Marketing the Profession: Educational Leaders' Perspectives on the Implementation of High School Grow-Your-Own Teacher Programs
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| Title: | Marketing the Profession: Educational Leaders' Perspectives on the Implementation of High School Grow-Your-Own Teacher Programs |
|---|---|
| Language: | English |
| Authors: | Wesley Edwards (ORCID |
| Source: | Clearing House: A Journal of Educational Strategies, Issues and Ideas. 2025 98(3):117-128. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Ethnic Diversity, Student Diversity, Diversity (Faculty), High School Teachers, Teacher Education Programs, Minority Group Teachers, Teaching (Occupation), Career Choice, Student Characteristics, Career Pathways, Administrator Attitudes |
| Geographic Terms: | Texas |
| DOI: | 10.1080/00098655.2025.2511959 |
| ISSN: | 0009-8655 1939-912X |
| Abstract: | In this study we used a mixed-methods research design to investigate high school Grow Your Own (GYO) teacher preparation programs. Findings indicate that high school students enrolled in GYO programs were more ethnoracially diverse than the current teacher workforce. Interviews with district leaders tasked with implementation of high school GYO programs illustrate challenges in marketing teaching as a profession due to concerns about workload, pay, and public perceptions of teachers. Implications for district leaders, high school administrators, and policymakers include the need for increased mentorship and support systems for students transitioning from GYO programs to teaching positions, as well as sustained funding for program implementation and recruitment strategies. Our findings underscore the potential of high school GYO programs in diversifying the teacher workforce and providing early exposure to the teaching profession, while emphasizing the need for long-term outcome monitoring and evaluation. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506787 |
| Database: | ERIC |
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| Abstract: | In this study we used a mixed-methods research design to investigate high school Grow Your Own (GYO) teacher preparation programs. Findings indicate that high school students enrolled in GYO programs were more ethnoracially diverse than the current teacher workforce. Interviews with district leaders tasked with implementation of high school GYO programs illustrate challenges in marketing teaching as a profession due to concerns about workload, pay, and public perceptions of teachers. Implications for district leaders, high school administrators, and policymakers include the need for increased mentorship and support systems for students transitioning from GYO programs to teaching positions, as well as sustained funding for program implementation and recruitment strategies. Our findings underscore the potential of high school GYO programs in diversifying the teacher workforce and providing early exposure to the teaching profession, while emphasizing the need for long-term outcome monitoring and evaluation. |
|---|---|
| ISSN: | 0009-8655 1939-912X |
| DOI: | 10.1080/00098655.2025.2511959 |
