Last week the U.S. Department of Education (ED) issued two new guidance documents on the administration of Title II, Part A under the Elementary and Secondary Education Act (ESEA).
The first, titled “Supporting a Diverse Educator Workforce to Strengthen Teaching and Learning,” includes numerous citations to research on the value of diversity among teachers in increasing student performance. It encourages States, districts, and schools to examine the diversity of their employees, identify barriers, and establish and publish clear diversity goals and a strategic plan to meet those goals. The guidance identifies several key strategies to increasing diversity: providing financial support and incentives; creating positive and supportive conditions for candidates in educator preparation programs; creating supportive teaching conditions; and collecting diversity data to support these efforts. A table in the second half of the document identifies funds that can be used to support educator diversity efforts, including competitive priorities for certain grants.
ED cites as the impetus for this guidance the instructions in the 2023 Consolidated Appropriations Act to study ways that certain funds
may be used by [State educational agencies], [local educational agencies] and [institutions of higher education] to increase teacher and school leader diversity, including through pre-service support, enhancing preparation, providing on-the-job support, and strengthening retention and promotion policies.
The educator diversity guidance is available here.
A second document focuses on “Using Title II, Part A Funds to Strategically Support Educator Recruitment, Retention, Professional Learning, and Improved Student Outcomes.” Incorporating some of the flexibilities used under the Elementary and Secondary School Relief Fund (ESSER), the guidance encourages States and districts to build on pandemic-era programs and incorporate lessons learned in recent years.
In order to improve recruitment and retention, the guidance says, Title II, Part A funds can be used to pay for teachers who take on other responsibilities like coaching and mentoring, or for increased time spent in collaborative planning outside regular working hours, so long as such costs are supplemental. Additionally, forms of compensation like scholarships or loan forgiveness may be offered in exchange for a commitment to teachers in hard-to-staff schools or positions, or to pay for additional certifications in high-need areas. Funds can also be used to support educator wellbeing through efforts to improve working conditions, hire additional staff, create professional learning communities, and provide logistical support so teachers can focus on instructional practice.
Examples of successful “best practices” from States and districts are used throughout the document to explain each activity.
The recruitment and retention guidance is here.
