In the fourth issue of Volume 38, we are pleased to complete the special series on alternative teacher preparation with the final three articles of this series. In the first of these articles, Jameson, Walker, Farrell, Ryan, Conradi, and McDonnell address a critical issue in alternative teacher preparation: the impact of providing financial support on recruitment of teacher candidates. The authors analyzed recruitment data across 14 years of the distance alternative teacher preparation program and concluded that the impact of providing financial support is substantial, as the number of teacher candidates successfully recruited dropped to single digits when they were not able to offer adequate financial support. Furthermore, they discuss the importance of federal funding to support teacher candidates and offer strategies for successfully recruiting and mentoring teacher candidates in alternative programs. The final two articles of this series address the evolution of distance education programs by describing components that have changed over the last two decades, as well the pieces of the programs that have remained constant over these years. Jordan, Spooner, Anderson, and Dillon describe four major transitions their program has undergone over the years as it evolved from interactive video to web-based course delivery, added an initial licensure plus master’s degree option, adjusted to a change in categories for licensing special educators, and addressed significant changes in teacher candidate demographics. They describe the strategies they implemented to successfully weather each of these transitions. In the final article of this series, Fiechtl and Hager describe an early childhood special education preparation program delivered statewide using synchronous video conferencing that has also adjusted to changes across the years. Supported at different times by state and federal funding, and initially part of a multi-university consortium that served teacher candidates seeking either an initial or a second bachelor’s degree, the program currently accepts only those seeking a second bachelor’s degree. Critical components, including collaboration with the local education agencies and use of remote supervision, are described. Finally, ongoing challenges (e.g., teacher candidates with no prior school experience, lack of adequate funding) are presented, along with potential solutions. We thank the authors who contributed to this special series and hope their contributions to the literature on alternative teacher preparation will support your efforts to decrease the national shortage of special educators.

中文翻译：

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骑马围栏

在第 38 卷的第四期中，我们很高兴通过本系列的最后三篇文章完成了关于替代教师准备的特别系列。在这些文章的第一篇中，Jameson、Walker、Farrell、Ryan、Conradi 和 McDonnell 解决了替代教师准备中的一个关键问题：提供财政支持对招聘教师候选人的影响。作者分析了 14 年远程替代教师准备计划的招聘数据，并得出结论，提供财务支持的影响是巨大的，因为当他们无法提供足够的财务支持时，成功招聘的教师候选人数量下降到个位数。此外，他们讨论了联邦资金对支持教师候选人的重要性，并提供了在替代项目中成功招聘和指导教师候选人的策略。本系列的最后两篇文章通过描述过去 20 年发生变化的组成部分以及这些年来保持不变的程序部分来阐述远程教育计划的演变。Jordan、Spooner、Anderson 和 Dillon 描述了他们的项目多年来经历的四个主要转变，因为它从交互式视频演变为基于网络的课程交付，增加了初始许可和硕士学位选项，并根据许可特殊类别的变化进行了调整教育工作者，并解决了教师候选人人口统计的重大变化。他们描述了他们为成功渡过这些转变而实施的策略。在本系列的最后一篇文章中，Fiechtl 和 Hager 描述了使用同步视频会议在全州范围内提供的早期儿童特殊教育准备计划，该计划也已适应多年来的变化。该计划在不同时间得到州和联邦资金的支持，最初是为寻求初始或第二个学士学位的教师候选人提供服务的多大学联盟的一部分，目前仅接受那些寻求第二个学士学位的人。描述了关键组成部分，包括与当地教育机构的合作和远程监督的使用。最后，提出了持续的挑战（例如，没有学校经验的教师候选人，缺乏足够的资金），以及潜在的解决方案。我们感谢为这个特别系列做出贡献的作者，并希望他们对替代教师准备文献的贡献将支持您为减少全国特殊教育者短缺所做的努力。