Partnerships among professionals within urban school districts and teacher preparation programs are necessary to address teacher shortages through innovative and sustained professional learning from initial clinical experiences through induction (Yendol-Hoppey & Hoppey, 2018). A collaborative model of teacher preparation was envisioned and…

In the fall of 2021, the Indiana Department of Education (IDOE) requested assistance from the Region 8 Comprehensive Center in finding research-based strategies for effectively recruiting teachers, especially teachers of color. This request stemmed from Indiana's growing difficulty in fully staffing schools, especially in high-need areas. This…

Crises have a way of shaking up the status quo and creating space for new thinking. When shocked out of their familiarity, people start to ask questions as to why things are the way that they are and brainstorm ways to make them better. Enter entrepreneurs. They are the people who take those ideas that are lying around and attempt to create…

Teachers of color have a positive impact on all students and make a particularly pronounced difference in the lives of students of color. For students of color, having a teacher of color can increase academic achievement and advanced course-taking, reduce discipline incidents, improve attendance, increase high school graduation and college-going,…

This article introduces a strategy to diversify the teaching workforce through de-centering teacher education as the primary stakeholder in the preparation of diverse teachers. The article expands the focus on teacher recruitment and retention by proposing a model that counters the educational context of White supremacy through Grow Your Own (GYO)…

This brief provides guidance to policymakers and practitioners on the challenges and opportunities of the "dual language immersion" (DLI) model and presents research conducted with teachers and administrators both before and during their first years of implementing new DLI programs in several Indiana school districts. The brief also…

Using the USAID-funded South Sudan Teacher Education Project (SSTEP) as a case study, this paper examines the emerging guidance on the conflict-sensitive design and implementation of teacher education policy and programming in conflict-affected environments. We refer in particular to the guidelines and conceptual frameworks provided by the…

Grow Your Own (GYO) educator programs are a potential strategy for districts and universities to employ to help recruit and retain teachers of color. When designed within an asset-based framework, they emphasize equitable approaches and critical perspectives that combine the powerful roles of "homegrown" teachers, culturally-relevant…

This book focuses on the interplay between pedagogy and technology, and their fusion for the advancement of smart learning environments. It discusses various components of this interplay, including learning and assessment paradigms, social factors and policies, emerging technologies, innovative application of mature technologies, transformation of…

Beginning teachers face significant challenges as they assume the complex work of teaching while they are still learning to teach. In addition to the activities involved with learning to effectively teach, they must also learn to work with others; collaborate with colleagues, administrators, paraprofessionals, and parents; and manage varied…

The University of North Carolina at Charlotte's "Seven-Year Student Development Plan" identified phases, steps, goals, and activities associated with attracting and supporting undergraduate, postbaccalaureate, and graduate students prior to, during, and for 1 year after their enrollment in the university's teacher education program.…

This guide deals with issues of recruitment and retention of both regular and special educators, and emphasizes the need for school administrators to upgrade or establish formalized recruitment programs. Factors impacting on teacher recruitment and retention include education reform, societal changes, demographic factors, personnel shortages, and…

In the midnineties, Albuquerque Public Schools developed an Extra Support for Principals initiative-a voluntary support program that respects participants' time constraints and schedules only three activities during the year. Both experienced and mentored principals value the program, which keeps more beginning administrators on the job. (MLH)

In late 1987, the Holmes Group called for member institutions to report on their first year of progress in educational reform. These reports serve as an early benchmark for the work in progress around the country. Readers of the 71 reports received prepared analytic memos summarizing their observations; these memos serve as a principal basis for…

To address the shortage of special education teachers, California State University (CSU), Chico in collaboration with rural, isolated school districts in CSU's service area, designed a two-year, on-the-job training program that recruited, prepared, and supported new special education teachers. Candidates, selected collaboratively by the University…