Engaging in pre-college initiatives allows districts to invest in current students of color while also cultivating future teachers.

• Inspire in-service teachers to serve as mentors and facilitators.
• Provide resources and engagement opportunities such as field trips, extended day, after-school clubs, and internships.
• Support college enrollment for aspiring teachers to minimize drop-off.
• Encourage commitments from LEAs to provide program participants with “first look” hiring preferences.

Connecticut RESC/MTR Alliance Initiatives

Educators Rising

Education Policy Initiative at Carolina

Public School Forum of North Carolina

North Carolina Teaching Fellows Impact Report

• Promote the teaching profession by highlighting the work of current teachers
• Explicitly showcase the need for a more diverse educator workforce
• Provide information about multiple pathways to becoming a teacher

As of March 2019, TEACH Connecticut has partnered with 15 educator preparation programs and 66 school districts. Most partners have descriptive profiles on the site for users to gain a deeper understanding of pathways to certification and the variety of educational communities available for teachers to serve Connecticut's students.

Description

• Increase in male student participation (from 9 males in 2014 - 2015 to 22 in 2015 - 2016)
• Out of 100 students in 2015 - 2016, 60 enrolled into college and received support

• EdRising middle school club: 18 students
• EdRising freshman year program: 90 students
• EdRising for students in grades 10-12: 78 students

• Opportunities available for EdRising students include structured clinical experiences, mentorships, Saturday Academies, state and national competitions, and access to guest instructors/professors from local universities.

• GYO Illinois has produced 120 college graduates, teaching in 88 public schools. 88% of all participants are people of color living in communities where they teach.
• Due to its large scope and long duration, GYO has identified potential challenges grow your own programs may encounter. Early limitations to the program’s success (which GYO has begun to address) included:
  • Academic barriers to EPP completion;
  • Insufficient screening mechanisms to identify basic skills requirements;
  • High administrative costs for personnel (up to 40% of grants); and
  • Too many class requirements for non-Bachelor’s degree holders.

• Since inception, 133 students completed a Bachelor of Science or Master of Science in Education and were employed in Illinois educational institutions

• 46.6% of LEAP alumni are non-White.
• 43% college graduation rate for part-time students within 8 years (compared with national average of 25%); 55.5% of LEAP teachers taught for 3 - 9 years (as compared to national average of 36.3%).
• Almost half of all LEAP graduates returned to their original school to teach full-time. Of those who went to different schools, 67% stated it was only because there was "no position available" at their original schools.

• Over 90% of Teaching Fellows remained in NC public schools after 3 years; 75% remained for 5 years (compared with 80% and 68% of in-state prepared teachers).
• 25% of 2010 recipients were students of color. After program funding was cut in 2011, NC's public universities saw a 30% drop in education majors between 2010 and 2015.

• Over 6 years, prepared more than 360 teacher interns for Broward County schools.
• In 2004 - 2005, 93% teacher retention (compared to 84% in County and 67% nationwide).
• In 2006, received "Innovations in American Government Awards" by Ash Institute at Harvard University. Seven additional Florida districts received $40,000 in grants to replicate program.

Paraeducators are experienced in school settings, more likely to be from underrepresented backgrounds, and are often concentrated in shortage areas such as bilingual and special education. Volunteers and community members are also committed to serving in their neighborhood school districts.

• Allow non-certified staff to maintain current position with paid time off and reduced work responsibilities while fulfilling certification program requirements.
• Prioritize non-certified staff for potential employment as a certified teacher upon program completion.

Connecticut Relay GSE Alternate Route to Certification

Grow Your Own (GYO) Illinois

LEAP To Teacher (LTT) at Queens College

United Federation of Teachers LEAP To Teacher

Community colleges enroll a high proportion of  students of color. Fifty percent of all Hispanic students and 44% of all African-American students enrolled in higher education start at a community college. Assisting this diverse group of students to transfer to and succeed in an EPP will diversify the existing pool of candidates.

• Support students transferring from community colleges to four-year institutions.
• Develop standardized core classes and articulation agreements across community colleges & public universities.
• Create “pre-teacher” two year degrees that serve as explicit feeders for four year institutions.

Education Pathway at Broward College

Structured field experiences provide opportunities to attract even non-education majors, therefore increasing the potential pool of eligible candidates of color, often before career decisions are finalized.

• Provide mentorships by experienced teachers.
• Create opportunities for direct interaction with students in a variety of classroom environments.
• Offer opportunities for employment to interns/fellows upon program completion.

The ConnTESOL Quarterly, 2014:Western CT State University/Danbury Minority-Bilingual Teacher Pipeline Initiative

EdX Keeps Local Teachers in Columbia, MO

To date, a total of 48 Danbury High School students have received 3 education college credits from Western Connecticut State University by participating in the Minority and Bilingual Teaching Pipeline Program.

• 86% or 25 of the 29 students that graduated Danbury High School are attending college.
• 20% or 5 or the 25 students attending a college/university are Education majors.
• 10 students are currently seniors at DHS and will graduate in June 2019.
• 9 students are currently juniors at DHS.

• Program results are forthcoming, however high application numbers relative to spots available suggest early promising results.