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Raise the Bar: Lead the World Resource Spotlight
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If you are a school community, local government, or state that is working to recruit, prepare, and retain a racially, culturally, and linguistically diverse and well-prepared educator workforce, please share your story and collaborate with us here. Ideally, please provide a web link for easy sharing, but all submissions are welcomed. Let us know how you’re defining and measuring success!
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Grow Your Own Illinois (GYO-IL) is an initiative that supports and encourages individuals who are ready to share their knowledge as teachers and mentors in their home neighborhoods. GYO-IL offers tools to candidates across the state, including financial and academic assistance, social-emotional support, and culturally sustaining instructional strategies.
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This brief, designed for state and district leaders interested in addressing bilingual teacher shortages, constitutes the second installment in a four-part series that explores bilingual education, bilingual educators, and effective strategies to mitigate the shortage of bilingual teachers across the United States.
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The Delaware Department of Education used Perkins V state leadership funds to develop the Teacher Academy Career Pathway, a career and technical education program of study developed at the state level. Using Perkins V reserve funds, the state offered incentives for districts to adopt the program. The Teacher Academy program consists of three or more courses offered across all partnering high schools that present students with the opportunity to earn nine college credits in an education major, sit for their paraprofessional and Praxis exams, and participate in a practicum experience.
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This Grow Your Own teacher residency program, a joint initiative between Austin Peay State University and the Clarksville-Montgomery County School System, achieved a milestone by becoming the first registered apprenticeship program for teaching in the United States. The program provides high school graduates, classified employees, and community members an accelerated, free path to become full-time teachers. This model plays a crucial role in alleviating teacher shortages and fostering the development of a robust talent pipeline.
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This Pathways2Teaching program aims to cultivate a cohort of educators who are responsive to community needs, nurturing high school juniors and seniors on their journey to become teachers. This initiative seeks to fulfill the increasing need for teachers in both urban and rural areas while actively tackling the issue of underrepresentation in the teaching profession.
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The Call Me MISTER® (Mentors Instructing Students Toward Effective Role Models) program partners with the Clemson University Office of Inclusion and Equity's Charles H. Houston Center to increase the pool of teachers so as to include teachers with broader and more diverse backgrounds. The purpose of this research and evaluation program is to evaluate the progression and influence of preservice and in-service Call Me MISTER® teachers, as well as to study the professional development of underrepresented male teachers.
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