Project PATRIOTS helps fund a pathway to special education teacher licensure for community college transfers

Education advocates and experts have worked for decades to increase the number of special education teachers. Over the past 10 years, the workforce shortage has reached critical status, leading Virginia’s Department of Education and Office of Special Education Programs to increase funding for special education teacher training.  

One such program is the College of Education and Human Development’s newly funded Project PATRIOTS: Pathways to Accessible Teacher prepaRation with InnOvations for Transfer Students. Led by Associate Professor Margaret Weiss with support from Assistant Professor Alexandra Raines, Associate Professor Kristen O'Brien, and Professor Kelley Regan, Project PATRIOTS will fund two cohorts of seven students each, transferring to George Mason from a community college, whether through the ADVANCE Program or otherwise. Funding covers tuition, housing, transportation stipends, book stipends, licensure testing stipends, and more.

The cost of a degree compared to median salaries for special education teachers makes it difficult for some students to pursue the field. By removing financial barriers, Project PATRIOTS will increase access for potential teachers and improve their likelihood of staying in the field.

“The grant is intended to provide the support necessary for nontraditional students to get that special education teacher licensure and to increase access to this career pathway,” explained Weiss. “It provides our George Mason special education program with an opportunity to graduate a greater number of highly qualified, well-trained special educators who will remain in the field."

Another key to retention is preparedness. Through CEHD and the Department of Special Education’s strong connections to local networks of support, the incoming cohorts of PATRIOTS students will have the opportunity to work with and learn from experts. The faculty of George Mason’s highly ranked special education program will provide the coursework and Weiss plans to integrate the Virginia Department of Education’s (VDOE) Parent Resource Center, so students can hear the parent perspective on special education and learn how to best support students and their families. The cohorts will also attend the VDOE/Training and Technical Assistance Center (TTAC)'s Content Teaching Academies over the summer, learning alongside practicing teachers.  

“These connections will really provide a unique opportunity for these students,” Weiss said.

Students in George Mason’s special education teacher licensure programs may also have the opportunity to work directly with participants in the four-year Mason LIFE program for students with intellectual and developmental disabilities who want to go to college and earn a certificate of completion. Working for Mason LIFE provides direct access to hands-on learning experiences right on campus.

Currently, the grant provides funding for two cohorts of students. Weiss hopes that the partnerships formed between community college divisions, VDOE, TTAC, and George Mason will persist post-funding as an important pathway for prospective special education teachers.

“Every day, all of us in special education come to work because we want to put great teachers out there,” she said, “and we hope that our students will become leaders in this space because of their knowledge and preparation in high-quality instruction. We’re all excited to see where this program will lead.”