Read the full article on Nebraska Examiner
Nebraska’s teacher shortage is real. But so is our progress.
According to the Nebraska Department of Education, schools across our state entered the 2025-2026 academic year with approximately 490 unfilled positions, down from 669 the year before. This tells us something important: The strategies we’ve been investing in are working.
The path forward does not require drastic reinvention. Nebraska doesn’t need to start from scratch. We need to strengthen and scale the programs already making a measurable difference.
At the University of Nebraska at Omaha’s College of Education, Health and Human Sciences (CEHHS), we get to see at the classroom level what works. From my experiences as a lifelong Nebraskan, a former classroom math teacher and now dean of a college that prepares educators across the state, I truly believe our most effective solutions are practical, data-informed and rooted in local community partnerships.
Nebraska has many talented individuals who feel called to the classroom but can’t pause their careers or uproot their families to pursue traditional preparation routes. Programs for people who already have undergraduate degrees, alternative certification pathways and flexible scheduling options open doors for career changers and community members who already have deep ties to their local schools.
In fact, enrollment in the elementary accelerated pathway has doubled, and the secondary accelerated pathway (TAP) and special education accelerated program have both tripled in recent years. When we reduce barriers and meet people where they are, we expand the educator pipeline while maintaining high-quality standards and educational experiences for our students.
At UNO, for example, we collaborate closely with school districts and community colleges to align preparation programs with workforce needs. One partnership I am deeply proud of is our Teacher Scholars Academy with Omaha Public Schools that gives our students hands-on experience and a direct pathway to a career in OPS schools.
These partnerships allow aspiring teachers to gain classroom experience early, sometimes as paid paraprofessionals — or as trained classroom support staff who work with teachers — in OPS classrooms. It’s a win-win: Schools gain support, and candidates build confidence and competence in real-world settings.
SUPPORT: YOU MAKE OUR WORK POSSIBLE
It’s also important for the taxpaying public to know we can achieve our desired results with targeted investments. Scholarships, loan forgiveness programs and stipends tied to high-need endorsement areas like special education, mathematics and science have demonstrated impact. When we invest strategically, we can address both geographic and subject-area shortages. Federal and state funding streams have helped support these efforts, but sustained commitment will be essential to maintaining our shared momentum long-term.
I have the privilege of seeing firsthand how university faculty and staff are deeply engaged in preparing educators who are classroom-ready from day one. We integrate evidence-based practices, innovative technology and strong mentoring into our programs. Our work is grounded in research-based best practices and strengthened by community engagement, including longstanding partnerships through initiatives like the UNO STEM TRAIL Center.
As someone who has spent decades teaching, researching, and collaborating with schools across Nebraska, I have seen the transformative power of thoughtful preparation and sustained support.
It cannot be stressed enough that teacher shortages are not solely about recruitment to university degree programs or job placement after graduation. Early-career mentoring, professional development and strong school leadership significantly influence whether teachers remain in the profession. Nebraska’s recent improvement in unfilled positions suggests that collaborative retention efforts are beginning to make a difference.
Closing the gap on unfilled positions reflects collective effort from school leaders, policymakers, preparation programs and, most importantly, educators themselves. We should take pride in this progress, but we can’t become complacent.
Nebraska’s students deserve stable, well-prepared teachers in every classroom in rural districts and urban centers alike. Our economy, our communities, and our future depend on it, so let’s double down on what’s working.
Expand flexible pathways. Strengthen partnerships. Sustain targeted financial incentives. Invest in mentoring and retention. Nebraska has never shied away from practical solutions grounded in collaboration and common sense. Addressing our teacher shortage should be no different.
Neal Grandgenett is Lois G. Roskens Dean of the College of Education, Health and Human Sciences at the University of Nebraska at Omaha. This article reflects the views of the author and does not necessarily represent the views of UNO.
SUBSCRIBE: GET THE MORNING HEADLINES DELIVERED TO YOUR INBOX
