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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| 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 |
|---|---|
| Language: | English |
| Authors: | Coffey, Heather, Putman, S. Michael, Handler, Laura K., Leach, Will |
| Source: | Teacher Education Quarterly. Win 2019 46(1):35-54. |
| Availability: | Caddo Gap Press. 3145 Geary Boulevard PMB 275, San Francisco, CA 94118. Tel: 415-666-3012; Fax: 415-666-3552; e-mail: caddogap@aol.com; Web site: http://www.caddogap.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education High Schools Secondary Education |
| Descriptors: | Urban Teaching, Teacher Recruitment, Partnerships in Education, College School Cooperation, Schools of Education, Preservice Teacher Education, Urban Schools, Urban Universities, High School Students, Dual Enrollment, High Schools, Mentors, Workshops, Teacher Education Curriculum |
| Geographic Terms: | North Carolina (Charlotte) |
| ISSN: | 0737-5328 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1202462 |
| Database: | ERIC |
| 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. |
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| ISSN: | 0737-5328 |
