Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University Partnership

Adam W. Jordan; Kevin Eakes; Hannah Woods

doi:10.64546/jaasep.559

Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University Partnership

Adam W. Jordan, Ph.D. (Author) College of Charleston Author Biography
Adam W. Jordan, Ph.D. is an associate professor of special education at the College of Charleston where he directs all special education programs and serves as the associate chair of the Department of Teacher Education. His research is focused on well-being in schools as well as educational access for people with disabilities in rural spaces across the American South and Appalachia.
Kevin Eakes, Ph.D. (Author) College of Charleston Author Biography
Kevin Eakes is the Associate Dean of the School of Education at the College of Charleston in Charleston, South Carolina where he collaborates with local schools to prepare future teachers. Kevin teaches graduate courses for in-service educators and partners with local schools to determine teachers’ learning goals and needs. Prior to joining the College 6 years ago, Kevin taught in public schools for 12 years in North and South Carolina, taught at the community college level, and served for 8 years as a school district leader in curriculum, assessment, and teacher quality. As a district leader, Kevin established an award-winning summer teacher development program that facilitated professional growth for veteran teachers while providing a transition to the teaching profession for recent college graduates. A graduate of Auburn University, UNC-Greensboro, and Appalachian State University, Kevin is an alumnus fellow of the Strategic Data Project at the Center for Education Policy Research at Harvard University.
Hannah Woods (Author) College of Charleston Author Biography
Hannah Woods is College of Charleston alumni and an Exceptional Student Education teacher in St. Petersburg, Florida. Her teaching philosophy surrounds the idea that all children deserve a quality education, no matter their background or level of ability. After working in special-needs caregiver roles since the age of 15, Hannah took her experiences to the College where she was able to connect with several public-school teachers and interview them about their experiences. She believes that being a lifelong learner and demonstrating cultural competence is key to fostering a positive learning environment.

DOI

https://doi.org/10.64546/jaasep.559

Abstract

Recruiting special education teacher candidates to teacher preparation programs and to special education classrooms continues to be a national struggle (National Center for Education Statistics, 2022; United States Department of Education, 2021). While a number of solutions to this decades-long problem have been explored, we offer the analysis of a school-university partnership designed to target active, certificate-holding general education teachers for inclusion in a special education certificate program. The program of focus is designed to prepare general educators for certification eligibility and practice as highly-qualified special education teachers intent upon remaining in their current P-12 districts. The value of having general education teachers and special education teachers engage in co-professional development, particularly focused on co-teaching, has a history of successful collaboration (Miller & Oh, 2013). It is plausible, then, to recognize the value of preparing successful general educators to transition to the special educator role (Fee et al., 2012). An outline of a cohort-designed special education graduate certificate program is described. Results are reported based on data obtained from completer surveys, qualitative interviews, and Praxis examination scores. Suggestions for ways in which human resource professionals can help foster school-university partnerships are provided.

Keywords

College School Cooperation, Graduate Students, Partnerships in Education, Preservice Teacher Education, Preservice Teachers, Regular and Special Education Relationship

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How to Cite

Jordan, A. W., Eakes, K., & Woods, H. (2024). Working Together: Graduate Level Special Education Teacher Recruitment Through a School-University Partnership. Journal of the American Academy of Special Education Professionals, 19(3), 73-91. https://doi.org/10.64546/jaasep.559