Western Wyoming Community College has won a competitive $3 million grant from the U.S. Economic Development Administration's task force charged with helping coal communities diversify and strengthen local economies.
Heidi Brown is the director of Western's nursing program. She said as Wyoming and the nation continues to experience a shortage of health-care workers, the grant will help bring more people into a rewarding field.
"Our nursing degree is a two-year degree," said Brown. "It's a robust program, and they are employed usually by their last semester. Everybody has employment. They get good benefits and good salaries."
Students can earn a Certified Nursing Assistant certificate in a single semester.
The federal grant will be matched with state and local funds to create a Health Science wing on Western's main campus in Rock Springs, adding more than ten thousand square feet of new laboratories and classrooms.
In 2011, coal produced just 44% of all electricity in the U.S. - and is projected to drop to 10% or less by 2030 because of cheaper renewable fuels.
Aaron Pratt, a representative of the U.S. Economic Development Administration, said Western's application stood out in part because a number of industry supporters said graduates would be hired in jobs paying a living wage.
The grant is funded through the agency's Assistance to Coal Communities initiative...
"Which is a program set up to address the real challenges that coal-impacted communities are facing when there are contractions in the coal economy," said Pratt. "So we are trying to focus on those communities and what's going to set them up to be resilient and successful and competitive in the future."
Amy Murphy is Western's dean of outreach and workforce development.
She said that while cost remains the biggest barrier for students completing degrees or certificates, there are now industry partners that cover education costs if students commit to working in health care for two years in Wyoming.
She added that Western has many tools to ensure the price tag works for each student, regardless of their financial situation.
"Western has an abundance of scholarships that are available that will help offset that," said Murphy. "We currently have a day-care grant, that if they do have children, that we can help offset day-care costs to them."
Support for this reporting was provided by Lumina Foundation.
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Leaders of a teachers' union in Louisiana are voicing concerns about a package of bills they say would have the effect of dissolving labor unions in the state.
The list includes House Bill 571, which would prohibit public agencies from paying union workers for the time they do anything union-related, even if it's on paid leave.
If passed, said Roberto Furtado, a special-education teacher in the Jefferson Parish Public School System, the bills would end collective bargaining and prohibit payroll deductions for union dues. Furtado said all this would make it harder for new teachers to join the union, further silencing their voices.
"If they make it more difficult for the new teachers, young teachers, to get involved," he said, "then basically, it's a roadblock so they're probably more than likely going to just not do it."
House Bill 572 would prohibit public agencies from collective bargaining with unions, except for police and firefighters. Similar bills have been introduced in multiple states by conservative groups.
The teachers' union has posted petitions on its website for teachers to sign and send to their lawmakers.
Educators in Louisiana have said they're dealing with low pay, overcrowded classrooms and school safety issues. However, state lawmakers have advanced a budget proposal that would cut teacher pay, and the House Appropriations Committee forwarded a spending plan that reduces a $2,000 pay stipend teachers got this school year to $1,300 next year.
Furtado said the end result is forcing good teachers out of the profession.
"Teachers are an invaluable resource for our community, and so we need good, well-rounded educators that want to be there and continue their jobs to help these young men and women, because again, they are our future," he insisted. "That's kind of corny to say this, but yes, our children are our future. If you don't take care of them, where does our future lie?"
The legislative committee also allocated $25 million for a differential teacher compensation strategy for the second year in a row. The union opposed the strategy, because it said the raises wouldn't be permanent and could be taken away from year to year.
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By Lane Wendell Fischer for the Shasta Scout via The Daily Yonder.
Broadcast version by Suzanne Potter for California News Service for the Public News Service/Daily Yonder Collaboration
Hiring and maintaining a qualified educator workforce is often a primary concern for rural schools across the country, requiring local education leaders to create innovative solutions.
The University of Wyoming’s College of Education has recently partnered with local community colleges across the state to repair a pipeline for future Career and Technical Education (CTE) teachers at high schools and community colleges.
CTE programs offer students an array of skills-based learning opportunities for many high-demand industries ranging from construction, to nursing, to marketing.
For decades, Wyoming has relied on traditional methods to fill out its CTE teacher workforce. After completing a two-year associate’s degree at their community college, students could either enter the trades or take another two years of teacher training.
“It was very much a fork in the road,” said Rob Hill, a CTE consultant for the University of Wyoming and president of SkillsUSA Wyoming. Hill became a Wyoming CTE teacher through this traditional path.
“You had to take life off and go to school,” Hill said. “That limited a lot of people, especially students with families, jobs, and homes.”
As it turned out, most students never completed the final two years of teacher training and just entered the trades after the first two years at their community college, Hill said in an interview with the Daily Yonder.
This outdated pipeline has contributed to a shortage of both CTE teachers and skilled workers in the state.
According to a 2023 report from the Wyoming Professional Teaching Standards Board, the median age of CTE teachers in Wyoming schools is 52, and national numbers are similar. Compare this to the average age of all teachers in the U.S., which is just over 42.
On average, a state employee in Wyoming retires at 62. This means that in the next 7 to 10 years, Wyoming could lose close to half of its CTE workforce to retirement.
“We’ve seen a number of things that have impacted us and that rural part is very real,” Hill said.
In rural communities, a CTE program might only consist of one or two teachers. When that school loses a teacher, the whole program is at risk until a qualified replacement is found.
During a recent tour of Wyoming’s school districts, Jenna Shim, PhD and interim dean of the College of Education, learned that some high school CTE programs are closing down because they couldn’t find replacements.
“One CTE teacher shared with me that he has a specialty in welding, but he has to teach culinary arts,” Shim told the Daily Yonder. “I could see welding and construction, but welding and culinary arts seem like a far stretch.”
And it can be difficult to attract new talent to small schools and communities.
“We tend to do best with people that are invested in that community previously and become teachers, as opposed to bringing in teachers into small communities,” Hill said.
The CTE Domino Effect in Rural Communities
Adding to the difficulty of attracting new teachers is a domino effect caused by current teacher shortages, Shim and Hill said.
A shortage of educators leads to a shortage of high school CTE programs, which leads to a shortage of students pursuing CTE in the state, followed by a shortage of tradespeople in the state, and a shortage of essential services, which, in turn, leads to less attractive communities.
On top of educational advancement for students, repairing CTE teacher pipelines through state and local partnerships helps assemble the next generation of rural water experts, plumbers, electricians, technicians, mechanics, and more, Hill said.
“It has a trickle-down effect into the stability of the community,” Shim said.
And in rural communities, small fluctuations in population, programs, and services can be especially catastrophic — or especially beneficial.
“It doesn’t seem like a big deal if you don’t have one teacher,” Hill said. “But that one teacher in a town of 2000 people that teaches welding, where you have a huge welding industry, that has an extremely large impact.”
The broken pipeline has also raised economic concerns. “Without a sufficient number of teachers, it’s hard to prepare a sufficient workforce,” Shim said.
Two key industries in Wyoming are energy and tourism. Both rely heavily on skilled workers. And both are susceptible to booms and busts that give local communities economic whiplash.
“Over the last decade especially, there’s been a real desire to diversify our workforce,” Hill said. “And that means a different generation of career and technical education, like manufacturing, cybersecurity, and data analysis.”
Repairing the Pipeline
The biggest problem in the previous CTE teacher pipeline was continuity, Hill said. The pathway to teacher certification in rural communities must be both attractive and achievable.
This spring, the College of Education piloted a new course that aims to do both by exposing community college students to CTE teaching before they complete their associate’s degree and decide between trades work or teaching.
“Creating a more seamless pathway is a real goal here,” Hill explained.
The bridge course will be offered each semester in partnership with all eight community colleges in the state and is inherently low stakes. The course credits can be applied toward an associate’s degree at the community college, toward their teaching degree at the university, or toward any other bachelor’s degree they pursue.
In the course, students get a taste of what a career in CTE teaching is like. Coordinated by Hill, the course is one dose online learning and one dose on-site learning. Hill leads the online classroom, where students learn about different national and statewide topics. “But students will learn about how it’s implemented locally,” Hill said.
Each community college has a community college professional and a school district professional that serve as a mentor and safety net for local students, introducing them to CTE leaders at both levels.
One area of misconception is how much CTE teachers are paid, Shim said.
“I think wages scare them most,” Hill said. “But in Wyoming, our hourly wage is higher than many of the trades folks. We have pensions. We have healthcare. It’s a lot more competitive than folks think it is.”
The organization of the course is a masterclass in rural ingenuity. By using technology, the course eliminates long distance travel to the university campus in Laramie on the southern border of the state. It allows students to remain in their local communities, while still being connected to the state’s CTE teacher network.
“We knew we had a statewide problem and we needed to create a statewide solution, or in this case, a local solution for a statewide problem,” Hill said. “This is about connecting people in Wyoming. Because we have these vast distances between us, we have to have a way to connect people.”
Twenty-two students are currently enrolled in the pilot course. Half of the inaugural cohort are community college students. The other half includes veterans, community college instructors, K-12 instructors, and paraprofessionals who are exploring their future career options.
The course has garnered support from state legislators, the university, the colleges, local high schools, local business, and from the students themselves.
Each of the enrolled students is taking the course tuition-free, thanks to scholarships from local businesses and private donors.
“Word is getting out,” Shim said. “I think that’s a testimony for how important this work is.”
Strong CTE programs lead to strong communities, Shim and Hill said. A lot of high school CTE programs are embedded into community culture. Organizations like FFA provide opportunities for social gathering and community service, for example.
“We’ve come up with a mutually beneficial solution and this takes a partnership and teamwork,” Hill said. “No significant advances take place without a group of us working together in a mutually beneficial system.”
Lane Wendell Fischer wrote this article for the Shasta Scout via The Daily Yonder.
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Texas Lieutenant Gov. Dan Patrick has released 57 "interim charges," the topics he wants Senate committees to study in preparation for the 89th legislative session next year.
Four charges are for the committee overseeing public education. They include improving reading and math readiness in grade school, and redesigning the state's standardized tests.
Eli Melandrez, government relations associate for the American Federation of Teachers-Texas, said educators are surprised the list does not include pay increases for teachers or controversial school vouchers, which use public money to pay for private schooling.
"It's interesting to see both of those key issues absent from the interim charges," Melandrez observed. "Across the state we've seen school closures; we've seen teachers being let go. We've seen a greater percentage of our teacher workforce as uncertified educators."
Two unsuccessful special sessions were held in the past few months, in an attempt to pass a school voucher proposal. Other charges for public schools include examining how school districts used COVID-19 funding, and monitoring the implementation of bills passed in the last session.
Patrick also directed the Higher Education Committee to analyze faculty senates, monitor bans on DEI policies at colleges and universities and revise policies for faculty tenure.
Melandrez noted their union is now affiliated with the American Association of University Professors and members are concerned the lieutenant governor is inserting his own political views into the education system.
"That's worrisome for us," Melandrez emphasized. "In public education and higher education, we are seeing a concerted effort to minimize educator voices."
Patrick also wants senators to review university antisemitism policies and protecting the First Amendment rights of faculty, staff and students. The next legislative session convenes Jan. 14, 2025.
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