Grow-your-own and recruitment initiatives: alternative programs, Minority Serving Institutions, high-school pipeline programs, and district human-capital efforts to diversify the teacher workforce.¶

Strategy · All strategies
Evidence · 1 claim (1 mixed) · 1 study (1 associational), q1 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The report's Promising Practices section describes four approaches to building the pipeline of teachers of color: alternative preparation programs that recruit diverse candidates; Minority Serving Institutions, which "account for 38 percent of all African American teachers in the country"; early-outreach programs like Pathways2Teaching that frame teaching as social justice; and district programs like Boston's Public High School to Teacher Program, which provided college prep, mentors, tuition funding, and guaranteed teaching jobs to successful participants, 87 percent of whom in 2016 were African American or Latinx.

Design Implications¶

Context¶

Requirements¶

• Sustained recruitment networks and partnerships with diverse organizations
• Financial support, mentoring, and professional development for candidates
• District-level human-capital office commitment and data tracking

Constraints¶

• The report presents these as promising practices with descriptive participation statistics, not as evaluated interventions with causal evidence

Target Learners¶

• High school students of color
• Undergraduate teacher candidates of color
• Career changers from underrepresented groups

Target Learning Goals¶

• Entry into and persistence in the teaching profession
• Recruitment and preparation of a diverse educator workforce

Claims¶

• Multiple workforce factors contributed to the growth of alternative teacher certification programs [~W]

Related Strategies¶

• Grow-your-own teacher training programs targeting community members facing certification and career-change barriers
• Diverse hiring committees and intentional recruitment practices including HBCU/MSI outreach and higher-education partnerships
• State policy actions across the career continuum: attract, prepare, and develop/support/retain educators
• Provide professional learning and a bilingual workforce so preK and early elementary educators can sustain home language and oral language development
• Grow-your-own teacher pipelines and institutionalized peer-based professional learning to build a qualified newcomer-school workforce
• Sequenced multi-year investment plan across teacher and principal pipelines, early childhood, high-poverty schools, funding, and assessment and accountability to achieve Leandro compliance
• Develop high-retention pathways — Grow Your Own programs and teacher residencies — to build and diversify local teacher supply
• Build an after-school/OST-to-teaching pipeline to recruit teachers of color
• Build an after-school/out-of-school-time pipeline into teaching to diversify the teacher workforce
• Invest in recruiting and retaining a diverse, EL-qualified educator workforce through bilingual teaching pathways
• Build a diverse teacher pipeline through Grow Your Own grants, teacher academies, scholarships, MSI investment, and residency pathways
• Diversify the educator workforce through Grow Your Own programs, scholarships, and retention supports
• Build diverse school leader pipelines through HBCU/HSI preparation partnerships, transparent diversity data, equitable hiring supports, affinity networks, and Grow Your Own teacher pathways
• Form partnerships with community organizations, higher education, and CTE programs to expand emergency staffing and build the talent pipeline
• Six state-level strategies for increasing the racial diversity of the educator workforce
• Strengthen teacher pipelines and remove biased promotion barriers to build the principal pipeline

Examples¶

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Key Sources¶

• Gold, T. (2020). Pipeline and Retention of Teachers of Color: Systems and Structures Impeding Growth and Sustainability in the United States. Digital Promise. https://digitalpromise.org/2020/03/24/pipeline-and-retention-of-teachers-of-color-systems-and-structures-impeding-growth-and-sustainability-in-the-united-states/. doi:10.51388/20.500.12265/96