Repairing and Rebuilding the Educator Pipeline through Registered Teaching Apprenticeship Programs

• In Event: Pathways, Practices, and Policies for Increasing Educator Diversity in K-12 Schools

Abstract

Across the United States, school districts and state agencies are attempting to expand and re-diversify the teacher workforce through the use of innovative pathway models, including registered apprenticeship programs (RAPs). The emergence of new pathway models cannot be divorced from historical and contemporary legislation and policy which have created barriers to recruiting and retaining teachers of color (Andrews et al., 2019). Yet, research indicates that alternative certification pathways, such as RAPs, have become vital entry points for TOCs, with nearly half of newly hired Black teachers in 2012 certified through such programs (Carver-Thomas, 2018)). The presentation examines three case studies of RAPs that draw on culturally responsive practices to successfully recruit and sustain new educators of color in the teaching profession, with the hope that the practices they employ might serve as models for emerging RAPs.

References

Carver-Thomas, D. (2018). “Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color.” Learning Policy Institute.

Carter Andrews, D. J., Castro, E., Cho, C. L., Petchauer, E., Richmond, G., & Floden, R. (2019). Changing the narrative on diversifying the teaching workforce: A look at historical and contemporary factors that inform recruitment and retention of teachers of color. Journal of Teacher Education, 70(1), 6-12.

Author

• Jackie Matise Peng, WestEd