Addressing the teAcher shortAge
Workforce demographics gaps
Escalating cost of college degrees
Obstacles to certification
Growing demand for ESL and special education teachers
F rom the e xecutive D irector
Dear Colleagues and Friends,
It’s hard to believe that we are already entering the second half of the 2024-25 school year. As we settle into the winter and spring months, it’s evident that education remains at a critical juncture. Chronic staffing shortages continue to challenge schools nationwide, with recent studies highlighting that nearly every state faces significant vacancies in key educator roles. From 2010-2020, the number of teaching certificates issued in Pennsylvania dropped by approximately 67%. The teacher shortage is particularly acute in several certification areas, including special education, English as a second language, mathematics, science, world languages, and early childhood education. Challenges also exist in non-teaching areas like nursing, paraprofessionals, and bus drivers.
In this edition of AIU Connections Magazine, we spotlight how the AIU and our member school districts are addressing this crisis by fostering innovative pathways into the education profession. We highlight programs like BridgeUp, designed to attract and train nontraditional candidates, and the Early Childhood Waterfront Classroom, which helps train and support new and veteran early childhood teachers. You’ll also meet tomorrow’s teachers—passionate individuals already preparing to lead classrooms and ignite a love of learning in future generations.
Additionally, this issue takes a closer look at the AIU’s English as a Second Language (ESL) program and the power of collaboration in our Special Education and Pupil Services Division. To support professional growth, we provide a full listing of upcoming learning opportunities, including our highly anticipated annual diversity, equity, and inclusion conference.
By offering a glimpse behind the scenes of our programs and services, we aim to deepen your understanding of how the AIU supports learners and educators alike every day. We hope this edition inspires you and strengthens our shared commitment to education.
Happy reading!
Sincerely,
Dr. Robert J. Scherrer Executive Director Allegheny Intermediate Unit
AIU Connections
W inter /S pring 2025
AIU Connections is published biannually by the Allegheny Intermediate Unit’s Marketing & Strategic Communication Department under the direction of Sarah McCluan.
Publisher
Dr. Robert Scherrer
Editorial Director
Amanda Ritchie
Creative Director
Michael Tarquinio
Copy Editors
Andrew Chiappazzi
Will DeShong
C ontributors
eDitorial
Andrew Chiappazzi
Will DeShong
Sam Kulp
Sarah McCluan
Amanda Ritchie
Jeremy Tepper
Emily Wiley
photography
Andrew Chiappazzi
Sam Kulp
Dan Rinkus
Michael Tarquinio
Jeremy Tepper
Emily Wiley
Advertising Manager
Amanda Ritchie
Design Assistant
Sarah Campbell
Production Assistant
Carolyn Weissgerber
About the cover
Our cover features photos from the stories within that focus on the teacher shortage that is sweeping the country.
The Allegheny Intermediate Unit is located at 475 East Waterfront Drive, Homestead, PA 15120.
Please send letters to the editor and advertising inquiries to amanda.ritchie@aiu3.net.
© 2025 Allegheny Intermediate Unit
Table of ConTenTs
18 Online Video Series Gives New ‘Perspective’ –Behind the Scenes at the AIU
19 AIU Comes Together for Family Support Centers
Addressing the Teacher Shortage
20 Local School Districts Embrace “Grow Your Own” Educator Programs
23 From Student to Teacher: The Journey Begins Here
24 Future Teachers Seek to be Sources of Inspiration, Provide Deeper Connection to Students
27 BridgeUP: Helping Paraeducators Transition to Certified Teaching Careers
28 Investing in the Future: The AIU’s Innovative Approach to Early Childhood Education
30 Shared Words, Shared Worlds: The Language of Belonging
33 AIU Leads Path to English Proficiency for 30+ Years
34 The Power of Belonging: Avonworth’s Inclusive Approach
35 Meeting the Surging Demand for ESL Services
Two AIU member districts – Steel Valley and Woodland Hills –reveal how they are addressing the growing need for English as a Second Language services while navigating a shortage of certified specialists.
37 Training New ESL Program Specialists: Real-World Experience and Mentorship in Action
We would love to hear from you. Share your comments, questions and/or story ideas for upcoming issues of AIU Connections. F eature S
AdvanCing Gifted Education & Career Readiness To empower Tomorrow’s Leaders
t hroughout her career , Amy Davis McShane has used her passion and expertise to advocate gifted education, ensuring exceptional students receive the academic challenges and opportunities they need to thrive.
This past fall, McShane, the AIU’s Career Education and Academic Events Coordinator, was recognized for her own gifted abilities when she was selected as a co-recipient of the Neuber-Pregler Award. Presented annually by the Pennsylvania Association for Gifted Educators, the award honors those who make lasting contributions to the field.
“When gifted students are not challenged, they can become disengaged,” McShane said about the importance of programs in schools. “Our work ensures these students reach their full potential.”
McShane and her co-recipient, Patrice Semicek of the Montgomery County Intermediate Unit, serve as the gifted liaisons in Pennsylvania. They collaborate with intermediate units and school districts to ensure compliance with state regulations and provide essential training for educators.
While both were honored for the work done throughout their respective careers, the duo made waves in the gifted educators’ community in 2023 by securing $3.5 million in federal grant funding to support gifted education in Pennsylvania. A key focus of the grant is to support research to better identify gifted students across varying demographic backgrounds and to implement vital resources for these learners.
Gifted education has been at the heart of McShane’s work since she joined the AIU in 2007. In her role as the Western Pennsylvania Gifted Liaison, McShane described her work as identifying and nurturing students who require greater academic challenges.
One of her favorite ways to challenge students takes them outside the traditional classroom setting. McShane oversees several academic events and competitions that inspire creativity, collaboration, and critical thinking. These events, including the STEM Design Challenge, the History Bowl, and the Eco Challenge,
B y W ill D e S hong
Photo of Amy Davis McShane: Jen Barker Worley Photography
complement traditional academics and provide a platform for students to highlight their talents in a collaborative atmosphere.
“It’s all about making learning fun,” she said. “The students get to spend time in an exciting location like a museum where there are other kids who are interested in the same sort of things.”
Leading Career Education
In addition to her work in gifted education, McShane has been instrumental in advancing career readiness initiatives. As the co-lead for Career Ready PA, she works with the state Department of Education and a team of liaisons to support districts in preparing students for life beyond high school.
“Having students reflect on their passions and their interests, and then making those connections with careers will eventually lead to much happier adults in the workforce,” McShane said.
Much of the work is centered on exposure to different professions through activities, which can range from inviting guest speakers into classrooms to providing out-of-school job shadowing experiences for high schoolers.
While career preparation is commonly thought to be a topic for students nearing graduation, McShane said it begins all the way back in kindergarten. The ever-changing world means that career preparation must also keep up with the times, she added. “Many of today’s kindergarteners will someday have a job that doesn’t even exist yet,” she said.
McShane and her team of liaisons help districts meet career education and work standards, which are evaluated under the Future Ready PA Index, by providing training for teachers and school counselors.
Reflecting on her roles in both gifted education and career readiness, McShane said her passion for her work is driven by her belief in the power of education to transform lives. “The students we support today will be tomorrow’s innovators, scientists, and leaders,” she said. “It’s exciting to know that the work we do now helps set them on a path to success.”
Students from the 2024 History Bowl at the Senator John Heinz History Center. Photos: Sam Kulp
Academic Events offered by the AIU that inspire creativity, collaboration, and critical thinking.
Photos: Sam Kelp
Diverse Pages, Vibrant Voices Fostering Connection and Understanding in Elementary Classrooms
B y a man D a r itchie
The AIU’s Reading Achievement Center, Training & Consultation Program, and Office of Diversity, Equity & Inclusion are teaming up with a teacher in the Hampton Township School District to offer a new training series to help spark identity conversations in elementary classrooms.
D iver S e p age S , v i B rant v oice S is a three-day series aimed to equip elementary teachers with resources and tools to diversify the texts in their classroom libraries and provide strategies for implementation; help teachers identify and address bias in classroom tasks so all students can be included; and finally, provide a safe space for children to explore their racial identities and become accepting of all.
The series is the brainchild of Deshanna Wisniewski, a second-grade teacher at Wyland Elementary School, who drew from her own experiences as a student and educator. “My teachers were predominantly white, and the characters in the books I was exposed to never looked like me. And if they did look like me, it was about slavery or the civil rights movement,” Wisniewski said.
When she joined Hampton, Wisniewski noticed a similar lack of representation in the curriculum. “Students of color in our classrooms weren’t seeing themselves. But I also realized that white students need to see different cultures too,” Wisniewski added. “If you live in a bubble — or in a community that isn’t diverse—you have no access to know about different kinds of people.”
Photos: Michael Tarquinio
Bridging the Gap
“Teaching diverse texts can be a tough topic for teachers,” said Jacob Minsinger, Ed.D., AIU training and consultation coordinator. “This series aims to give the teachers the tools and resources they need to become more comfortable with diversifying the world of literature that they expose our students to. Ultimately, it will help students broaden their perspectives and develop as global citizens who will have a deeper understanding of the various human experiences that exist around the world.”
Minsinger emphasized that the training also focuses on accessibility.
“It’s about ensuring all students are represented in the literature and that instructional activities are inclusive and accessible,” he said.
Lisa Yonek, Ed.D., curriculum and reading coordinator with the AIU’s Reading Achievement Center, said it’s an exciting opportunity for RAC to partner with local educational experts “to provide relevant and specialized professional development to our teachers in an area that we haven’t dug that deeply into yet, though we know we need to. Tapping into local experts will only strengthen our program, and the students will be the ones who ultimately benefit, and that’s what drives everything we do.”
There are a limited number of seats available for the spring series. Visit this link to register: https://bit.ly/3CT7Ibh
Teaching Is My Favorite Color: Teaching Is My Favorite Color:
a neT work for grow Th and belonging
Deshanna Wisniewski, second grade teacher at Wyland Elementary School in Hampton Township School District, knows what it’s like to be one of the few teachers of color in a building or district. “It’s really isolating,” she said. “And it’s a lot because you feel the pressure to be the spokesperson for that race.”
To address those feelings of isolation, Wisniewski came up with the idea of creating a platform for educators to connect with other educators of color from across the region.
With grant money from Digital Promise from the League of Innovative Schools, three local districts — Avonworth, Hampton Township, and South Fayette Township — teamed up to bring the idea to fruition. Teaching Is My Favorite Color was established three years ago as a network for educators of color to come together through professional learning, mentorship, and culturally centered connection.
Save the 2025 Dates
Feb. 6 • Mar. 6 • Apr. 3 for this three-session series at the Allegheny Intermediate Unit’s Central Office in Homestead, PA.
For now, the organization is local to Southwestern Pennsylvania, but, “We would love to see it grow and expand in the years to come,” Wisniewski said. They are currently working on getting funding to continue to provide professional development programming. “Instead of doing professional development for our districts, we’re doing it for ourselves—to make us stronger teachers of color,” Wisniewski said. Learn more at www.timfc-pa.org.
The founders of Teaching Is My Favorite Color (L-R): Deshanna Wisniewski (Hampton Township), Payal Mital, Ph.D. (South Fayette), Pharlan Ives (South Fayette), Ahmed Affaneh ( Avonworth), and Lauren Rodriguez (Hampton Township)
Professional Development
Enrollment is subject to registration deadlines and capacity. Dates are subject to change.
Winter/Spring 2025 Courses Educator Workshops
The following offerings are free and open to Pennsylvania educators.
transformED educator workshops are added throughout the year. Visit
Math & Science Collaborative
Unless otherwise noted, MSC workshops are free to member districts and held in-person at the AIU Central Office. Prerequisites may apply. Register at aiu3.net/msc.
Mathematics:
Building Thinking Classrooms: Part 2, starts 2/7, $450/participant
Mastering Online Tools for PSSA and Keystone Success, 2/26
Mathematics Coaches Network, 3/11
Science:
Elementary Science Symposium, 2/5
Learning to Vet Science Instructional Materials with NextGen TIME, starts 3/4
Administrator-Focused Science Professional Learning, starts 4/1, $350
Half-Day Follow Up to Administrator-Focused Science Professional Learning, 4/2
Planning for Professional Learning Around Science Standards: Strategically Building Capacity for Sustained Practice, starts 4/7, $1,200 per district team
Instructional Coaches Network
This network is free to member district coaches, including literacy, math, technology, and instructional coaches. Contact Heather Moschetta, Ph.D., at heather.moschetta@aiu3.net for information on how to join.
All CPE courses are virtual and asynchronous. Fees and registration deadlines apply. CPE courses fulfill 90 Act 48 hours and requirements for Level II Certification and Master’s Equivalency. Registration deadlines are listed in parenthesis. Register at aiu3.net/cpe
Classroom Management
Building Bridges: Working with (Difficult) Parents (2/24)
Connecting with Kids (2/19)
The First Days of School: How to be an Effective Teacher (2/27)
Get Active About Learning (2/10)
Making an Impact: Building Positive Relationships with Students (3/12)
Multiple Intelligences in the Classroom (2/15)
Diversity, Equity & Inclusion
Beat the Bullying: A Look into Prevention and Intervention (2/5)
Creating and Supporting a Positive, Bully-Free School Climate (2/5)
Culturally Responsive Teaching (2/3)
When It’s Not Just Kids Being Kids: Bullying and Beyond (3/5)
EdTech
4 Free Technology Essentials for Educators (3/10)
AI Tools in the Classroom: Introduction & Exploration (2/3)
AI Tools in the Classroom: Planning & Instruction (3/3)
Any Device Technology Tools in K-12 (3/3)
Apps and iPads for the K-12 Classroom (2/26) Best Practices in Teaching K-12 Online (2/10) Digital Literacy (3/3)
How to Design a Digital Classroom for the 21st Century Learner (2/26)
How to Develop Good Digital Citizens (2/12)
Integrating the iPad into the Classroom –There are Apps for That (2/10)
Tech Tools for the 21st Century (2/17) Technology for Formative Assessment (3/6)
General Education
21st Century Skills (2/19)
Are Your Students Tuned In? Strategies for Engaging Every Student (2/10)
Break the Ice: Ice Breakers for All Ages (2/17)
Cultivating a Growth Mindset (2/21)
Group Work Dynamics: Collaboration and Assessment (2/17)
Implementing Equitable Trauma Responsive School Practice (2/3)
Motivating & Inspiring Today’s Students: Awakening the Learner (2/3)
Moving From Problems to Solutions: Building Resiliency Skills (3/19)
Project-Based Learning and Challenge-Based Learning (2/24)
New! Teaching Historical Thinking Concepts (3/17)
Uncovering the Truth About Fake News (2/5)
Reading/Writing
Introduction to Text Comprehension (2/17)
Writing Alive: Strategies, Techniques, and Materials (3/31)
Special Education
Addressing Learning Disabilities in Education (3/7)
ADHD in Education (3/14)
A New Look at Working with Students with Autism (3/21)
Supporting Students with Autism in Education (2/27)
STEM/STEAM
NEW! Engagement in Mathematics (2/14)
Infusing STEAM into K-12 Classrooms (3/17)
Teaching K-12 Problem Solving Using Computational Thinking in All Subjects (3/18)
Teacher & Student Wellness
Anxiety & Stress (2/3)
Being Mindful (2/24)
Coping Skills (3/3)
Empathy (3/10)
Structured Literacy
RAC offers member districts free professional development that meets Chapter 49 requirements. Register at aiu3.net/rac.
Pre-K & Primary K-2, 4/10
Upper Elementary & Middle School ELA, 1/30 or 3/27 (1 session required)
Administrators, 2/27
Reading Specialists and Special Educators, 3/5-3/6 (2 sessions required)
See all upcoming professional development opportunities on our website
Use the event category filter to view opportunities by program at aiu3.net/events.
To browse all upcoming Teaching & Learning PD, select the Professional Growth category.
Training & Consultation (TaC) Training
Unless otherwise noted, all TaC sessions are free, offer Act 48 credits, and held in-person at the AIU Central Office. Educators who work for LEAs in the AIU region will be given priority registration. Learn more under Training Opportunities at aiu3.net/tac
Classroom Management: Improve Your Learning Environment, starts 2/3
Educational Benefit Review PD & Workshop, 2/4
Emotional Support Teacher Networking, virtual, 2/4
Paraprofessional Training, virtual, 2/17
Navigating 504s: Comprehensive Guidance for School Teams, 2/19
Collaborative and Proactive Solutions to Student Behavior, virtual, 2/20
Let’s Play: Strategies for Child Centered Learning, 2/20
IES Practice Guide: Reading for Understanding in K- 3rd, 2/27
IES Practice Guide: Effective Literacy & EL Instruction in the Elementary Grades, 3/6
Supporting Struggling Students: Classroom Behavioral Interventions, starts 3/10
TCCAC Meeting, 3/26
IES Practice Guide: Teaching Secondary Students to Write Effectively, 4/3
TaC’s Virtual Lunch & Learn Series: Academic Assessments and Interventions
No Act 48 hours will be provided for this virtual training series. Each session will be held from 11:30 a.m. to 12:30 p.m. via Zoom. Register at smore.com/n/m1ewq
Utilizing Spring Math as a Classwide Intervention in Math, 2/21
TransMath: Addressing Important Prerequisite Skills to Support Algebra Readiness, 2/28
aimswebPlus, 3/28
What does a RIT score even mean? Unpacking Key Data Points on NWEA’s MAP Assessment, 4/11
Renaissance Solutions, 4/18
Educator Workshops SPRING 2025
FREE professional development opportunities for educators in Pennsylvania
transformED’s approach to professional development is learner-centered, inquiry-driven, project-based, hands-on, and collaborative—just like it should be in the classroom.
transformED Educator Workshops emphasize hands-on practice with new ideas, skills, and tools, together with peer-to-peer support that helps teachers return to their classroom confident, capable, and ready to inspire, engage, and support their students.
Visit aiu3.net/transformED for more information.
To enroll in any of these workshops, visit the transformED page on Eventbrite.
F ebruary
Explore the STEAM Lending Library • 2/6
Students in Conversation: Podcasting for the Classroom with SLB Radio 2/10
Get Your Hands-On FUN and Meaningful Assessment Presented in Partnership with the Children’s Museum of Pittsburgh • 2/11
Canva: Beyond the Basics 2/20
Integrating CS into ELA: A Tale of Two Literacies (virtual) Presented in Partnership with Strength Across Schools • 2/25
Introduction to 3D Character Modeling and Animation with Blender 2/26
Building AI Tools to Personalize Learning and Simplify Tasks • 2/27
STEM Educator and Innovator Role-Alike 2/28
M ar C h
Assistive Technology Making: Solder, Switches, and Stuffing • 3/6
Spring Make-AT-looza 3/7
Math for All: Supporting Inclusive Practices in the 7-12 Classroom • 3/10
10 AI Tools to Transform Your Teaching • 3/11
Innovative Educational Spaces: How to Redesign Your Learning Environment Presented in Partnership with Flux Space • 3/13
Integrating CS into ELA: A Tale of Two Literacies Presented in Partnership with Strength Across Schools • 3/14
New Strategies to Support ELLs in Your Content-Area Classroom (K-12) • 3/17
Matt’s Maker Space: How to Make it Happen in Maker Spaces • 3/18
Unlock the Power of Desmos: Elevate Your Math Classroom Presented in Partnership with Amplify Desmos Math 3/21
Teachers + Pre-Service Teachers Learning Together: EdTech Gadgets Presented in Partnership with Point Park University School of Education 3/26
Tech in World Language Teacher Convening 3/27
Social Media’s Ripple Effect: Supporting Students in a Connected World • 3/31
Approved by the Pennsylvania Department of Education, the AIU’s two-year Education Induction Program is a convenient, high-quality and costeffective solution for acclimating newly hired educators, including:
n Level I professional educators
n Long-term substitutes
n Educational specialists
More than 41 educational entities have entrusted our program to serve their educator induction needs
n Public school districts
n Charter schools
n Private schools
Subject matter experts guide participating educators through a series of asynchronous virtual modules on the critical topics required by the Pennsylvania Department of Education and Chapter 49 of the PA School Code. Participants receive grades and feedback on their assignments from expert module facilitators.
Additional benefits include
n Optional program customization
n Special track for school nurses
n Meaningful Mentoring© process
n Act 48 reporting for inductees and mentors
P lease C onta C t
Program Director Dr. Paul Cindric at paul.cindric@aiu3.net for more information.
F ostering i nclusion
Preparing for the Fourth Annual Pittsburgh Regional DEI Educators Conference
A dediCated grouP of educators is working behind the scenes to plan the fourth annual Pittsburgh Regional DEI Conference. Their goal? To equip educators with the tools and strategies needed to create learning environments where both students and staff feel seen, valued, and empowered. Now in its fourth year, the annual conference is set for March 28 at PNC Park.
Michael Jones created the annual conference after joining the AIU’s Executive Leadership Team in 2021. This year, he formed a new committee of stakeholders to identify the common needs for local school districts and craft a day of learning tailored for them.. “The members of the planning committee work directly with educators in a number of different ways,” Jones said during the group’s initial meeting. “By bringing this group together, we’re getting a variety of new perspectives that will enable us to put together a meaningful and insightful conference.”
The conversations held at the conference focus on areas relating to race and ethnicity, gender identity, and disabilities. In past years, educators from across the county have attended the event to both gain new perspectives and offer their own stories during the sessions.
Jones said he hopes to keep the momentum from previous conferences while continuing to evolve the discussions. Themes of this year’s conference center around inclusive leadership, broadening the diversity of teacher recruitment, empowering student voices, connecting schools to existing resources, and creating culturally responsive schools.
One of the first points of emphasis discussed by the committee was finding ways to better connect schools with resources already available to them that would help with their inclusion efforts.
“We have purposeful partners that definitely can help school districts better meet their needs, but the school districts might not even know that they exist,” said Nick Haberman, Coordinator of Civic Engagement and Anti-Hate Education at the AIU and founder of the LIGHT Education Initiative. “And some organizations don’t always know how to get their foot in the door.”
Tamara Allen-Thomas, superintendent of Clairton City School District, cited the ongoing need to better support school staff who are members of marginalized communities as a universal topic for all schools. She added the framework around the conference’s conversations should focus on incorporating inclusive efforts into school cultures. “We often talk about DEI as an isolated topic, while it should be embedded in everything we do,” Allen-Thomas said.
The group is exploring ways to offer guidance on other pertinent topics, ranging from the creation of student-led organizations to fostering more welcoming environments for students who move to Allegheny County from other countries. Jones noted the work is a passion for each member of the committee and hopes it will resonate across the educational community during the conference.
Registration for the conference is now open. The cost to attend is $25 and Act 48 hours are available. Visit https://bit.ly/AIU-DEI-2025 to learn more.
Sensory IN ACTION
Integrating Sensory Strategies into Classroom Routines
S en S ory motor S kill S are the F oun Dation F or learning . We use our senses to interact with the world and understand our place in it. If a child struggles with sensory motor skills, it can affect their ability to focus, follow instructions, and keep pace with academic activities in the classroom.
The AIU’s Occupational and Physical Therapy (OT/PT) program director, Holly McElhinny, recognizes the importance of incorporating sensory into everyday school routines to support development. “As occupational and physical therapists, we understand that how a student processes sensory input can directly impact their success in the school environment,” she said. By preschool age, the basic senses of sight, smell, hearing, taste, and touch have become more refined. Children can determine shapes, distinguish sounds, detect unpleasant smells and tastes, and follow directions like “jump on the purple tile.”
However, if one sensory motor skill fails to develop properly, the child may have difficulty learning. For example, a child who is overly sensitive to touch might have trouble holding a pencil or scissors. Or a child with visual tracking issues could struggle to follow a teacher’s instructions on the whiteboard or find it challenging to locate a hidden picture in a scene.
B y e mily W iley
Photos: Andrew Chiappazzi
The OT/PT program identified a need to support sensory motor development in Preschool Early Intervention (PEI) classrooms. Christine Nypaver, clinical supervisor, said that previously, therapists provided services only to students in need. However, feedback from teachers indicated that all students could benefit from exposure to sensory activities.
“We listened to their feedback and integrated therapists into classrooms once a week as full instructional team members,” Nypaver said. “We also created the Sensory in Action program to support teachers with their classroom activities.”
Sensory in Action, which launched in September 2023, leverages evidencebased practices and research to incorporate sensory experiences into classroom routines. The program consists of three components: a newsletter that is shared with classrooms and families, activities that can be done at school and at home, and evidence-based practices that are used to train PEI teachers.
Kristen Morgan, PEI teacher in West Mifflin, said she is always looking for ways to address her students’ varying needs. “Some need to calm down and settle their bodies before they are ready to learn,” she said. “While others may need to move.”
This is why Sensory in Action offers a menu of activities to accommodate a range of students. “We give the teachers a toolbox with lots of options,” Nypaver said, “as opposed to saying, ‘this is exactly what you need to do for this student at this specific time of day.’”
Each Sensory in Action newsletter defines a sensory system focus, such as vision, touch, or movement. A corresponding activity bag is provided with resources like textured balls, bubbles, ribbon wands, balance disks, and whisper phones.
The third important aspect of the program is the research, training, and collaboration that happens between OT/PT clinicians and PEI teachers. Nypaver acknowledges that it is their job to educate and coach, not to dictate curriculum. “Sensory in Action is designed to complement classroom routines,” she said. “Our goal is to provide ongoing support to teachers and families.”
“The newsletters and activities give us teachers fresh ideas without having to search for or buy more materials,” Morgan said. “And when I see something is really effective or motivating for a child, I can coach the parents on how to do something similar at home.”
This coaching and collaboration model was on display during Sensory in Action’s recognition at the American Physical Therapy Association conference in November. Ginger Nese, clinical supervisor, said the program was positively received by colleagues. “During our presentation, we had the chance to engage with numerous school-based therapists from across the country. It was an excellent opportunity to discuss how we integrate sensory motor strategies into everyday routines to support therapy goals,” Nese said.
The team plans to use the Sensory in Action model to create a Movement Matters program with flexibility to address additional needs within PEI classrooms. “There are a lot of possibilities,” McElhinny said.
“We give the teachers a toolbox with lots of options, as opposed to saying, ‘this is exactly what you need to do for this student at this specific time of day.’ ”
C hris
Granted a Choice
A transformative element of the grant is a seemingly simple yet profoundly impactful question posed to students:
‘ What do you want for breakfast?’
The AIU’s Alternative Education Program recently received a grant to put a new spin on breakfast—introducing new options by way of food carts at Community Schools East and West. With no cafeterias in either school due to limited space and equipment, grants like these bring a cascade of positive changes—starting with ensuring every student has a chance to begin their day with a nutritious meal. A transformative element of the grant is a seemingly simple yet profoundly impactful question posed to students: ‘What do you
Food service coordinator Carmel Davenport has played a critical role in the grant’s success by identifying key issues the breakfast carts can “Having the food be more organized and accessible is really huge for the schools,” Davenport said. “Kids will grab and go with the carts and start eating breakfast more often.”
For many students in the Community Schools program— where access to regular meals outside the school day is often uncertain—the grant ensures they can count on a reliable, nutritious breakfast each day, offering a foundation for improved focus and learning. Students who eat breakfast are more alert, more engaged, and eager to learn—paving the way for an enriching school day. Educating parents is part of the effort. “We send letters to students and parents about why breakfast is important, educating them on nutrition so they understand what food can do for them,” Davenport said.
The grant allows students to get involved through nutrition lessons combined with hands-on taste tests. Students voiced their opinions on the foods and suggested additions
B y S am k ulp
Students enjoying breakfast at Community School East before the start of a school day. Photos: Sam Kulp
to the menu through open discussions and surveys. making is vital for students; this grant gave students the rare chance to make informed choices for themselves. The smaller student body ensures their voices are heard, respected, and responded to. Many noted it was the first time they were asked their opinions about school food.
While it’s common for kids to be picky with their food options, it can be a helpful exercise to get them to think about what aspects of their food elicit such strong reactions. The grant-funded cooking class for deviled eggs was particularly polarizing, with reactions ranging from theatric retching to requests to finish their peers’ leftovers. By the end of the class, students were encouraged to identify what aspects of the deviled eggs they disliked or liked— including taste, smell, and texture.
Articulating displeasure is important for self-expression and emotional development. Community School East Principal Ronald Graham recalled, “At first, they would say, ‘Oh this is terrible. This is nasty.’ This was also an opportunity for the staff to help the kids learn to share their feelings of dislike in more constructive ways.”
The grant ensures students can count on a reliable, nutritious breakfast each day, offering a foundation for improved focus and learning.
Although there is still the common dislike of some healthy foods among children, the staff have noticed a significant number of students asking for healthy options. “Of course you have kids who just want donuts, like plenty of kids their age,” Davenport said. “But we have a lot of kids who are asking for things like salads, which is great to hear that some kids take their food choices to heart.”
Through this grant, students have a chance to experience agency and accountability for their health choices. “Most times, there simply is no exposure to these ideas,” Graham said. “Here, they can take these ideas home with them and make better food choices.”
Online Video Series Gives New ‘Perspective’
Jason Barlow, a student at Mon Valley School sits for an interview with Dan Rinkus, host and producer of AIU Perspectives and MarCom supervisor of external accounts as Matt Brosey, videographer and editor of AIU Perspectives and MarCom multimedia specialist records the exchange.
Good stories are everywhere— you just have to know where to look.
At the AIU, meaningful stories unfold every day, showcasing our dedicated educators serving learners of all ages in schools, classrooms, and family centers across Allegheny County. The Marketing & Strategic Communication (MarCom) Department brings these stories to life, sharing them with audiences far and wide.
As part of this effort, the AIU launched AIU Perspectives, an online video series offering a behind-the-scenes look at the people who make our programs thrive. Each 15- to 20-minute episode features interviews with employees, agency highlights, and program profiles. With new four-episode seasons coming out each fall and spring, AIU Perspectives aims to inform and inspire educators, students, and the public.
AIU Perspectives is just one of the ways we tell our story. This publication, AIU Connections, is an award-winning magazine that highlights the positive impact of the AIU’s community partnerships. Like its video series counterpart, AIU Connections is produced entirely in-house by the MarCom team, and publishes new issues twice a year. Together with monthly newsletters like AIU Update and a variety of active social media channels, these platforms amplify the AIU’s mission of serving every learner, every day.
View episodes of AIU Perspectives at aiu3.net/aiu-perspectives.
Dan Rinkus (left), discusses processes and goals for students with Rob DeFillippo, an instructor at Mon Valley.
Sarah McCluan, director of MarCom and Matt Brosey, review video footage and discuss next steps.
Photos: Michael Tarquinio
at the AIU
B y S arah m c c luan
AIU Comes Together for Family Support Centers
It felt like a gut punch.
Allegheny County’s 2025 budget was grinding its way toward approval, but funding for the AIU’s family support centers and out-of-school time programs was at risk for the first time in 30 years.
“It was a shock for all of us,” said Lori Vollman, AIU program director of Family and Community Education Services.
Since the mid-1990s, the AIU’s support centers have been a lifeline for Allegheny County’s most vulnerable families, providing essential resources like food, clothing, and baby formula. Located in a variety of communities including Clairton, Duquesne, Homestead, McKeesport, McKees Rocks, Natrona Heights, Penn Hills, and Wilmerding, the centers served more than 4,600 families last year, and more than 700 children younger than five-years old were part of the organization’s home visiting program.
“I honestly didn’t know how some of our families were going to make it without the resources we provide,” Vollman said.
Coming Together for Families
As news of the potential cuts became public, advocacy efforts quickly took shape. Led by General Counsel Joseph Shaulis and Director of Early Childhood, Family & Community Services Wendy Etheridge Smith, Ph.D., the AIU joined a countywide coalition to advocate for funding. Families shared their stories at council meetings and on social media, while the MarCom Department amplified their voices through press and outreach. Shawn Hoover and the AIU’s Technology Department boosted the agency’s advocacy infrastructure by creating an app to associate county legislative districts with employee addresses. Using sample letters and telephone scripts written by the advocacy team, many staff members reached out to their county representatives
to voice support. The AIU’s Board of Directors adopted a resolution calling on council to continue funding, and superintendents were made aware of how a loss of services could affect students in their districts. Together, their efforts made an undeniable impact.
“Although we are one organization, the AIU is part of a social service network,” Shaulis said. “When we combine efforts with other organizations that have similar missions, we can have a big impact.”
Best Case Scenario
It was standing room only at the Allegheny County Council meeting on Dec. 3, where social services supporters turned out in force. After a lengthy public comment period and a few legislative compromises, the county’s budget passed with funding intact for the AIU’s family support centers and out-of-school time programs. Advocates and families breathed an audible sigh of relief.
“I felt overwhelming joy and happiness,” Smith said. “Our advocacy efforts, in combination with others across the county, obviously had a huge impact. It means being able to continue to serve and maintain those contributions to our families and communities.”
In addition to preserving funding for its current programs, the final 2025 budget maximizes matching funding from state and federal agencies, which will provide additional resources for social services in Allegheny County.
“We emerged with kind of a best-case scenario from a social services perspective—this will benefit the county as a whole,” Shaulis said.
Smith emphasized the broader implications for safeguarding essential programs in the future: “Every election matters, even local ones. And voter education, especially with our own employees, is more important than ever.”
In 2024, the AIU’s family support centers served more than 4,600 families, and more than 700 children under age 5 were part of our home visiting program.
Class sizes are expanding. Course offerings are dwindling. Emergency teaching certifications are skyrocketing. Substitute teacher pools are drying up, and the need for ESL and special education educators is growing exponentially. Pennsylvania and much of the country is suffering from a severe teacher shortage, leading districts to scramble to fill critical positions. Budget cuts, stagnant salaries, burnout, hurdles in the certification process, the escalating cost of a college degree, population shifts, and more have all contributed to the shortage.
Local School Districts
Embrace “Grow Your Own” Educator Programs
F or so M e s C hool distri C ts in W estern P ennsylvania , addressing the edu C ator shortage starts at ho M e .
At the Gateway and Keystone Oaks school districts, “grow your own” programs teach high school students about the teaching field, allowing them to hone their skills in classroom internships and even earn college credits before matriculating to college.
Mark Spinola, a social studies teacher at Gateway since 2001, has headed its high school’s Teacher Academy course for three years. At Keystone Oaks, Emily Brill heads Keystone Oaks’ Educators Rising program and after-school club, which just launched this school year. Over a dozen schools statewide have launched similar programs.
“It’s the thing in my career that I’m the most proud of, without a question,” Spinola said of his Teacher Academy course. “To help develop students to perhaps someday do what I’m doing now feels like it’s something really important to contribute.”
Planting the Seed
According to Teach Plus, a nonprofit education advocacy group, school districts across Pennsylvania reported 2,000 teacher vacancies and a 6 percent teacher attrition rate, as of October 2023. It’s a burgeoning trend; Spinola became aware of similar data three years ago that shed light not only on a teacher shortage in education, but particularly a shortage of diversity in education. B y J eremy t epper
Spinola was moved by the data, so much so that he came to Gateway administration with a plan to craft this teaching course, knowing that a “grow your own” teacher program in a diverse district like Gateway could be rather impactful. Administration gave him the go-ahead, and since then the course has only grown.
“It is self-evident. You look around and you just don’t see a lot of diversity in the profession. And it really hits home when you hear students talk about it, and what it means to them,” said Spinola. “It really touches you, when they talk about what it would mean to have someone who looks like them teaching them. It makes them feel like they belong.”
Brill, who leads a child development course at Keystone Oaks, signed up to start an Educators Rising program in her district, believing the course paired well with her subject field. During school hours, Brill leads the elective, which is geared toward upperclassmen. After school, she transitions Educators Rising into a club, giving high school students a chance to hone their skills and engage with the content.
“It builds on child development, but I also get students who don’t want to take child development who still have an interest in teaching,” said Brill. “I think a program such as this is a wonderful opportunity for those students to start focusing on their career like a lot of other students are doing in some of their programs.”
Gateway’s Teacher Academy has three levels, but began as a single course that produced three students who are now in college studying to be teachers. The first level is a seminar about education career possibilities, wages, how to interact with students, and how to develop a teaching persona. Eventually, students work on constructing and practicing lessons. The second level is a practicum where students dive deeper and eventually spend four weeks in classrooms, observing, and helping teachers. In the final iteration of the course, students spend 12 weeks interning and teaching in elementary classrooms.
Gateway partners with Indiana University of Pennsylvania (IUP) and Carlow University, the latter of which provides college credits. IUP has helped purchase materials for the class and also brings professors and teaching students to talk to classes about what studying to be an educator might look like. Brill’s Educators Rising course follows similar content areas, and partners with Pennsylvania Western University to provide students credits upon completion of the course.
“I try to mirror a college course. If they choose to be an educator, they’re going to be comfortable going into that setting,” said Spinola. “Ultimately, they’re creating a portfolio not just of their philosophy for teaching, but practical plans and documentation that they can go to a college or a job and say they’ve got this experience of trying something in a real-world setting.
Like Spinola’s course, Brill too weaves in angles of diversity, bringing to attention the lack of diversity in the field, while also encouraging students to think outside of the norms they’ve been predisposed to believe.
At Gateway School District, DEI Coordinator Rhonda Threet, Ph.D., looks back on her discussions with students of color about their career plans. Some reject teaching as a possible profession because of their own experiences
Kaiya Grandy
Ashlee Young
Photos: Jeremy Tepper
During school hours, Emily Brill leads the elective, Educators Rising, which is geared toward upperclassmen. After school, she transitions Educators Rising into a club, giving high school students a chance to hone their skills and engage with the content.
in the education system. “They’ve had some negative experiences and have seen the lack of teachers of color.” She went on to say that this is often generational. “I’ve heard parents tell me lots of times that their school experience wasn’t great. ‘I didn’t realize I could do x, y, z’ and ‘I wasn’t given those opportunities to believe that I could be anything that I wanted to be.’ It’s very disheartening.”
The hope—for Spinola and Brill—is not just to attract a greater and more diverse group of students to the field, but to prevent them from burning out, too.
“We’re seeing so many people come into the field who don’t have that background in education, and they don’t understand the true nature of the job and all that it takes from you,” said Brill. “I think giving students a stronger foundation to build those skills and understand what they need to succeed in the classroom is key, as well as preventing that burnout from happening.”
Photos: Andrew Chiappazzi
From Student to Teacher: The Journey Begins Here
The AIU’s Career Connections program allows students to explore careers through multiple-day learning experiences. The Future Teachers Academy is a four-session career education opportunity for ninth to 12th grade students interested in teaching. The program reflects the facilitators’ shared belief that connecting with students is at the heart of effective teaching.
“Because no learning takes place unless you have a relationship and have connections with the kids. You have to see what their interests are. If you can connect to the children that you’re teaching, that’s the magic,” said Kathy Harrington, a lifelong educator who has taught eighth grade reading and held several school administrator roles.
This belief in the power of connection has shaped the work of the program’s facilitators, who first crossed paths nearly two decades ago at Pine Richland Middle School. Harrington had started there as assistant principal before serving 15 years as principal. Co-facilitator Susan Frantz, who taught eighth grade English, noticed a lot of middle school students were already showing an interest in pursuing teaching and asking questions like “How do I become a teacher?” That’s when she had the idea to partner with the AIU to launch the Future Teachers Academy.
Inside the Academy
One common theme Harrington has noticed is nearly every student who signs up for the Future Teachers Academy has had an influential teacher who they aspire to be like one day. “They say, ‘I want to be a teacher, and I want to be like Mrs. Smith or Mr. Jones,’” she said. “Then we ask them what was it about those teachers that made them want to be teachers? The answers are amazing: ‘A teacher who listened.’ ‘A teacher who cares.’ ‘A teacher who showed me that I could be more than I ever thought I could be.’”
Academy participants visit schools and speak with teachers at each level preschool, elementary, upper elementary, middle, and high school. “It’s almost like they are in a field placement in a teacher prep program,” Harrington said. They often talk about the pros and cons of being a teacher. “We are offering them insight they don’t get to see in their own schools,” Frantz said.
Throughout the course of four sessions, students learn how to make lesson plans and have a chance to teach a mini creative lesson to their peers. They also discuss what you need to do to get into a good teacher prep school. Students often want to know if they can do anything right now to prepare. Frantz suggests signing up to be a camp counselor or tutoring students at their own school.
Today, Harrington and Frantz supervise student teachers at local colleges, including Chatham, Duquesne, and the University of Pittsburgh. And every now and then, they encounter student teachers who had participated in the Future Teachers Academy as high school students. Amy Davis McShane, AIU coordinator of career education and academic events, estimates that about 400 students have participated in the Future Teachers Academy since its inception.
Visit aiu3.net/careerconnections to learn more.
B y a man D a r itchie
One common theme Harrington has noticed is nearly every student who signs up for the Future Teachers Academy has had an influential teacher who they aspire to be like one day.
Taniya Denson
Photo: Jeremy Tepper
Future teachers Seek to Be Sources of Inspiration, Provide Deeper Connection to Students
Investigative reporting from education publications like Chalkbeat, analysis from advocacy groups like Teach Plus, and research conducted by organizations like Penn State University’s College of Education have all sounded the alarm on a nationwide teacher shortage. Now, school districts and organizations throughout the state are working to find sustainable solutions.
t he t eacher a ca D emy at g ate Way h igh S chool is one of the programs trying to usher in more students into education careers. Such programs introduce the foundational concepts of being teachers and allows high school students to earn free college credits.
A sense of peace and belonging regularly envelopes Abigail Fitzgerald as she steps inside a classroom each morning. School has been such a comfort for her over the years that as a young child she often sought to replicate it at home, only instead of being the student, she’d pretend she was the teacher.
“I had desks in my kitchen. I had a little chalkboard,” she recalled with a wistful smile. She also considered being a marine biologist, but said her “heart just came back to teaching.”
Now a senior at Steel Valley High School, Fitzgerald is on her way to living out that dream. Next fall, she will be majoring in Early Childhood Education with a dual certification in Special Education at a college to be determined. She has been inspired by teachers like Ms. Lori Mehalik, a kindergarten teacher at Steel Valley’s Park Elementary who had Fitzgerald in class and now serves as a mentor. She’s also been inspired by three aunts who work in education, including one who serves as a special education teacher.
“They’ve been such a great influence,” she said. “Some of them have said that I might need an English as a Second Language [certification], so I’m looking into that. They keep giving me information that I just keep looking into.”
Photos: Andrew Chiappazzi
Meet the Next Generation of Teachers
Fitzgerald is part of the next generation of educators, mentored by compassionate teachers and now driven to inspire children in their own classrooms. Their paths to becoming teachers will be as varied as their backgrounds, but they are connected by a feeling that they have been called to carry on the inspiration and encouragement of the teachers who inspired them.
Like Fitzgerald, Woodland Hills High School senior Leila Nestico has a family connection to teaching, as both of her parents teach in the Woodland Hills School District. Nestico will pursue Art Education at Slippery Rock University with the goal of becoming an elementary art teacher. But even with an educational environment at home, teaching wasn’t a given for Nestico.
“This is just something that I figured out on my own in the last year or so,” she said. “They’ve been telling me pros and cons and helping me weigh my options.” Art has always been her passion. Her art teachers at Woodland Hills helped to nurture that passion, especially in elementary school. That experience stuck as a driving force behind her decision to become an educator.
“Being taught that art is something that I can do well and being taught how to do different things in art from a young age has inspired me to continue doing it,” Nestico said. “I think it’s important to teach the younger kids that you can do this and you can enjoy it.”
At right, Abigail Fitzgerald and Leila Nestico (below) are two aspiring educators. Both note they were inspired to pursue a career as an educator by those teachers who mentored them.
“ If we have more younger teachers who are fresh out of what we’ve dealt with, they can better understand what’s going on, and the trends that we’re talking about and dealing with.”
a shlee y oung
There is an especially dire need for teachers of color. Even students in diverse districts often have predominantly white teachers as instructors. This disparity is a driving force for some future teachers who hope to be an inspiration to students with similar backgrounds as their own.
Rhonda Threet, Ph.D., shared her insights as Gateway School District’s Equity & Inclusion Coordinator regarding the variables that lead to the lack of diversity in the field of teaching. “Using a historical lens—if you think about when desegregation happened—there were a lot of teachers of color at one time, especially down south. When schools were desegregated, a lot of the Black teachers lost their jobs,” Dr. Threet said. “So even though the schools became desegregated, the teacher workforce in a way became segregated. It became predominantly white at the time. From then on—as the years have progressed —it’s stayed that way. It’s become the norm.”
“I only had one Black woman teacher when I was kid, and I literally called her grandma.” Gateway senior Adrienne Woods said.
“I’ve only had two African American teachers from middle school to high school,” Gateway senior Dazyier Bates added. “I think that’s definitely pushed me to want to be in this profession, because a lot of students don’t have teachers who look like them. It definitely changes the dynamic of things.”
The rising costs of higher education is a consideration for many aspiring educators. Woodland Hills senior Jordan Parsons envisions a career in school administration as a building principal or superintendent. He’ll be one of the few members of his family to attend college, but the financial burden of attending Duquesne University, his dream school, may require a stop at CCAC or a lessexpensive state school first. Still, he’s undeterred, and sees a daily inspiration in the form of Woodland Hills High School principals Dr. Shelly Manns and Mr. Berchman Grinage.
“Dr. Manns and Mr. Grinage they’re always smiling and I know they have a hard job, but it’s like it never really seems to affect them,” Parsons said. “I’ve always felt a sort of calling to pursue helping people, especially since I never really had many people tell me how important education was or who were really trying to push me. I just want to push other kids who probably were put in the same situation as me.”
“We’ve talked a lot about the teacher shortage, and how much they need us— not just going into the field but staying in the field,” Gateway senior Ashlee Young said. She added that experience as students during the pandemic could be valuable to future teachers. “If we have more younger teachers who are fresh out of what we’ve dealt with, they can better understand what’s going on, and the trends that we’re talking about and dealing with.”
In addition to the global pandemic, the next generation of teachers has endured the specter of school shootings, and an undercurrent of toxicity on social media. They are driven to break through and provide inspiration and sense of belonging to the students who will come after them.
“I want to give these kids a safe place. I want them to be able to come to me and for them to trust me. I want to be their rock whenever they need me. I want to be the person who makes them smile on a bad day,” Fitzgerald said. “I’m going to be there for them, and I’m going to help them just how Ms. Mehalik has helped me from kindergarten to my senior year.”
Jordan Parsons
Helping Paraeducators Transition to Certified Teaching Careers
B y W ill D e S hong
e very M orning , paraeducators step into classrooms ready to help guide and support students, acting as a vital resource for both teachers and learners. But for many, the leap from classroom assistant to certified teacher has felt out of reach, blocked by barriers of time, cost, and accessibility.
A collaborative effort between the Allegheny Intermediate Unit, Point Park University, and BloomBoard is helping prospective teachers take that next step in their careers. Through the BridgeUP program, qualified paraprofessionals across Allegheny County can earn a Bachelor of Arts in Special Education through the Point Park University Residency Program, an online, portfoliobased program that provides aspiring teachers with the knowledge and skills to be eligible for a teaching certificate in Pennsylvania.
The flexible academic program allows those enrolled to work toward their degree while staying in the jobs and schools they love.
“I am truly impressed with this program,” said LeAnn Dupree, a paraprofessional at Pathfinder School in Bethel Park. “The flexibility it offers has been a game-changer, allowing me to balance my studies with work and personal commitments. I highly recommend this program to anyone looking to further their education in a supportive, convenient online environment.”
Avryle Schmitt, project specialist at the AIU, said the degree program helps prospective teachers overcome the two most common obstacles to advancing their careers—time and money —by making use of the valuable time paraeducators already spend in the classroom.
“A lot of people can’t quit their job to go to school full time, so this is a great way to allow the people who are interested in becoming a teacher to work while they gain both the experience and credits,” she said. The curriculum is a combination of online
learning and classroom exercises, such as leading a lesson under the guidance of the teacher they are working alongside. Support is provided every step of the way through mentorship from both Point Park professors and educators from their own schools throughout the two-year program.
“I am really enjoying my online classes through the BridgeUP Program,” said Sarah Manko, a paraprofessional at Mon Valley School in Jefferson Hills. “It is easy to navigate and to submit assignments—I’m very happy with my classes so far.”
Taylor Earle, a paraprofessional in the Wilkinsburg School District, also said the coursework has exceeded expectations. “The program is amazing,” Earle said. “We have amazing staff that go above and beyond to make sure we are successful in the program. The BloomBoard platform has made online schooling very convenient by providing us with all the tools needed to succeed.”
By enabling paraprofessionals to earn their degrees without leaving their jobs, BridgeUP creates a “win-win” situation for all involved, Schmitt said. Paraeducators can advance their career, schools retain dedicated staff members, and students benefit from educators who already understand their school community.
“These people have ties to the community, the school, the staff, and the students,” she said. “It makes sense to find a way to get them certified where they won’t have to leave their jobs so they can continue building these relationships.”
School districts interested in enrolling paraeducators in the BridgeUP program can learn more by contacting Schmitt at avyrle.schmitt@aiu3.net.
Investing in the Future: The AIU’s Innovative Approach to Early Childhood Education
B y a man D a
Our updated classroom offers hands-on training, real-time mentorship, and a collaborative environment.
in reSponSe to the ongoing teacher Shortage, the AIU launched the Waterfront Early Childhood Classroom as an innovative training venue. Designed to prepare new Head Start and Pre-K Counts educators, current staff members can also receive ongoing training there as needed. Located inside the AIU Central office, the updated facilities offer hands-on training, real-time mentorship, and a collaborative environment where newly hired teachers and teacher assistants can build confidence before stepping into their own classrooms. This initiative not only addresses the immediate need for qualified educators but also focuses on long-term retention and professional development, fostering a stronger early childhood education workforce.
Trainees follow “an experienced teacher and teacher assistant who model best practices, effective teaching strategies, classroom management, and curriculum implementation,” said Alexandra Tierney, classroom supervisor and education specialist for the AIU’s Head Start and Pre-K Counts programs.
“Depending on prior experience, newly hired Head Start and Pre-K Counts teachers and teacher assistants are spending one to three days in our Waterfront classroom before starting their own classroom placement,” said Maggie Anna, a teacher and mentor in the Waterfront Early Childhood Classroom. “We’re excited to help new staff feel more prepared as they begin their positions in the Head Start and Pre-K classrooms. Learning all the procedures, policies and administrative work that is needed in our Early Childhood classrooms can be overwhelming. We hope by spending time with us in our classroom, new staff will learn tips, helpful ideas, and will feel more confident as they transition into their own classrooms.”
Shannon McGee, program director of Early Childhood Education at the AIU, intends to use the classroom in a grassroots recruitment effort to help address
the teacher shortage. She wants to support parents involved in their programming to create a career path by helping them earn credentials such as a Child Development Associate certificate. The program is working with teaching staff and family advocates to identify parents who have a passion for education.
“With our current teacher shortage, this classroom allows a new teacher and teacher assistant the opportunity to learn and grow before entering a classroom,” Tierney said. “It provides a structured and supportive environment to train and inspire new educators. The hands-on experience allows for new educators to learn by doing, making their permanent role seem less intimidating. Entering a classroom with guidance and preparation sets a tone of success, making teachers more likely to stay in the field long-term.”
Wendy Etheridge Smith, Ed.D., director of Early Childhood, Family & Community Services at the AIU, said she hopes that in the long-term the classroom might also be a place where other early childhood education programs outside of the AIU can go to see quality services in action.
The hands-on experience allows for new educators to learn by doing.
Photos: Michael Tarquinio
Growth Spurt ESL
a s s C hools strive to inspire more students to pursue teaching careers, the shortage is hitting ESL classrooms hardest. The growth of immigrant student enrollment is outpacing the supply of qualified educators, creating significant challenges for districts.
What does this mean for schools? “ESL teachers are stretched very thin,” said Kelly Noyes, Ed.D., director of Educational Support Services at the AIU. “Teachers must take more kids because there simply is no one else to do it. Right now, I think it’s common that ESL teachers have more students than ever before.”
But this rapid growth brings a number of challenges beyond staffing needs. “Districts post positions frequently and do the best they can with the staff they have,” Noyes said. “It becomes everything from classroom space, to resources, to the need to support parents in their language through translation and interpretation.”
In the face of these challenges, AIU member districts are finding creative ways to meet the needs of their English learners.
Read on to discover how they are rising to the occasion in these demanding times.
SharedWords
The Language of Belonging SharedWorld
language iS a FounDational Skill on which community and social relationships are formed. Students in English as a Second Language programs gain the tools needed to build these important social connections in an unfamiliar community. ESL programs aim to provide language education to students of all ages, and as students work toward proficiency, the social effects of learning English may look vastly different from one grade level to the next.
North Hills is one of 13 districts that contract with the AIU to provide direct ESL instruction. Maria Magnotta, one of the AIU’s 34 certified ESL teachers, works with English learners at McIntyre Elementary School. In her class, first graders complete worksheets to help them remember plural nouns, but the real exercise happens using English to interact with their peers. She pays close attention to the subtle ways language allows them to form friendships.
“They learn English very quickly,” she said, “and that comes first, the social language, and the academic language comes second.”
In these early grades, where children are still forming school relationships with one another regardless of language, the efforts to connect are mutual. Magnotta notes that the students who are native English speakers are eager to help the English learners in other classes.
“All of the kids here are very accepting of everybody. And when a new kid comes, they all help each other,” Magnotta said. “We had a new kid enroll from Afghanistan and none of the other students speak Dari, except a second grader. But all the kids still help him, no matter what, when they speak to him in English.”
Above and at right, Maria Magnotta, an AIU certified ESL teacher, works with English learners at North Hills McIntyre Elementary School. Photos: Sam Kulp
McIntyre’s students are also feeling the connections forming as they exercise their language skills. Emilly and Nathan, two Brazilian students who have been in the ESL program for a year, said learning English has helped them to make a lot of friends with the rest of the students. José, a student from Guatemala, speaks English a lot outside of the ESL classroom, and has plenty of friends he plays tag with during recess.
Finding community within the school environment can be more challenging for some English learners than others, especially at the high school level. At North Hills High School, AIU ESL instructor DeAnna Richey observes this as she follows the language development of her students.
Since I’ve been learning [English] for five years now, it’s easy to tell people to watch movies and listen to music to help them with their English.”
p ergun T ino – one of Richey’s students from Equatorial Guinea, became fluent in four other languages before beginning his education in English.
AIU ESL instructor DeAnna Richey interacts with some of the student members of her ESL Club at North Hills High School.
Girls discuss topics of the day during a breakout session.
Good natured ribbing among guys knows no borders.
Photos: Michael Tarquinio
Learning a language is a difficult endeavor, and English learners can find comfort in the fact that they aren’t alone in their struggles.”
“In high school, it’s hard because so many friend groups have already been established,” Richey said. “In my class, a lot of the students are moving [here] in high school. A lot of them are new to the country within the last four years So, it’s hard for them to blend.”
Learning a language is a difficult endeavor, and English learners can find comfort in the fact that they aren’t alone in their struggles. ESL classrooms serve as a space where these students can meet others on the same path to English proficiency and help each other reach their common goal.
Perguntino, one of Richey’s students from Equatorial Guinea, became fluent in four other languages before beginning his education in English. He frequently shares tips he picked up in his experience learning languages with the other English learners. “Since I’ve been learning [English] for five years now, it’s easy to tell people to watch movies and listen to music to help them with their English,” he said.
Richey also observes that her students’ shared experience of feeling separate from English speakers sets the groundwork for valuable relationships within ESL classrooms. “The communities start in ESL. Their first few friends are actually in classes with me. That’s where they feel comfortable talking— where everybody is learning,” she said.
Richey works to nurture that culture of understanding as more students begin their English-learning journey. “I always try to remind them to remember that feeling, that first day here. That really makes it a more empathetic, compassionate feeling in my room,” Richey said.
AIU ESL instructor DeAnna Richey working with some of the members of the North Hills High School ESL Club. Photo: Michael Tarquinio
Students at McIntyre Elementary School in the North Hills complete worksheets as Maria Magnotti moves through the room checking their progress. Photo: Sam Kulp
AIU Leads Path to English Proficiency for 30
+ Years
The AIU’s K-12 English as a Second Language Program has provided direct instruction for English learners across the region for more than 30 years. The program currently serves 13 public school districts, two charter schools, and one private school. This fall, the program’s 34 certified ESL teachers provided services to more than 1,300 students from more than 75 countries.
“Having proficiency in English is essential for a student’s academic progress and growth,” said Kelly Noyes, Ed.D., director of Educational Support Services at the AIU.
“Proficiency allows them to understand content, to develop skills. That’s why this work is so important, because it’s the foundation for those other skills to come along.”
Having proficiency in English is essential for a student’s academic progress and growth. Proficiency allows them then to understand content, to develop skills. It is the foundation for all that follows.
In the 2023-24 school year, the TOP 5 LANGUAGES spoken by students receiving ESL services through the AIU:
Spanish
Portuguese
Arabic
Nepali
Russian
It starts with building their comfort level and confidence. “Sometimes they’re quiet because they’re unsure,” Noyes said. “So, the teachers do a lot of work helping them feel safe and secure and confident—so they are willing to try, and to share an understanding that you’ll make mistakes, and that’s okay.”
“Research tells you that to go from very little exposure to English to proficiency is a five-to-seven-year process,” Noyes said. “Conversational skills come along a lot more quickly. Those can happen in a few months to the first year or so. But then it can take a number of years to reach full proficiency in academic language, like being able to read a history textbook and understand it.”
The AIU currently provides ESL instruction to students at the following districts and schools:
Pennsylvania School for the Deaf (on behalf of Steel Valley)
The four domains of English Language Proficiency are listening, speaking, reading, and writing. Students must master all four to become proficient in academic language. Lessons usually focus on several of those domains at a time.
“It’s a journey,” Noyes said. “But the students do typically make pretty good leaps and bounds from one year to another.”
the PoWer oF belonging: Avonworth’s Inclusive Approach
t he concept o F B elonging is a core value at Avonworth School District. In fact, the primary goal of its strategic plan aims to “continue developing and maintaining an inclusive experience for students, staff, and community that promotes a sense of belonging for all.”
Merissa Hayden, an AIU ESL program specialist who teaches at Avonworth’s middle school and high school, sees that core value reflected in her students. “My students put so much effort into their school culture and building connections with peers,” she said.
She and her students are very involved in the school’s ESL Club, which welcomes all students, connecting English learners to native English speakers. A bilingual 12th grader named Veronica founded the club when she was in 10th grade with help from Marnie Arnold, the school’s gifted teacher. Club members meet outside the classroom for a monthly activity, which recently included pumpkin painting, a Thanksgiving feast, and ice skating at PPG Place—with each gathering attracting more than 45 students.
This fall, Abdul, a 12th grade English learner from Ghana and member of the ESL Club and Student Advisory Committee, was crowned the high school’s homecoming king. “I didn’t expect winning,” he said. “I’m grateful and I’m honored.” The homecoming crown is a symbol of his leadership and the respect he has earned from his peers thanks to his resilience, hard work, and the school’s supportive environment.
The Avonworth ESL Club enjoyed an ice skating outing at PPG Place.
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Meeting the Moment: Woodland Hills Tackles Growing ESL Enrollment
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in the WooDlanD hillS School DiStrict, the rapid growth of the Latino population has increased the need for translators and services. In 2019, the district had about 32 students who qualified for English language development instruction, otherwise known as English as a Second Language (ESL). This school year, that number has grown exponentially to about 115 students, not counting the students who no longer require those services.
The district currently has an ESL program coordinator and two full-time ESL instructors. The population of students in need of such services has the district racing to increase capacity to meet their needs. Unfortunately, solving the issue isn’t as simple as hiring more instructors, according to Eddie Willson, Ed.D., assistant to the superintendent for curriculum at Woodland Hills. “It’s not easy to find teachers with that certification,” he said. In response to the shortage of certified instructors, the district has offered to help pay for the cost of current employees to get their ESL Program Specialist certification.
In the interim, the district has invested in resources to support English learners “across the full spectrum of their learning continuum,” Willson said. “We purchased a lot of different tools to help with translation as well as general language assistance — iPads, translators, little EarPods that translate in real time.”
The district’s primary initiative for supporting English learners focuses on maximizing the time they spend in the classroom with their Englishspeaking peers. “We don’t want them pulled out of class full time, if possible,” Willson said. The district is training teachers to support English learners in their grade-level classrooms.
Building community is a central factor, according to the district’s ESL program coordinator, Rosa Valenzuela Gonzalez. “What I love the most is how other students who are proficient in English have been so warm to our students in general. They know that [English learners] need to carry their iPads to communicate. They’re patient,” Gonzalez said. “And it’s really fun to see staff and even students come up with a Spanish phrase all of a sudden.”
Woodland Hills has created a hub for its ESL elementary students at Wilkins Elementary STEAM Academy. “We have 60 ESL students in one building,” Gonzalez said. “They all have friends there. They love the concept of it, and they feel like they have community there.”
Most students are from Latin America, including large populations from El Salvador, Guatemala, Honduras, and Mexico, with a growing group from Venezuela. Additional populations include Somalia, Afghanistan, Brazil, Algeria, China, Russia, and more.
Gonzalez also helps meet the needs of students and families outside of the classroom, connecting them to available resources.
ESL program coordinator, Rosa Valenzuela Gonzalez interacting with students.
Photos: Andrew Chiappazzi
Steel Valley Navigates Growing Demand for ESL Services
Steel valley School DiStrict has seen a significant increase in ESL students in recent years. Ten years ago, the district had about eight students in its districtwide ESL program, according to ESL teacher Cindy Levick. Today, that number is around 55. The demographics of that population have changed, too. Less than half were Spanish speaking students ten years ago; instead, they were predominantly Vietnamese or Mandarin speakers. Today, it’s predominantly Spanish, as well as Russian, Dari, Pashto, and a few others.
“The biggest challenge for our administration was making sure that we were able to have the appropriate number of staff members available to our student population that was growing almost daily—and be able to support those students,” said Steel Valley Superintendent Bryan Macuga. The district traditionally had one ESL teacher, but they needed to add another full-time ESL teacher to meet the current needs.
“That was a process,” Macuga said. “They are in high demand. It was almost a full year until we were able to finally secure another ESL teacher.”
Levick said it’s been important to learn about the languages the students and families use, even if she can’t speak them herself. The grammar and vocabulary in their native language can be used to help them grasp English, especially if there is a particularly troublesome area for a student.
Advancements in technology have been a huge help. Steel Valley is a one-to-one district where every student has an iPad. They’re valuable tools, especially with apps like Google Translate. Levick believes the best way for students to learn
a word is to see a picture of it, not just a translation in our language. Pulling up a picture on an iPad is “something that I could not have done 20 years ago,” she said.
Translation apps are particularly important for certain assignments. “Even some of the students in high school who are in the middle range of their proficiency level might need a translation for technical things or complicated concepts in chemistry or calculus or things like that,” Levick said.
Cathy Ford is an ESL teacher who works with students from fifth through 12th grade in Steel Valley. She currently serves 33 students at the middle school/high school level.
Ford noted that reading, writing, speaking, and listening are all important, but many English learners spend the day mostly listening and reading. So, in her classroom, she encourages them to speak. In fact, Ford was delighted when one student told her recently that being in her class gave her more confidence to speak. “That made me really happy,” said Ford. “I’m not sure how much they speak English in a large classroom—because it’s intimidating. It’s scary.”
Cindy Levick (top) and Cathy Ford working with ESL students.
Photos: Andrew Chiappazzi
Real-World Experience and Mentorship in Action
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To meet the growing needs for ESL instructors, the AIU offers a hybrid ESL Program Specialist certification.
“We actually offer an incentive program for teachers who are taking our certification courses through the AIU,” said Kelly Noyes, Ed.D., director of the AIU’s Educational Support Services Department. “If they work for us as an everyday or long-term sub—as they take and pass each course, we reimburse 50% of the cost to them.”
This incentive program gives educators experience teaching in the ESL classroom, a certification at half the cost, and the potential to be hired into a full-time position at the AIU after they are certified.
Allison Hlopick earned her ESL certification through the AIU’s incentive program in January. After 14 years as a classroom teacher, she decided to pursue a new path as an educational specialist. “I love working in small groups and creating individualized instruction and materials,” she said.
Becoming an ESL instructor is an add on certification in Pennsylvania. Educators who hold a Pennsylvania Instructional I or Instructional II certificate are eligible to complete the Program Specialist ESL certificate. Live classes are held via Zoom, taught by ESL professionals currently working in the field, and supervised by Noyes. There are six three-credit courses, each of which requires 10 hours of field experience.
While completing her certification, Hlopick gained hands-on experience as a long-term substitute in the AIU’s K-12 ESL Program. She collaborated with her mentor, AIU ESL teacher Bethany Irwin, and with the ESL department in her children’s school district to complete additional field service hours. “It was a lot of work, but I completed it within a year while earning income and valuable experience in the field I was training for,” she said.
Now one of 34 certified ESL teachers at the AIU, Hlopick reflects on her journey: “This is the most supportive environment I’ve had in teaching. I really appreciate my supervisors and coworkers.”
To learn more about the certification and incentive programs, contact Kelly Noyes at kelly.noyes@aiu3.net. ”
Allison Hlopick (right) works with one of her ESL students.
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For more than 50 years, the Allegheny Intermediate Unit has served suburban school districts across Allegheny County as a liaison to the Pennsylvania Department of Education. a llegheny i nterme D iate u nit aiu3.net | 412-394-5700
