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As you look for a teaching position, the Mississippi Teacher Center can assist in your search. Our goal is to connect Mississippi school districts with a pool of certified prospective teachers. Educators can submit information into a database of prospective teachers/administrators and access district job vacancies.

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School districts post their  teacher vacancies  to an online job board.  You can also access each  district’s website  to obtain an application for employment and other additional resources.

Add Yourself to the School District Employment Database If you are seeking employment as a teacher or an administrator, you may enter your information to be reviewed by school district personnel at this secure site: Mississippi Educator Employment Data Sheet.

Search Employment Database for Potential Teacher Candidates (For Superintendents Only) School district personnel may access the Mississippi Educator Employment Database to locate potential teacher candidates. If you need assistance, call 601-359-3631.

View Mississippi Critical Shortage Areas The greatest opportunities for employment as a teacher are in  critical shortage areas . Currently, 103 school districts are eligible for the incentives and scholarships through funds from HB #609, the Mississippi Critical Teacher Shortage Act.

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FACT SHEET: Biden- ⁠ Harris Administration Announces Public and Private Sector Actions to Strengthen Teaching Profession and Help Schools Fill   Vacancies

Our nation’s teachers prepare and inspire the next generation of leaders that are critical to our future. Yet for years, our education system has faced challenges in attracting, recruiting, and retaining qualified teachers – challenges that were made worse by the pandemic. As children across the country start the 2022-2023 school year, too many schools are struggling to fill vacancies for teachers, including with qualified teachers, and other critical school professionals – such as bus drivers, paraprofessionals, nurses, and mental health professionals – positions that are essential to help our students recover academically, access the mental health supports they need, and thrive in and out of the classroom.

Today, the Biden-Harris Administration is announcing new efforts to strengthen the teaching profession and support schools in their effort to address teacher shortages as the new school year begins. This announcement includes new commitments from leading job platforms to make it easier for Americans to find opportunities in the education field, and new initiatives from teachers unions and national and state organizations to expand high-quality pathways into the profession for future teachers.

The President has been clear from day one that to address these long-standing staffing challenges facing our schools, exacerbated by the pandemic, teachers, paraprofessionals, and other school staff need to be paid competitively, and treated with the respect and dignity that they deserve, including through improved working conditions for staff and learning conditions for students. Today’s announcements build on this call, and the actions the President has already taken to invest in and support educators across the country and address staffing shortages. The $130 billion in President Biden’s American Rescue Plan directed to the nation’s K-12 schools have allowed school districts across the country to invest in teacher pipeline programs, increase compensation for teachers, and hire more professionals across the education workforce. ARP funding has helped school districts increase the number of school social workers by 54%, increase the number of school counselors by 22% and increase the number of school nurses by 22% compared to years prior to the pandemic. Today’s announcements reflect additional steps by the Administration and leaders across sectors to continue to tackle this challenge.  

This afternoon, First Lady Jill Biden, Secretary Cardona, Secretary Walsh, Ambassador Rice, the executive leadership of ZipRecruiter, Handshake, and Indeed, and leaders from the National Governors Association, American Federation of Teachers, National Education Association, Council of Chief State School Officers, and American Association of Colleges for Teacher Education will convene in the Roosevelt Room to discuss the staffing challenges schools are facing, these new actions, and additional ways that the federal government, state and local governments, education organizations and the private sector can strengthen the teaching profession.

Talent Industry Announces New Commitments to Help School Districts Source Talent and Help More Americans Find Jobs in Schools.

Today, leading talent recruitment and job platforms are announcing a series of new actions to make it easier for states and school districts to source, recruit, and hire job seeking teachers and school professionals, and to help more Americans find jobs in education:

• Today ZipRecruiter is launching a new online job portal specifically dedicated to K-12 school jobs . This portal will showcase job openings across public schools throughout the United States, including teachers, nurses, guidance counselors, social workers, mental health counselors, librarians, and more. Schools, districts, and states can partner with ZipRecruiter to have their open roles included for free. The job portal will also feature additional hiring resources including best practices for both job seekers and school districts’ human resource teams. 
• Handshake will help college students explore careers in education. In October 2022, Handshake will host a nationwide free virtual event to help current undergraduate students learn about pathways in the field of education, including teachers, guidance counselors, school mental health specialists, and school psychologists. This event will provide information on how educators can make an impact and provide practical advice about building a career in the teaching profession. Alongside the event, Handshake will publish a list of all schools and districts hiring students and college graduates for jobs this year, helping aspiring educators kick off their career search. The Handshake network includes 10 million current and recent students at 1,400 two-and four-year colleges and universities nationwide, including 281,000 who have pursued or are pursuing education degrees.
• Indeed is announcing that it will facilitate virtual hiring fairs for educators throughout the country. These events will specifically focus on the hiring of teachers, administrators, counselors, and other staff. Participating entities will gain access to Indeed’s free suite of hiring tools to manage the end-to-end hiring process, from job postings through interviews.

Biden Administration Announces New Actions and Highlights Resources to Strengthen the Educator Pipeline and Address Shortages.

Today, the Department of Education (ED) and the Department of Labor (DOL) have issued a joint letter to state and local education and workforce leaders encouraging them to take a series of actions to address teacher and school staff shortages and invest in the teaching profession, including:

• Paying teachers a livable and competitive wage. Secretaries Cardona and Walsh are encouraging governors and district leaders to use American Rescue Plan’s Elementary and Secondary School Emergency Relief funds and the $350 billion in State and Local Fiscal Recovery funds to increase teacher pay. Low pay continues to be a significant contributor to a weak teacher pipeline and to a history of high turnover rates. On average , teachers make about 33 percent less than other college-educated professionals. Adjusted for inflation, the average weekly wages of public school teachers has only increased $29 between 1996 and 2021.
• States like Tennessee have already used American Rescue Plan funds to invest in and expand registered teacher apprenticeship programs, using immediate resources to make long-term investments in teaching programs in the state that also address current needs.   As in Tennessee, registered teacher apprenticeship programs can be used to scale high-quality pathways into the profession, like residencies and Grow Your Own programs. These models provide robust classroom experience for teachers during their training. Grow Your Own programs specifically help districts develop their own teachers, in partnership with institutions of higher education, including by getting teaching assistants, career changers, and high school students on the pathway to becoming teachers.

National Teacher Unions and State Organizations to Expand High-Quality Pathways for Teachers, including Teacher Apprenticeship Programs

National organizations representing teachers, state school chiefs, governors, and teacher colleges are announcing today that they are working together to expand high-quality registered teacher apprenticeship programs, teaching residencies, and Grow Your Own programs.

• The Council of Chief State School Officers (CCSSO), the American Federation of Teachers (AFT), the National Education Association (NEA), and the National Governors Association (NGA) are announcing that they will work together with other partners in the field to identify best practices and support their members in pursuing registered apprenticeships or other key strategies that ensure teacher quality while offering increased pathways for entrance and growth in the profession.
• The Pathways Alliance – a coalition of public and private organizations dedicated to supporting a strong and diverse teacher pipeline – is creating national guidelines for registered teacher apprenticeship programs. These guidelines will help states and school districts establish high-quality registered teacher apprenticeship programs, building upon work currently underway to provide guidelines for high-quality teacher residencies.

As part of the Biden Administration’s commitment to supporting and investing in educators, today the White House is holding a Public Service Loan Forgiveness Day of Action.

Earlier this year, the Biden Administration made temporary changes to the Public Service Loan Forgiveness program to make sure teachers and school staff can access the loan forgiveness they are eligible for. As part of today’s Day of Action, leading education organizations, including the American Federation of Teachers and National Education Association, are working to ensure that school staff across the nation are able to take advantage of the temporary changes to the program. To benefit from the temporary changes, borrowers must apply and certify their employment for the period of time they wish to count toward PSLF using the PSLF Help Tool . For more information, please visit www.PSLF.gov . The temporary changes end on October 31, 2022.The White House is urging eligible teachers to take advantage today before time runs out.

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Schools are struggling to hire special education teachers. Hawaii may have found a fix

Dylan Peers McCoy

Heather Carll returned to teaching special education after Hawaii began offering special educators $10,000 more a year. She teaches at Momilani Elementary School in Pearl City. Marie Eriel Hobro for NPR hide caption

Heather Carll returned to teaching special education after Hawaii began offering special educators $10,000 more a year. She teaches at Momilani Elementary School in Pearl City.

This is part two of a two-part series on the special education teacher shortage. You can read part one here .

A few years after Heather Carll started teaching special education in Hawaii public schools, she called it quits. She needed a break from the meetings, paperwork and legal responsibilities that make teaching students with disabilities one of the toughest jobs in education.

"I felt like, 'Let me get away from [Individualized Education Programs] and see what it's like to teach without that responsibility, without that extra added stress to my job,' " she says.

Students with disabilities have a right to qualified teachers — but there's a shortage

Carll took a position teaching general education and eventually found a district job with better pay.

She says it wasn't the same. "What I really missed was working with kids."

But she could no longer afford the pay cut that came with being in the classroom.

That changed in 2020, when Hawaii started paying special education teachers $10,000 more per year.

"I literally could not afford to go back to the classroom without the differential," Carll says.

For years, Hawaii has struggled to recruit and retain special education teachers like Carll. And it's not alone : This school year, 48 states, including Hawaii, reported shortages of special education teachers to the federal government.

The shortage is so severe that Hawaii is one of several states that rely on teachers without licenses in special education to teach some of the highest needs students — like those who do not speak and those with challenging behaviors.

But Hawaii's pay increase, which began in 2020, was a game changer. Before the incentive, in October 2019, almost 30% of the state's special education positions were vacant or staffed by teachers without appropriate licenses, district data shows. By October 2021, that number dropped by half, to about 15%.

"I think what we've seen in Hawaii is that it works," says Osa Tui, the president of the Hawaii State Teachers Association. "It's definitely having a great impact on getting people to remain in special education, and also it's attracting folks to go into special education."

Other districts are trying this, but large incentives are rare

Hawaii isn't the only school system paying special education teachers more. Detroit began paying $15,000 more this school year, and district leaders say it is already helping. Smaller pay stipends are also common in large districts.

But significant incentives like those in Hawaii and Detroit haven't caught on more broadly.

"It is frustrating to watch districts say they have this challenge and then don't take many actions to address it," says Chad Aldeman, who studies school finance at Georgetown University's Edunomics Lab.

Carll reads The Easter Egg by Jan Brett to her students at Momilani Elementary School. Marie Eriel Hobro for NPR hide caption

Carll reads The Easter Egg by Jan Brett to her students at Momilani Elementary School.

Students with disabilities are entitled to a free, appropriate education under the federal Individuals with Disabilities Education Act. The federal government is supposed to cover 40% of the extra cost of providing special education services, but it has never fulfilled that promise. In fiscal year 2020, the federal government only contributed about 13% , according to the National Education Association.

After Months Of Special Education Turmoil, Families Say Schools Owe Them

Paying special education teachers more would increase the cost of providing services that are already expensive.

But Aldeman believes it would have a relatively limited impact on district budgets, because those educators only make up a small portion of a district's staff. He says most school systems could afford to boost pay. And that could lead to other savings.

"If districts start thinking about the amount of money it would cost to recruit and replace the teacher who leaves, then it might start to change the calculation," Aldeman explains. "It can make sense financially."

Atlanta Public Schools is hoping Aldeman is right.

In June 2019, the district was scrambling to fill 30 special education teacher vacancies for the next school year. Nicole Lawson, interim chief human resources officer, says they were offering candidates jobs only to lose out to neighboring districts that paid more.

Then Atlanta started paying new special education teachers $3,000 bonuses, and within a month, all the vacancies were full, Lawson says. This school year, Atlanta started offering those incentives to all special education teachers as part of a pilot program.

"I have a good feeling — just with my ear to the ground — that we will lessen our burden of recruitment over the years by offering retention stipends," Lawson says. "I think we'll boost our retention for our special education teachers."

What the pay bump is costing Hawaii

The pay differentials for licensed special education teachers are expected to cost Hawaii about $20 million this school year — close to 1% of the state's roughly $2 billion education budget.

"In my view, this is an essential cost for the children here who deserve to have teachers who are highly qualified, licensed and skilled in this profession," says Catherine Payne, chair of the Hawaii State Board of Education.

Hawaii is in a unique position because it has a single district and teacher pay is set statewide. But the differentials were almost derailed when the pandemic forced Hawaii's tourism-based economy to a halt just weeks after the extra pay kicked in.

Hawaii's pay increase has made it easier for the state's schools, including Momilani Elementary School, to hire qualified special education teachers. Marie Eriel Hobro for NPR hide caption

Hawaii's pay increase has made it easier for the state's schools, including Momilani Elementary School, to hire qualified special education teachers.

"We were afraid that we would go broke as a state," Payne says. "They were talking about 20% pay cuts for everybody. And it was very frightening."

Proposed cuts to the differentials faced intense resistance from teachers, parents and school board members . Ultimately the board voted to keep the extra special education pay in place.

For now, the department is using an influx of federal COVID-19 relief funding to pay for the differentials . But with tourism picking up again , lawmakers are considering legislation to provide dedicated funding for the pay boost.

Most schools pay teachers the same salaries, regardless of their specialty

The price tag isn't the only obstacle to paying special education teachers more. Most school systems pay teachers the same salaries regardless of their specialty, and changing that takes political will.

Elizabeth Bettini, a professor of special education at Boston University, says, in many places, there's no one fighting for this change. One reason why is because society doesn't acknowledge the additional expertise and work that goes into teaching special education.

Student artwork adorns the walls of Heather Carll's special education classroom in Pearl City. Marie Eriel Hobro for NPR hide caption

The skills administrators value in special education teachers are often personality traits, like patience and kindness, Bettini says, pointing to studies where researchers interviewed school leaders . That sets low expectations, and makes special education seem like "a de-skilled profession," she explains.

"It seems like, 'Oh, well, why would we pay you more for the skills you have working with students with disabilities when those are just, like, your natural caring skills?' "

Bettini says higher pay for special education teachers would recognize their expertise and help make it a more attractive job.

For some special education teachers, money won't be enough

Higher pay is just one piece of the puzzle. Experts say states also need strong pipelines for training new educators, and, in order to keep retention high, teachers need support from school administrators.

Those are two things former special education teacher Emily Abrams didn't always feel she had. In 2021, her third year as a special educator, Abrams worked with students with behavioral challenges at a central Indiana elementary school.

The work was exhausting and often left her feeling "super defeated," Abrams says. "After I would get finished with a day, you know, I'd go home and cry."

It was also a physical job that sometimes got scary. Like a day in March 2021 when a student became violent, and Abrams and a coworker tried to put him in a padded seclusion room. Those rooms are controversial, but many schools use them when staff worry students will be a danger to themselves or others.

"He grabbed the computer charger, yanked it out of the wall and ... hit me with it," Abrams recalls. "And then [he] used his body as well to kick me numerous times. It was just utter chaos throughout the whole thing."

She believes the encounter lasted more than 30 minutes.

Heather Carll, whose classroom is shown here, says she knows money won't be enough to make up for other problems — but it could help persuade some teachers to stay. Marie Eriel Hobro for NPR hide caption

Heather Carll, whose classroom is shown here, says she knows money won't be enough to make up for other problems — but it could help persuade some teachers to stay.

Abrams left school that day with bruised and swollen shins. Less than a month later, she quit. Now, she answers email questions for a medical company.

"I have zero stress in this new position," she says. "I can turn my computer off after eight hours a day and live my life."

Abrams says no amount of money could convince her to go back to special education.

The Coronavirus Crisis

Families of children with special needs are suing in several states. here's why..

Heather Carll, the teacher in Hawaii, knows money won't be enough to make up for other problems — like inadequate staffing, training or administrative support. But it could help persuade some teachers to stay.

"It's really easy to just give up and say, 'Forget it,' " Carll says. "I think if the money keeps people to kind of stick with it a little bit, you can get over the hump."

Carll believes that if extra pay convinces teachers to stay longer, it will give students important stability; they will learn more and finish school better prepared for life, she says. "There's a huge ripple effect."

Nicole Cohen edited this story for broadcast and for the web.

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50-State Comparison: Teacher Recruitment and Retention

Schools continue to face specific and persistent teacher shortages in certain subjects, such as upper-level math and special education, and in certain schools, including historically under-resourced schools and rural schools. The current teacher workforce also has a shortage of teachers of color, who have a positive impact on student outcomes and school climate. These shortages are more likely to impact schools that serve students in rural and urban areas, linguistically diverse students, students identified for special education and students of color. Shortages contribute to students being taught by inexperienced or out-of-field teachers and they can be financially costly for schools and districts. Declining participation in teacher preparation programs, coupled with high turnover in the profession, suggests that a comprehensive approach that accounts for each stage of the teacher pipeline is necessary to recruit and retain effective teachers.

Teacher Pipeline

This resource compiles state-specific data related to teacher shortages and provides a national comparison of state policies to recruit and retain teachers across the teacher pipeline. The 50-State Comparison includes state policies relevant to each stage of the pipeline with separate sections on state teacher workforce data and financial incentives, which are important state policy levers at every stage of the pipeline.

Click on a question below to see data for all states. To view a specific state’s approach, go to the State Profiles page.

50-State Comparison

Shortage Data and Reports

• Has the state published state-specific teacher shortage data within the past five years? Does the state disaggregate teacher shortage data by race and/or ethnicity?
• Has the state published educator equity gap data that is more recent than what was submitted in the Educator Equity Plan and/or ESSA State Plan?
• Has the state administered a statewide teacher retention or working conditions survey within the past five years?
• Does the state offer a pathway, program or incentive through statute or regulation to recruit high school students into the teaching profession?
• Does the state offer a pathway, program or incentive through statute or regulation to recruit paraprofessionals into the teaching profession?
• Does the state create or support teacher residency programs through statute or regulation?
• Does the state require induction and mentoring support for new teachers? If so, what is the required length?
• Does the state require or encourage reduced teaching loads for new and/or mentor teachers?
• Does the state set minimum qualifications for mentor teachers?
• Does the state require that an established portion of a teacher's workday/work week be designated exclusively for teacher planning?
• Does the state require certain measures for teacher evaluations in statute or regulation?
• Does the state have a licensure system that allows teachers to advance beyond a standard professional license?
• Does the state offer a teacher leader license or endorsement?
• Has the state adopted teacher leader standards?
• Does statute establish requirements for minimum teacher pay?
• Does statute define at least one statewide scholarship or grant program to help recruit teachers for underserved schools and/or shortage subject areas?
• Does statute define at least one statewide loan forgiveness program to help recruit teachers for underserved schools and/or shortage subject areas?
• Does statute require, or explicitly encourage, additional pay for teachers who work in underserved schools and/or shortage subject areas?
• Does statute define at least one statewide financial incentive program for teachers of color?
• Does the state require or provide additional pay for teachers who obtain advanced licensure?
• Does the state require or provide additional pay for teachers who obtain National Board Certification?

Key Takeaways

• Forty states and the District of Columbia have published teacher shortage data in the past five years.
• Thirty-eight states and the District of Columbia have released educator equity gap data since they originally submitted their ESSA plans.
• Twenty-seven states and the District of Columbia have conducted a statewide teacher working conditions survey in the past five years. Some states conduct a survey annually.
• States are creating pathways, programs and/or incentives to recruit high school students and/or paraprofessionals into the teaching profession. Thirty-two states offer pathways for high school students, while 25 states and the District of Columbia offer one for paraprofessionals.
• Twenty-one states and the District of Columbia have created or supported teacher residencies in state policy. Thirty-one states require induction and mentoring support for new teachers in statute or regulation. Thirty-five states set minimum qualifications for teachers serving as mentors.
• Thirty-seven states and the District of Columbia have at least one scholarship program for teachers who commit to teach in underserved schools or shortage subject areas and 25 states have a loan forgiveness program for the same purpose.
• Fourteen states have established incentives for teachers of color in state policy. Another 13 states either prioritize teachers of color in existing scholarship or loan forgiveness programs or provide support to teacher preparation programs in recruiting teachers of color.

Related Resources

• State Policy Levers to Address Teacher Shortages
• Enhancing Teacher Preparation Through Clinical Experience
• 50-State Comparison: Teacher License Reciprocity
• Key Issues: Teaching Profession

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Adrienne Fischer , Ben Erwin , Damion Pechota , Eric Syverson

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What School Staffing Shortages Look Like Now

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A majority of schools report starting the 2022-23 school year off short-staffed, with openings for teachers as well as custodians, bus drivers and other critical school employees.

In a nationally representative federal survey released today, 60 percent of principals surveyed said they are struggling to fill nonteaching positions, while 48 percent reported hiring teachers has been a challenge. For both teaching and nonteaching openings, more than 6 in 10 school leaders said their biggest challenge has been finding enough candidates to apply, much less fully qualified ones.

In its ongoing Pulse survey, which has been tracking school experiences since the pandemic, the National Center for Education Statistics has repeatedly surveyed about 900 K-12 schools, most recently Aug. 9-23. While NCES did not have a baseline of exact pre-pandemic staffing levels, Chris Chapman, an NCES statistician, said, “essentially, 10 percent of principals were saying, ‘Hey, we were already understaffed, irrespective of COVID.’”

While policymakers may focus on the dearth of overall applicants, experts said the variety of staffing shortages means school and district leaders will need to undertake more targeted solutions than simply to increase recruitment across the board.

For example, the two most in-demand teaching areas are for special education and math. In the NCES data, at least three quarters of schools with open positions in special education and mathematics instruction reported they are finding it difficult to find candidates who are fully certified to teach in those areas.

But “there’s pretty good evidence that the source of challenge in those two areas [of special education and math] is different,” said Dan Goldhaber, a research director with the American Institutes of Research and the University of Washington. While he did not participate in the Pulse survey, Goldhaber found similar evidence of rising demand for special education and STEM teachers in a forthcoming study of school district job postings in Washington.

“In special education, there are lots of people that are getting special education training, but special education teachers leave special education classrooms at higher rates than we see teachers leave other classrooms. So the challenge is more associated with a teacher attrition problem,” Goldhaber said. “Whereas with STEM, the teacher attrition of [science, technology, engineering and math] teachers looks pretty comparable to general teacher attrition, but there are relatively fewer teacher candidates that are getting endorsed in STEM areas.”

Similarly, the Washington state study, previewed at the Society for Research on Educational Effectiveness conference on Saturday, found while elementary teaching shortages have gotten more attention from policymakers, high schools had more teacher vacancies.

“Everything that we are seeing in terms of job postings shows that the staffing challenge is not equal across geographies, across subject areas, and across all schools and school systems that serve different kinds of students,” Goldhaber said. “It is much more challenging to hire in schools and school systems serving high-poverty [students] and students of color, and it’s much more challenging in some specialty areas, like special education, English-language learners, and STEM.”

The outlook isn’t quite as dire as it was last year, however. Going into this summer, NCES found schools had on average more than three open staff positions. It won’t be clear until October how many of those positions schools filled. By the survey in late August, principals reported that hiring for English/language arts, math, and special education teachers turned out to be slightly less challenging this fall than they had expected at the beginning of the summer, but finding social studies teachers was more difficult than predicted.

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Michigan budget boosts special education, teacher recruitment and mental health

Michigan lawmakers agreed to hundreds of millions of dollars in new special education funding as part of a new state budget in which they tapped a historic surplus to pass one of the most sweeping school spending plans in decades.

Teacher recruitment, school security, mental health and the teacher pension system will also get significant new support under the budget, which was approved early Friday morning after a marathon session that began Thursday.

The $19 billion school aid budget is a 12% increase over last year’s budget, though smaller than the $21.7 billion budget passed in the first year of the pandemic.

The budget includes a $450-per-pupil funding increase, or 5%. That’s more than the $435 increase Whitmer proposed in February, a reflection of a fiscal situation in Michigan that has steadily improved in recent months thanks to a post-pandemic consumer spending boom and an influx of federal COVID relief funds. The increase will cost the state $630 million and bring the basic school funding formula to $9,150 per pupil for most districts.

To reach the deal, Whitmer and Republican leaders set aside debates over tax breaks, which both sides support in some form. They left billions on the table that could be spent in later supplemental budgets or used for tax breaks.

Here are some of the major education issues affected by the budget:

Special education funding

The state will spend roughly an additional $312 million on students with special needs to address long-running concerns among educators that the state was failing to recognize the true cost of providing special education services. These concerns gained urgency amid the shift to online schooling during the pandemic, when many students with disabilities struggled to access education.

“The response I got from superintendents was a lot of ‘wows,’” said Bob McCann, executive director of the K-12 Alliance, an advocacy group that pushes for expanded school funding. “It’s going to be a game changer for a lot of these districts.”

Districts will be reimbursed for 28% of the cost of educating each student with special needs, plus 75% of the base per pupil funding amount, or roughly $6,900 per student. Lawmakers indicated an intent to raise that amount to 100% of the base funding amount in future years.

Previously, districts received either the 28% reimbursement or the full per pupil amount, whichever was higher.

In 2017, a report from a group led by former Lt. Gov. Brian Calley estimated that special education in Michigan was underfunded by $700 million .

The increase in funding still falls short of recommendations by the School Finance Research Collaborative, a nonpartisan group of experts who found that adequately funding education in Michigan would require substantially larger increases for students with moderate and severe disabilities.

Learning loss grants

The budget includes $52 million for learning loss grants. Districts will have to apply for the funds.

Whitmer had proposed $280 million for a statewide tutoring initiative after a media collaborative including Chalkbeat, Bridge Michigan, and the Detroit Free Press reported that state leaders had not provided the coordination or financial support specifically for tutoring as part of its COVID recovery efforts. Researchers view tutoring as one of the best available measures to combat pandemic-related learning loss.

Lawmakers will put $1 billion into the Michigan Public School Employees Retirement System, paying down part of the pension system’s $33 billion in unfunded liabilities. They also plan to add $140 million to the MPSERS reserve fund to reduce the payroll growth assumption.

Whitmer had not proposed this spending.

School infrastructure and consolidation

The budget will invest $475 million into a repair and consolidation fund. The money could be used to help shrinking districts combine, or to repair crumbling buildings. No more than half of the money could be used for infrastructure projects not related to consolidation projects. Charter schools would not be eligible to receive funding from the fund.

To raise funds for building improvements, districts typically seek voter approval to raise local property taxes or issue bonds. But this solution can be ineffective in communities with low property values.

Whitmer had proposed $1 billion for school repairs.

The budget also sets aside $20 million to conduct a statewide school facilities study, and $5 million to conduct a statewide consolidation study.  Schools would be required to participate in the facilities study in order to receive funding.

Teacher pipeline

To address shortages of teachers in some areas, the budget provides $25 million in scholarships to teachers in training who commit to working in Michigan schools — public or private — for three to five years after graduating, depending on the needs of the district.

Lawmakers will also allocate $175 million for Grow Your Own programs that provide support staff with a free pathway to teaching in the district where they work. Some of the funds could also be used to encourage students to become teachers in the district they attend.

Future teachers will receive a stipend during on-the-job training from $50 million included in the budget. Student teachers currently are not paid in most districts.

Since even before the pandemic, school administrators across Michigan have struggled to hire and retain teachers. The number of people entering teacher preparation programs has slumped, teacher turnover is high, and retirements are up.

School safety

The budget will provide an additional $168 million for school security. The money would be distributed to public and private schools on a per pupil basis for safety infrastructure, training, or other measures to protect schools.

Mental health

Amid worries that the pandemic exacerbated a youth mental health crisis, the budget invests $150 million for per pupil payments to districts for mental health programming, such as hiring support staff. Lawmakers also agreed to a $50 million funding boost for TRAILS, a mental health program developed by researchers at the University of Michigan. And school-based health centers, which have drawn attention as an effective means of addressing students’ mental health needs, among other health issues, received a $25 million investment.

At-risk students

Lawmakers set aside $747 million to support students at risk of falling behind in school, an increase of $223 million. Pupils qualify as “at risk” in Michigan based on a range of factors including homelessness, academic difficulties, a history of abuse, being English learners, or being eligible for the federal free lunch program. Districts receive the money on a per-pupil basis. Last year, the state dedicated $512 million to funding for at-risk students.

Detroit GSRP

Detroit will not be allowed to administer grants for the Great Start Readiness Program under the budget, despite efforts by Mayor Mike Duggan to increase the city’s influence over early childhood education. GSRP is the state’s high-quality, free preschool program for 4-year-olds.

Only county education agencies are allowed to fund and regulate GSRP programs. 

The city had argued that its resources could help bring more children into GSRP. But some observers warned that the change could create counterproductive competition between the city and county for students.

Preschool for 3-year-olds

State leaders will provide $2.2 million to continue Strong Beginnings, a program designed to test the cost and effectiveness of Michigan’s state preschool model with 3-year-olds.

The program operated in a dozen classrooms across Michigan last year. Supporters view it as a small first step toward a state preschool system that serves 3- and 4-year-olds.

GSRP home pilot

Whitmer asked for $5 million to pilot a home-based version of Michigan’s preschool program, but GOP lawmakers didn’t agree. The program currently operates only out of classrooms. Some advocates say allowing smaller, home-based programs to participate would give more families access to the program while allowing providers to tap into a steady source of state funding.

Koby Levin is a reporter for Chalkbeat Detroit covering K-12 schools and early childhood education. Contact Koby at [email protected] .

Correction: July 1, 2022: A previous version of this story said districts would be paid 175% of the base per pupil amount for students with disabilities. Districts will be paid 75% of the per pupil amount, plus a 28% reimbursement for the cost of educating all students with disabilities.

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When schools experimented with $10,000 pay hikes for teachers in hard-to-staff areas, the results were surprising

Gundam_ai // shutterstock.

School leaders nationwide often complain about how hard it is to hire teachers and how teaching job vacancies have mushroomed. Fixing the problem is not easy because those shortages aren't universal. Wealthy suburbs can have a surplus of qualified applicants for elementary schools at the same time that a remote, rural school cannot find anyone to teach high school physics. 

The Hechinger Report analyzes findings from a study published online in April 2024 in the journal Educational Evaluation and Policy Analysis that illustrates the inconsistencies of teacher shortages in Tennessee, where one district had a surplus of high school social studies teachers, while a neighboring district had severe shortages. Nearly every district struggled to find high school math teachers. 

The Hechinger Report

Tennessee's teacher shortages are worse in math, foreign languages and special education.

(above, A 2019–2020 survey of Tennessee school districts showed staffing challenges for each subject. Tech = technology; CTE = career and technical education; ESL = English as a second language. Source: Edwards et al (2024), "Teacher Shortages: A Framework for Understanding and Predicting Vacancies." Educational Evaluation and Policy Analysis.)

Economists have long argued that solutions should be targeted at specific shortages . Pay raises for all teachers, or subsidies to train future teachers, may be good ideas. But broad policies to promote the whole teaching profession may not alleviate shortages if teachers continue to gravitate toward popular specialties and geographic areas.

Targeted financial incentives can have unintended consequences

Some school systems have been experimenting with targeted financial incentives. Separate groups of researchers studied what happened in two places – Hawaii and Dallas, Texas, – when teachers were offered significant pay hikes, ranging from $6,000 to $18,000 a year, to take hard-to-fill jobs. In Hawaii, special education vacancies continued to grow, while the financial incentives to work with children with disabilities unintentionally aggravated shortages in general education classrooms. In Dallas, the incentives lured excellent teachers to high-poverty schools. Student performance subsequently skyrocketed so much that the schools no longer qualified for the bump in teacher pay. Teachers left and student test scores fell back down again. 

This doesn't mean that targeted financial incentives are a bad or a failed idea. But the two studies show how the details of these pay hikes matter because there can be unintended consequences or obstacles. Some teaching specialities – such as special education – may have challenges that teacher pay hikes alone cannot solve. But these studies could help point policy makers toward better solutions.  

Roddy Theobald, a statistician at the American Institutes for Research (AIR), presented a working paper, " The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai'i ," at the annual conference of the Center for Analysis of Longitudinal Data in Education Research. (The paper has not yet been peer-reviewed or published in an academic journal and could still be revised.)

In the fall of 2020, Hawaii began offering all of its special education teachers an extra $10,000 a year. If teachers took a job in a historically hard-to-staff school, they also received a bonus of up to $8,000, for a potential total pay raise of $18,000. Either way, it was a huge bump atop a $50,000 base salary .  

Theobald and his five co-authors at AIR and Boston University calculated that the pay hikes reduced the proportion of special education vacancies by a third. On the surface, that sounds like a success and other news outlets reported it that way . But special-ed vacancies actually rose over the study period, which coincided with the COVID-19 pandemic, and ultimately ended up higher than before the pay hike. 

What was reduced by a third was the gap between special ed and general ed vacancies. Vacancies among both groups of teachers initially plummeted during 2020-21, even though only special ed teachers were offered the $10,000. (Perhaps the urgency of the pandemic inspired all teachers to stay in their jobs.) Afterward, vacancies began to rise again, but special ed vacancies didn't increase as fast as general ed vacancies. That's a sign that special ed vacancies might have been even worse had there been no $10,000 bonus. 

As the researchers dug into the data, they discovered that this relative difference in vacancies was almost entirely driven by job switches at hard-to-staff schools. General education teachers were crossing the hallway and taking special education openings to make an extra $10,000. Theobald described it as "robbing Peter to pay Paul."

These job switches were possible because, as it turns out, many general education teachers initially trained to teach special education and held the necessary credentials. Some never even tried special ed teaching and decided to go into general education classrooms instead. But the pay bump was enough for some to reconsider special ed.

Hawaii's special education teacher vacancies initially fell after $10,000 pay hikes in 2020, but subsequently rose again

( above, The dots represent the vacancy rates for two types of teachers. Source: Theobald et al, "The Impact of a $10,000 Bonus on Special Education Teacher Shortages in Hawai'i," CALDER Working Paper No. 290-0823 )

This study doesn't explain why so many special education teachers left their jobs in 2021 and 2022 despite the pay incentives or why more new teachers didn't want these higher paying jobs. In a December 2023 story in Mother Jones , special education teachers in Hawaii described difficult working conditions and how there were too few teaching assistants to help with all of their students' special needs. Working with students with disabilities is a challenging job, and perhaps no amount of money can offset the emotional drain and burnout that so many special education teachers experience . 

Dallas' experience with pay hikes, by contrast, began as a textbook example of how targeted incentives ought to work. In 2016, the city's school system designated four low-performing, high-poverty schools for a new Accelerating Campus Excellence (ACE) initiative. Teachers with high ratings could earn an extra $6,000 to $10,000 (depending upon their individual ratings) to work at these struggling elementary and middle schools. Existing teachers were screened to keep their jobs and only 20 percent of the staff passed the threshold and remained. (There were other reforms too, such as uniforms and a small increase in instructional time, but the teacher stipends were the main thrust and made up 85 percent of the ACE budget.)

Five researchers, including economists Eric Hanushek at Stanford University's Hoover Institution and Steven Rivkin at the University of Illinois Chicago, calculated that test scores jumped immediately after the pay incentives kicked in while scores at other low-performing elementary and middle schools in Dallas barely budged. Student achievement at these previously lowest-performing schools came close to the district average for all of Dallas. Dallas launched a second wave of ACE schools in 2018 and again, the researchers saw similar improvements in student achievement. Results are in a working paper, " Attracting and Retaining Highly Effective Educators in Hard-to-Staff Schools ." 

The program turned out to be so successful at boosting student achievement that three of the four initial ACE schools no longer qualified for the stipends by 2019. Over 40 percent of the high-performing teachers left their ACE schools. Student achievement fell sharply, reversing most of the gains that had been made.

For students, it was a roller coaster ride. Amber Northern, head of research at the Thomas B. Fordham Institute, blamed adults for failing to "prepare for the accomplishment they'd hoped for ."

Still, it's unclear what should have been done. Allowing these schools to continue the stipends would have eaten up millions of dollars that could have been used to help other low-performing schools. 

And even if there were enough money to give teacher stipends at every low-performing school, there's not an infinite supply of highly effective teachers. Not all of them want to work at challenging, high-poverty schools. Some prefer the easier conditions of a high-income magnet school. 

These were two good faith efforts that showed the limits of throwing money at specific types of teacher shortages. At best, they are a cautionary tale for policymakers as they move forward. 

This story was produced by  The Hechinger Report , a nonprofit, independent news organization focused on inequality and innovation in education, and reviewed and distributed by Stacker Media.

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DSSSB Recruitment 2022 For 547 Teacher and Other Posts, Last Day To Apply @dsssbonline.nic.in

If you have not applied yet for 547 post of tgt and others then you should know that today i.e 27th august 2022 is last day. check process to apply with official website..

DSSSB Recruitment 2022: If you have not applied yet for 547 post of TGT and others then you should know that today i.e 27th August 2022 is last day. Delhi Subordinate Services Selection Board (DSSSB), today i.e. on 28 July 2022, has activated the link of application form for the recruitment of Teaching Posts such as Trained Graduate Teacher (TGT) and Post Graduate Teacher (PGT) and also for Non-Teaching Posts including Manager, Deputy Manager, Junior Labour Welfare Inspector, Assistant Store Keeper, Store Attendant, Accountant, Tailor Master, Publication Assistant on dsssbonline.nic.in.

A total of 547 candidates will be recruited for mentioned posts,  against advertisement number 07/2022.

DSSSB Online Application Form

Dsssb tgt pgt notification download, how to apply for dsssb tgt pgt recruitment 2022 .

• Visit the official website of DSSSB Online i.e. dsssbonline.nic.in
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• Starting Date of Online Application - 28 July 2022
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DSSSB TGT PGT Vacancy Details

Eligibility Criteria for DSSSB TGT PGTRecruitment 2022 

• Manager (Accounts) - Qualified Chartered Accountant from the Institute of Chartered Accountants of India. OR M.Com from a recognized University/Institute.
• Deputy Manager (Accounts) - M.Com. (2nd Class) or B.Com (1st Class). Two years experience in a Supervisory Capacity with Bank or Government Office or any Public Limited Company.
• Junior Labour Welfare Inspector - Senior Secondary School or equivalent. State / National level Player on popular sports.
• Assistant Store Keeper - Matriculation / Higher Secondary with Science subjects (Physics and Chemistry) preferably ITI trained in Mechanical and Electrical Trades. Should be able to render security at the appropriate scale fixed by the Delhi Administration from time to time.
• Store Attendant - Matriculation with Science subjects (Physics and Chemistry).
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• TGT (Special Education Teacher) - Graduate with B.Ed. (Special Education) or B.Ed. with two years Diploma in Special Education or Post Graduate Professional Diploma in Special Education. OR Any other equivalent qualification approved by Rehabilitation Council of India. (ii) Central Teacher Eligibility Test (CTET) conducted by CBSE.
• PGT Music (Male) - MA (Music) or M (Music) of any recognized University. OR Sangeet Alankar (M. Music) from All India Gandharva Mahavidyalaya Mandal Bombay - 8 years OR Sangeet Kovid (M.Music) Indira Kala Sangeet Vishwavidyalaya, Kheragarh - 8 years OR Sangeet Praveen (M.Music) the Prayag Sangeet Samiti, Allahabad - 8 years. OR Sangeet Nipun (M.Music) the Bhatkhande Sangeet Vidyapeeth, Lucknow - 7 years. OR Any degree which may be considered recognized by the body constituted by the University concerned. For the teachers recruited before 31 March 1974. Class-II I. Higher Secondary with any of the following: - (i) Sangeet Visharad Examination of the Gandharva Mahavidyalaya Mandal, Bombay. (ii) Sangeet Vid Examination of the Indira Kala Sangeet Vishwavidyalaya Kehragarh (M.P.) (iii) The Sangeet Prabhakar Examination of the Prayag Sangeet Samiti (Academy of Music) Allahabad. (iv) Sangeet Visharad Examination of Bhatkhande SAngeet Vidyapeeth, Lucknow (Previously Morris College of Hindustani Music, Lucknow). (v) *Final Examination of the Madhava Sangeet Mahavidyalaya, Lashkar, Gwalior. (vi) *Highest Examination of Baroda State School of Music. (vii) *The final Examination of Shankar Ghandharva Vidyalaya, Gwalior. (viii) *Sangeet Ratna Diploma awarded by the Director, Deptt. of Education, M.P. OR *The new diploma /degree awarded by the concerned Institutions/agencies in lieu thereof.
• PGT (Fine Arts/Painting) (Male) - Bachelor in Fine Art or Higher Secondary*/Intermediate/Sr. School Certificate Exam with minimum 5 year (Full Time) diploma in Fine Art/Painting/Drawing & Painting from a recognized Institute/University OR Graduate with Drawing & Painting as one of the subjects with minimum 4 years (Full Time) diploma from a recognized Institute/University. OR Master Degree in Fine Art/Drawing & Painting with a minimum of 2 years (Full Time) diploma from a recognized Institute/University.
• PGT Computer Science - B.E. or B.Tech (Computer Science/IT) plus Post Graduate Diploma in Computer Applications or B or C Level Diploma from DOEACC, Ministry of Communications and IT plus One Year Teaching Experience. OR M.Sc. (Computer Science)/MCA plus One Year Teaching Experience. OR Master of Engineering or M.Tech (Computer Science/IT).
• PGT Other - Master’s Degree in the subject concerned from any recognized University. Degree / Diploma in training /Education.
• Educational and Vocational Guidance Counselor - Master’s Degree in Psychology from a recognized University or institution with Diploma in guidance & counseling from a recognized University or Institution.
• Manager, Deputy Manager, Junior Labour Welfare Inspector  Tailor Master - 35 years
• Assistant Store Keeper, Publication Assistant and Store Attendant - 27 years
• Accountant - 52 years
• TGT, - 30 years
• PGT - 36 years 

Selection Process for DSSSB Recruitment 2022

Candidates will be selected on the basis of the One Tier / Two Tier examination scheme and Skill Test wherever applicable.

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