic provided us with an opportunity to build relationships between school and the home. If we are going to succeed and close the academic gap, we need to keep this relationship. Parents gained the opportunity to bridge gaps in their students’ academic performance resulting in many students flourishing.

Increased Use of Technology

The stress of the pandemic has been overwhelming for many parents, but technology tools provided by the schools gave parents the aids which helped them cope. School systems were forced to equip families to support learning at home. School districts distributed Wi-Fi-enabled devices. COVID-19 forced parents and their students to collaborate online, and many parents were enabled to interact with their children in new ways and in broader contexts than before.

Students, along with their parents, learned how to use technology in more complex ways, while the districts developed training and online support broad enough to meet the burgeoning needs of an exponentially increased user market. Districts introduced thousands to the varieties of “how to use technology” resources available online, and the virtual world enabled parents, educators, and schools to serve children in their home environments, elevating the outcomes and successes of all partners in the educational process.

In conclusion, this article has addressed COVID and the successes of parental involvement. COVID-19 caused the entire world to adjust to a new way of living. Educators, students, and parents’ lives had to adjust to a new normal. We looked at some positive impacts of increased parent involvement in schools. We need to help our educators, parents, and students be successful.

References
Li, G. 2019. Asian immigrant family school relationships and literacy learning: Patterns and explanations.
The Wiley handbook of Family, school, and community relationships. Hoboken, N.J. John Wiley and Sons.

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For many teachers, the thought of students enduring hours of testing and students filling in bubbles silently is a scary thing this year. Testing often puts pressure on teachers, administrators, and districts to focus on test preparation, and many feel that testing should be created by teachers with the goal of learning more about students in mind.

High-stakes testing is often considered old school, especially when classroom instruction has moved away from traditional testing into more informal and standards-based ways of assessing students. Although students haven’t received a traditional educational experience this year, they are still expected to take state-mandated tests. Here are a few ways to manage state-mandated testing after COVID.

Get Organized

When it comes to managing state-mandated testing after COVID, logistics can seem overwhelming. By getting organized, administrators and teachers can ensure a smooth testing process for staff, students, and families. Ways to get organized include:

• Create a Testing Schedule – Most public schools have offered virtual and in-person learning this year. Considering this, virtual students will need to enter the physical school building in order to take standardized tests. By creating a schedule for online testers and in-person testers, schools can be prepared to administer tests to all students.
• Consult with Specialists – Exceptional Childrens’ Teachers (EC Teachers) will be aware of testing accommodations and modifications needed for students with 504 plans and IEPs. Consulting with EC Teachers and other specialists such as Speech and ESL, will help you create plans for students with special needs.
• Create Clear Expectations – Create a clear plan for testing day and share the plan with your staff. This might include testing locations, administrators, proctors, and arrival/dismissal procedures.
• Consider School Safety – It is important to plan for social distancing as much as possible during testing. For example, place student desks six feet apart and follow state healthcare guidance regarding COVID safety and regulations.

Communicate with Parents and Families

After securing a plan for testing students, it’s important to communicate this plan to students and their families. Once schools have solidified their testing plans, the test dates and procedures can be shared with families so that they can make arrangements to have students participate. This should be done in a variety of ways. Most districts sent letters out to parents of test takers that include dates and testing specifics. Schools should also reiterate this information to students and families by sharing information on social media and school communication tools such as Class Dojo and Google Classroom.

Make it Fun

Yes, you read that heading correctly. It is important to make testing as fun as possible, especially following the pandemic. How can we possibly do this? Be creative! Think about playing inspiring music over the loudspeakers/intercom on test day announcements. You could also send out a special and inspiring video to students before testing, possibly in the form of a read aloud or song! Two great read aloud books include Testing Miss Malarky by Judy Finchler and The Biggest Test in the Universe by Nancy Poydar. These books are great ways to ease students’ test anxiety.

Consider a Variety of Data Sources for Teacher Evaluations

Let’s face it, this year has been a challenging year for teachers and students. Teachers have not been able to deliver content to all students due to circumstances out of their hands (such as attendance and quarantines). This means that, although EVAAS will be a factor in teacher performance, it shouldn’t be the only factor in determining the effectiveness of teachers. Data sources such as district reading and math assessments (MCLASS and iReady for example) can help determine what growth students have made throughout the year.

Additionally, classroom walkthrough data can be viewed in order to determine how effective teachers were during the course of COVID. Many districts have utilized online walkthroughs for administrators to use during hybrid/virtual learning. This served as a way to check the fidelity of teaching during the pandemic.

Considering the challenges COVID has imposed upon education, it is still important to remember that educators can still use EOG data to determine gaps in instruction, plan to remediate and close those gaps, and set classroom and schoolwide goals for increasing student achievement. Using standardized test results to set a clear path to improving student needs is key. If educators keep this at the forefront of data examination, students will ultimately benefit.

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We are only a little over two years removed from the beginning of the COVID-19 virus outbreak in the United States. Thus, it is impossible to diagnose what the long-term implications will be in education when measuring the pandemic’s impact. We can now look at the short-term effect has had over the last two and a half years and project the possible long-term effects.

According to Desiree Carver-Thomas, a researcher and policy analyst at the Learning Policy Institute, teacher shortages were becoming a significant issue prior to the outbreak of the pandemic. A 2018 estimate completed by the LPI showed that the nation was short of teachers by at least 100,000. This was especially true in content areas already hard to staff: math, science, special education and ESL.

“Because of these long-standing conditions, even small changes in teacher supply and demand during the pandemic have resulted in serious disruption for schools that had already been struggling to fill teacher vacancies,” Carver-Thomas stated.

Now what happened once the pandemic was in full effect? According to all the research I have read, there were some premature retirements and resignations as a result of the pandemic. The Wisconsin Department of Employee Trust Funds reported seeing a 14 percent increase in retirement in 2020.

However, educators explain that the shortage began years before the pandemic and continues to this day. It was also pointed out that this was not a consistent nationwide trend. Some districts and states across the country saw relatively little increase in retirements.

How Teacher Shortages Affect Educators

A teacher shortage, whether brought on by the pandemic or not, affects educators. From my personal experience as an elementary principal, I have not witnessed any shortages in our local workforce. However, there was a significant shortage of substitutes. Some of this was seemingly due to fears about COVID-19 pandemic, but it was also because some neighboring districts instituted very high and abnormal pay increases for their substitute teachers.

So for a limited amount of time, my school and district had to utilize their teachers to cover classes, resulting in a loss of prep time. I can attest that this does significantly affect teacher morale, at least for the teachers who have to use time to cover classes.

The significant effect in morale I witnessed was most related to the time that school had to move to virtual instruction. This wasn’t because our teachers didn’t like being home. It was simply because our teachers knew they could not give the students what was educationally needed. They fretted and continued to fret over the lost in-person instructional time.

High Demands in Education

Why is the education job market currently facing a shortage post-COVID? The same question can be asked why it faced a shortage pre-pandemic. An article from The Hill points out that burnout, low pay, and a significant decline in graduates with teaching degrees are the major trends and reasons why the U.S. is experiencing a teacher shortage. COVID merely highlighted and accelerated these trends.

I believe it is safe to conclude that the pandemic temporarily exacerbated and accelerated the trends already in place in education but will not stand as a significant lone reason for teacher shortages. Burnout, low pay, and a sharp decline in undergraduate education degrees are what are driving teacher shortages. These need to be addressed by policymakers if we expect to see an increase in the amount of teachers.

Specifically, teachers are desperately needed in rural areas, low-income urban areas, and across certain subjects. No matter if you are a college student just beginning your education or if you are a veteran educator seeking new ways to set yourself apart in your district, the right credentials can vastly improve your job opportunities.

If you have an interest in any of these subjects, or if you have a desire to serve students through these subjects, you can find yourself in high-demand positions across the state and country. On the other hand, if you are a leader within a school district that cannot seem to adequately staff certain subjects, you are not alone. You can use information about national and regional teacher shortages to better understand the issues facing professionals throughout your district so that you can make better decisions to enhance your recruitment efforts.

Special Education

Special education teachers are needed in districts nearly everywhere, but perhaps California’s situation shows us just how much. The state reports that nearly 800,000 students are being taught by teachers who do not have proper special education credentialing. While this number is staggering, it is, unfortunately, becoming the norm throughout the country and can cause serious consequences for the students, their families, and the staff members who are unprepared to teach this special population.

Special education teachers often have a heart for serving a challenging population and are more likely to understand the impact of medical diagnoses and past trauma has on students. However, they are also more likely to burn out without the proper resources and support from their team and from their supervisors.

Aside from special education teachers, paraprofessionals are also in high demand. These key members of the student’s team assist with more than just daily care; they also offer verbal or physical cuing that can help students stay on task and meet their IEP goals.

In contrast, special education teachers currently have a median pay of $61,820 (2021) and typically enjoy full-time benefits from the district. However, the salary and benefits are not always enough to keep special education teachers with the district long-term. They must also feel empowered and encouraged within the district.

English as a Second Language (ESL)

ESL educators are also in high demand throughout rural, suburban, and urban school districts. While the number of ESL educators currently pursuing the degree is increasing in many colleges and universities, there simply are not enough in the workforce right now to meet the growing needs of students. More and more K-12 students are not native language speakers, with educational research pointing to more than 12 million bilingual children across the country (a 1.2 million increase over the previous ten years.)

It’s a classic case of supply and demand, with the demand for specialized language education far outweighing the supply of educators. Even with the increased number of ESL teachers in programs today, there simply isn’t enough to serve the students now or in the future.

Administrators are working hard to entice ESL teachers to their districts. Perhaps the answer is to also look at current educators within the district who have a desire to serve students in this capacity and offering tuition reimbursement and bonuses to increase the opportunities for current students.

ESL teachers in elementary and secondary settings have a salary that is typically around $65,000.

Educational Technology

The coronavirus pandemic radically changed education, shifting students and teachers to take a virtual approach focused even more on technology. Many administrators and leaders saw immediately the need for additional educational technology support throughout their districts, highlighting the shortage that was already there. For districts that already had team members with a technology specialist endorsement, they were reminded why these positions are crucial to a well-rounded district.

Educational technology has never been more important, and there simply are not enough experts to serve school districts in rural, urban, and suburban settings. Further, educational technology roles are not just for K-12 districts. The demand in university settings is only increasing as well, making the shortage feel even more acute. The average salary hovers around $52,000 and most districts offer management-level benefits to enhance their recruitment strategy.

Reading and Literacy

Teachers seeking a reading specialist credential are on the rise, which is good news. Many schools and districts are lacking these specialists in their schools. Reading or literacy specialists are tasked with providing intervention for students, consultations for teachers, and support in the classroom, as well as ensuring that their school provides high-quality reading instruction to all students.

Educators with this credential also have the opportunity to move into other positions grounded in leadership such as district literacy coaches, instructional coordinators, or curriculum developers.

Reading and literacy specialists have a salary that is typically around $53,000, while a position like instructional coordinator will get you a salary around $64,000.

Foreign Language

The U.S. Department of Education reports that foreign language is historically fourth on the list of subjects experiencing a national shortage. Recent reports note that 58% of states experience a foreign language teacher shortage over the last 20 years (Pg. 23, Figure 5). While the foreign language teacher shortage is nuanced, perhaps the beginning of the problem lies within the K-12 curriculum.

Less than one-quarter of K-12 students are exposed to a foreign language before they graduate from high school. Once in college, that number drops to less than 10%. It can be impossible to inspire future foreign language teachers when students are simply not exposed to another language in a school environment.

Why is there a lesser focus on foreign language in the K-12 curriculum? One reason is the teacher shortage. While it is impossible to know which came first — the teacher shortage or the decreased exposure to foreign language built into K-12 curriculum — it is certain to continue for the foreseeable future.

Foreign language teachers make around the same amount as high school teachers of other subjects with similar experience, which is around $61,000 per year.

The important takeaways here? Teacher shortages are nuanced and vary from subject to subject, district to district, and state to state. However, if you have a passion to serve students in any of these capacities, now is the time to work for that extra endorsement or credential. Leaders in school districts, now is also the time for you to take a hard look at your recruitment plans to determine if there are ways to enhance your benefits or school culture that could bring more of these specialists to your schools.

Interested in advancing your credentials and education? Check out our 190+ available masters, doctorates, endorsements, and certifications to advance your career today!

*Updated July 2022

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