COVID-19 Policy Resources
COVID-19 has impacted every aspect of life as we know it — including teacher preparation. This page includes resources to support educator-preparation leaders and policymakers as they respond to the pandemic.
Since the beginning of the pandemic, we have advocated for the important role of future teachers in addressing educational inequities and supporting students, especially the most vulnerable.
Thus we are thrilled to support the new “Partnering Aspiring Teachers with High-Need Schools (PATHS) to Tutor Act” bipartisan federal legislation that will mobilize future teachers as tutors in high-need schools. This initiative will expand access to high-quality tutoring through a $500 million competitive grant program disbursed to local partnerships between educator-preparation programs, K-12 schools and community organizations.
The legislation has support from 43 Deans for Impact-affiliated leaders, as well as 17 education organizations. Learn more in this blog post from policy director Patrick Steck and read through frequently asked questions. If you are interested in joining the growing coalition that supports this much-needed policy, please contact Patrick at firstname.lastname@example.org.
Federal Policy Recommendations
In July 2020, we called upon policymakers to mobilize future teachers as additional academic and social-emotional support to students by:
1. Creating opportunities for future teachers to provide tutoring to students
2. Expanding the capacity of the current workforce with aspiring teachers
Plan for Addressing Educational and Economic Recovery
Here’s what Congress should do.
Teacher Preparation Policy Database
As a public resource, we developed the COVID-19 Teacher Preparation Policy Database, which covers changes to licensure, clinical requirements, entry and exit assessments, and program approval — across all 50 states and DC. Explore the COVID-19 Teacher Preparation Policy Database. Please note that information contained in the database should be considered advisory and states should be consulted directly for definitive information.
Guidance for AY2020-21: COVID-19 state teacher-preparation policy
This summary includes recent examples of updated policy decisions and guidance to programs.
Last updated: October 13, 2020
What States Should Do
We offer three recommendations to states as they respond to COVID-19: 1. States should allow well-designed virtual experiences to satisfy clinical teaching requirements. 2. States and districts should provide specific professional development and induction support grounded in the science of learning to new teachers. 3. States should adopt policies that allow teacher-candidates to provide online tutoring to students. Read more in our policy brief below.
Three policy recommendations for educator preparation
We outline three critical policy questions.
Creating local partnerships to leverage future teachers as tutors
We believe that educational leaders should prioritize future teachers as high-quality tutors and embed tutoring as a foundational component of teacher preparation. Over the course of an immensely challenging school year, we have seen existing partnerships between educator-preparation programs and K-12 districts deepen, and new ones emerge. And we have heard from educational leaders who want to form new tutoring partnerships, but are unsure where to start. In response to those inquiries, we put together a new resource, Strengthening Pipelines and Serving Students, that explains why leveraging future teachers as tutors is a win-win and how educational leaders can do it.
Strengthening Pipelines and Serving Students
This resource outlines how educator-preparation programs and K-12 schools can work together to leverage aspiring teachers as tutors.