Unions as Change Agents: Washington Education Association's Pioneering Approach to Special Education Teacher Preparation
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| Title: | Unions as Change Agents: Washington Education Association's Pioneering Approach to Special Education Teacher Preparation |
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| Language: | English |
| Authors: | Matthew T. Marino, Eleazar Vasquez III, Tahnee Wilder, James D. Basham |
| Source: | School Community Journal. 2025 35(1):109-136. |
| Availability: | Academic Development Institute. 121 North Kickapoo Street, Lincoln, IL 62656. Tel: 1-800-759-1495; Web site: http://www.schoolcommunitynetwork.org/ |
| Peer Reviewed: | Y |
| Page Count: | 28 |
| Publication Date: | 2025 |
| Sponsoring Agency: | Department of Education (ED) |
| Contract Number: | H327F20008 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education Elementary Secondary Education |
| Descriptors: | Change Agents, Special Education, Special Education Teachers, Alternative Teacher Certification, Teacher Shortage, Special Needs Students, Program Descriptions, Case Studies, Evidence Based Practice, Standards, Partnerships in Education, School Districts, Mentors, Coaching (Performance), Kindergarten, Elementary Secondary Education, Unions, Teachers |
| Geographic Terms: | Washington |
| ISSN: | 1059-308X 1059-308X |
| Abstract: | Alternate route certification programs for special education teachers have gained prevalence for several decades as states attempt to address national shortages of teachers who are adequately prepared to meet the needs of students with exceptionalities. This article presents an exploratory case study of the Washington Education Association (WEA) Teacher Residency Program, the first teacher union-sponsored alternative pathway for special education teacher certification in the United States. The program was co-designed with families and other members of the education community throughout Washington State with the purpose of increasing the number of certified special educators in the state. The case study examined the level at which WEA included evidence-based training components during the preparation program. WEA's collaboration with partner school districts, expectations from teacher residents, and the standards addressed during the program are reported. In addition, details of the collaboration with the Center for Innovation, Design, and Digital Learning (CIDDL) are described. The WEA case study will provide other collaborative community partnerships and alternate certification programs with a blueprint for integrating strategies to diversify the special education teacher workforce while maintaining high standards. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1473053 |
| Database: | ERIC |
| Abstract: | Alternate route certification programs for special education teachers have gained prevalence for several decades as states attempt to address national shortages of teachers who are adequately prepared to meet the needs of students with exceptionalities. This article presents an exploratory case study of the Washington Education Association (WEA) Teacher Residency Program, the first teacher union-sponsored alternative pathway for special education teacher certification in the United States. The program was co-designed with families and other members of the education community throughout Washington State with the purpose of increasing the number of certified special educators in the state. The case study examined the level at which WEA included evidence-based training components during the preparation program. WEA's collaboration with partner school districts, expectations from teacher residents, and the standards addressed during the program are reported. In addition, details of the collaboration with the Center for Innovation, Design, and Digital Learning (CIDDL) are described. The WEA case study will provide other collaborative community partnerships and alternate certification programs with a blueprint for integrating strategies to diversify the special education teacher workforce while maintaining high standards. |
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| ISSN: | 1059-308X 1059-308X |
