Considering “Grow-Your-Own” (GYO) Models by Examining Existing Teacher Preparation Programs in Maine
Published: 2020
Publication Name: Maine Education Policy Research Institute
Publication URL: https://digitalcommons.library.umaine.edu/mepri/121/
Abstract:
This study was conducted in order to examine Grow-Your-Own teacher preparation programs in the state. The initial project description was as follows: “Describe K-12 / IHE partnerships to “Grow Your Own” (GYO) teachers. How are the programs designed, what are the partner roles, and what are the perceived outcomes of this approach?” GYO programs are defined as, “a variety of strategies that aim to recruit teachers from local communities in hopes that the pool of candidates…will be more likely to stay teaching in the community” (Valenzeula, 2017). Across the country, Grow-Your-Own teacher preparation programs are gaining popularity as a means to fill teaching positions in high-need schools, in traditionally harder to fill positions, such a STEM or special education, and in order to increase racial, ethic, or linguistic congruence between teachers and student populations.
This study was funded by the Maine State Legislature, and the University of Maine System.
Jessen, S., Fairman, J., Fallona, C., & Johnson, A. (2020). Considering “Grow-Your-Own” (GYO) Models by Examining Existing Teacher Preparation Programs in Maine. Maine Education Policy Research Institute. https://digitalcommons.library.umaine.edu/mepri/121/