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It highlights how understaffed or overburdened schools undermine learning and showcases the case of Lorelei, a special education teacher facing an excessive caseload. The report organizes action around six key policy levers: cooperating teachers, teacher preparation standards, principal preparation standards, reading knowledge requirements, financial incentives, and sustained professional learning, summarizing state gaps and key findings.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/state-of-the-states-building-a-strong-teacher-workforce-for-students-with-disabilities-and-english-learners-september-2025/586166/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/state-of-the-states-building-a-strong-teacher-workforce-for-students-with-disabilities-and-english-learners-september-2025/586166.png","ImageObject",300,407,{"name":92,"@type":93},"Taylor Morgan","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the report identify for students with disabilities and English learners?","Question",{"text":112,"@type":113},"It argues that student learning suffers when schools are understaffed or teachers are overburdened, reducing the level of support students need.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What are the six key policy levers proposed in the report?",{"text":117,"@type":113},"They include cooperating teachers, teacher preparation standards, principal preparation standards, reading knowledge requirements, financial incentives, and professional learning focused on induction and early career supports.",{"name":119,"@type":110,"acceptedAnswer":120},"What do the summary findings say about states’ reading knowledge requirements?",{"text":121,"@type":113},"Only 17 states require special education teachers to pass an acceptable reading licensure test, and only 5 states require the same for English learner teachers.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},586166,1792188790,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523885336,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","State of the States  \nBuilding a Strong Teacher Workforce for Students with Disabilities and English Learners  \nSeptember 2025  \n1  \nTable of Contents  \nOverview of Recommendations and Summary of Key Findings ~~  ~~The Case for Action ~~  ~~Key Findings ~~ ~~  \nPolicy Lever 1􀗠 Cooperating teachers ~~  ~~Policy Lever 2􀗠 Teacher preparation standards ~~  ~~Policy Lever 3􀗠 Principal preparation standards ~~ ~~  \nPolicy Lever 4􀗠 Reading knowledge Policy Lever 5􀗠 Financial incentives Policy Lever 6􀗠 Professional learning  \n\n|  |\n| --- |\n|  |\n\nBut What About…  \nLicensure requirements ~~  ~~Other financial incentives ~~  ~~General education teachers ~~ ~~  \nPolicy Recommendations ~~  ~~Additional Considerations for State Leaders ~~  ~~Companion Resources ~~  ~~Acknowledgments ~~  ~~Citations    \n6 􀖾 8  \n9 􀖾 15  \n16 􀖾 54  \n17 􀖾 20  \n21 􀖾 25  \n26 􀖾 30  \n31 􀖾 39  \n40 􀖾 47  \n48 􀖾 54  \n36 􀖾 39 45  \n53  \n55 􀖾 57  \n58  \n59  \n60  \n61 􀖾 65  \nWho is Highlighted in this Report  \nStudents with disabilities 􀖤SWDs􀖥 and English learners 􀖤ELs􀖥 represent diverse populations with varied academic needs. This analysis focuses primarily on teachers who are certified or endorsed to work with these student populations.  \nThis analysis mainly centers on teachers who serve students with mild to moderate disabilities, who make up the majority of students receiving special education 􀖤SPED􀖥 services. These students are typically educated in general education classrooms, often with accommodations or support from a special education teacher. Examples of mild to moderate disabilities include dyslexia, dyscalculia, speech or language impairments, ADHD, and some presentations of autism spectrum disorder.  \nThe term English learner is used throughout this analysis to align with federal terminology and available data sources and refers to students acquiring English asan additional language. While we use English learner for consistency, we recognize that many stakeholders prefer terms like multilingual learner, which are considered more asset-based.1 These terms may be used interchangeably where appropriate.  \n3  \nMeet Lorelei  \nLorelei is a seasoned special education teacher with over a decade of experience supporting students with a wide range of needs. But at her previous school, she was assigned nearly 50 students—twice the districtʼs recommended caseload.  \nThe overload began when one of four special education teachers left midyear. Lorelei, the most experienced teacher on staff, absorbed much of the extra work. The district attempted to fill the vacancy—but despite their efforts, no qualified candidates applied.  \nMeet Lorelei  \nWhy? The pool of qualified candidates simply didn't exist. What was meant to be a short-term stopgap became Loreleiʼs daily reality. With too many students and too little time, she couldnʼt provide the level of support her students needed and deserved. The unrelenting workload led to stress, burnout, and ultimately, her decision to leave.  \nStories like Loreleiʼs arenʼt the exception—theyʼre often  \nthe rule. And student learning is suffering.  \nFar too many students with disabilities and English learners bear the costs when understaffed schools or overburdened teachers are stretched too thin to meet studentsʼ needs.  \nStates should focus on SIX KEY POLICY LEVERS to ensure that special education and English learner teachers are ready to support these growing student populations from day one and stop the revolving door of turnover  \n1. Cooperating Teachers: Require aspiring teachers to complete their clinical practice under a cooperating teacher who is certified in the same subject area(s) for which they are seeking certification.  \n2. Teacher Prep Standards: Set explicit teacher preparation standards for programs that certify aspiring teachers in special education and English learner instruction.  \n3. Principal Prep Standards: Require principal preparation programs to include dedicated training on supporting students with disabilities and","cbCaiugI0Ov8zTgs","https://ap.wps.com/l/cbCaiugI0Ov8zTgs","pdf",8534669,65,"English","# Overview of Recommendations and Summary of Key Findings\n## Policy Lever 1 - Cooperating teachers\n## Policy Lever 2 - Teacher preparation standards\n## Policy Lever 3 - Principal preparation standards\n## Policy Lever 4 - Reading knowledge\n## Policy Lever 5 - Financial incentives\n## Policy Lever 6 - Professional learning\n# But What About…\n## Licensure requirements\n## Other financial incentives\n## General education teachers\n## Policy Recommendations\n## Additional Considerations for State Leaders\n## Companion Resources\n## Acknowledgments\n## Citations\n# Who is Highlighted in this Report\n# Meet Lorelei\n# The Case for Action\n# Summary of Key Findings","[{\"question\":\"What problem does the report identify for students with disabilities and English learners?\",\"answer\":\"It argues that student learning suffers when schools are understaffed or teachers are overburdened, reducing the level of support students need.\"},{\"question\":\"What are the six key policy levers proposed in the report?\",\"answer\":\"They include cooperating teachers, teacher preparation standards, principal preparation standards, reading knowledge requirements, financial incentives, and professional learning focused on induction and early career supports.\"},{\"question\":\"What do the summary findings say about states’ reading knowledge requirements?\",\"answer\":\"Only 17 states require special education teachers to pass an acceptable reading licensure test, and only 5 states require the same for English learner teachers.\"}]","State of the States - Building a Strong Teacher Workforce for Students with Disabilities and English Learners - September 2025 | PDF",1792057131,164]