Growing Them Early: Recruiting and Preparing Future Urban Teachers Through an Early College Collaboration Between a College of Education and an Urban School District.

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Bibliographic Details
Title:	Growing Them Early: Recruiting and Preparing Future Urban Teachers Through an Early College Collaboration Between a College of Education and an Urban School District.
Authors:	Coffey, Heather¹ h.coffey@uncc.edu, Putman, S. Michael² michael.putman@uncc.edu, Handler, Laura K.³ lkhoeing@uncc.edu, Leach, Will⁴ ctec@cms.k12.nc.us
Source:	Teacher Education Quarterly. Winter2019, Vol. 46 Issue 1, p35-54. 20p. 2 Charts, 2 Graphs.
Subject Terms:	Program implementation (Education), Educational programs, Teacher retention, Teacher recruitment, Supply & demand of teachers, Diversity in education, *Partnerships in education
Abstract:	While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and university-based GYO programs, a unique early college program, the Charlotte Teacher Early College (CTEC), was developed in partnership between a large urban school district and an urban college of education to intentionally attract and support students historically marginalized from the profession. This article describes the innovative elements of the program, such as the curriculum, workshops, and mentorships, designed to build from previous GYO successes and to capitalize on assets offered by this particular community. Because CTEC is only in its second year of implementation, the authors present challenges and opportunities for growth and research both for this particular program and for the broader GYO teacher preparation movement. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

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Abstract:	While Grow Your Own (GYO) programs have sought for decades to remedy teacher shortages across the United States, myriad factors, including the demographic shifts in public school populations, have in recent years exacerbated the need to recruit and retain teachers of color and of bilingual backgrounds. Amid models of precollegiate and university-based GYO programs, a unique early college program, the Charlotte Teacher Early College (CTEC), was developed in partnership between a large urban school district and an urban college of education to intentionally attract and support students historically marginalized from the profession. This article describes the innovative elements of the program, such as the curriculum, workshops, and mentorships, designed to build from previous GYO successes and to capitalize on assets offered by this particular community. Because CTEC is only in its second year of implementation, the authors present challenges and opportunities for growth and research both for this particular program and for the broader GYO teacher preparation movement. [ABSTRACT FROM AUTHOR]
ISSN:	07375328