Oregon Teacher Pathway: Responding to National Trends

Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines

“…A number of relatively new high school GYO programs have emerged in recent years that were created with the specific intent of encouraging students of color to enter the teaching profession. The Paterson Teachers for Tomorrow (PT4T; Hill & Gillette, 2005), Pathways2Teaching (Bianco, Leech, & Viesca-Mitchell, 2011; Goings & Bianco, 2016; Tandon et al, 2015), and Oregon Teacher Pathway (Villagómez, Easton-Brooks, Gomez, Lubbes, & Johnson, 2016) were created through strong partnerships between universities and school districts, have a college readiness focus, and offer students college credit while they explore becoming a teacher through coursework and field experience. These programs are anchored in strong critical theoretical frameworks emphasizing the importance of CCW.…”

“…Similarly, the Pathways2Teaching program (Bianco et al, 2011; Goings & Bianco, 2016; Mitchell-Viesca, Bianco, & Leech, 2013; Tandon et al, 2015) and the Oregon Teacher Pathway program (Villagómez et al, 2016) were both developed using critical theoretical frameworks. The Pathways2Teaching program, a collaborative project between the University of Colorado Denver and several local school districts, offers a year-long concurrent enrollment program informed by critical race curriculum, critical pedagogy, and sociopolitical development theory.…”

Are Homegrown Teachers Who Graduate From Urban Districts More Racially Diverse, More Effective, and Less Likely to Exit Teaching?

“…While the specific design of GYO programs is quite varied, Gist et al (2019) emphasize that a distinguishing feature of GYO programs is the use of integrated supports to help teaching candidates fulfill the requirements for entry into teaching. These supports vary given the unique needs of different prospective teacher pools, which can include paraprofessionals, noninstructional school staff, community activists, parent mentors, and secondary students (Bianco et al, 2011;Gist et al, 2019;Villago ´mez et al, 2016). Most studies on GYO programs have been relatively small in scale but suggest that efforts to recruit teachers locally have the potential to improve teacher racial/ethnic diversity and possibly retention (Gist et al, 2019).…”

Shifting Dominant Narratives of Teacher Development: New Directions for Expanding Access to the Educator Workforce Through Grow Your Own Programs

“…GYO programs that place community at the center challenge the problematic narrative of recruiting teachers with short-term commitments (Milner & Howard, 2013) by valuing a teacher pool who desires to serve in the school community. Recognizing the dearth of BIPOC in Oregon rural districts, a high school GYO Oregon Pathways program was designed to recruit and retain teachers through an educational equity curriculum and preparation model (Villagómez et al, 2016). Instead of relying solely on traditional teacher education programs that produce a predominately white, female, and middle-class teacher pool who may have limited commitments to their schools, the GYO Oregon Pathways recruited a subset of local students who may have otherwise remained untapped.…”