There is no shortage of research examining the importance of having a racially diverse workforce in schools. The results of countless studies showing social and academic gains for students taught by teachers from diverse backgrounds have compelled districts nationally to intentionally recruit more Black, Hispanic and Asian teacher candidates. But what does the research say about male teachers in schools--specifically those like Miguel who teach at the elementary level?

The Alternate Route program at the Rutgers Graduate School of Education is dedicated to increasing teacher diversity and addressing the need for a more inclusive teaching workforce in New Jersey. By actively recruiting and supporting nontraditional teachers, the program has expanded the pool of new teachers in the workforce and improved the diversity of teaching candidates. Our message to candidates is clear: There's a place for individuals from all backgrounds and ages in the teaching profession.

It's no secret that teachers play an essential role in shaping students' lives. That's why districts in almost every state are sounding the alarm on teacher shortages, as pre-pandemic attrition has escalated to a staffing crisis in schools. Nationwide, around about a quarter-million teachers (233,000 teachers) left the profession between 2019 and 2021, representing a 7% slash to the teaching force, according to a June 2022 Government Accountability Office (GAO) report.

Technology has become an integral part of education, transforming traditional classrooms into dynamic learning environments. Its benefits are undeniable for both students and teachers. For students, technology can make learning more interactive and fun, which can help students stay focused and interested in the material. It can also help students learn how to work together effectively and complete collaborative projects more efficiently. For teachers, technology makes it easier to differentiate instruction to meet the needs of all students, including students with learning disabilities who require accommodation.

The latest cohort of Rutgers Alternate Route program completers enrolled in the second-year Supervised Provisional Teaching II course are receiving their micro-credential for Reflective Teaching after a full year of examining their professional practice for the purpose of improving their instructional performance.