The Pathways Program: A Model for Increasing the Number of Teachers of Color

Autor/inn/en	Lau, Kam Fui; Dandy, Evelyn B.; Hoffman, Lorrie
Titel	The Pathways Program: A Model for Increasing the Number of Teachers of Color
Quelle	In: Teacher Education Quarterly, 34 (2007) 3, S.27-40 (14 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-5328
Schlagwörter	Teaching (Occupation); Public Schools; Black Colleges; Talent; Substitute Teachers; School Personnel; Technical Assistance; Teacher Recruitment; Teacher Persistence; Teacher Aides; Teacher Certification; White Students; School Districts; African American Teachers; Teacher Education Programs; Program Effectiveness; Georgia + Suchen Sie Ihr Suchwort? Teaching; Lehrberuf; Public school; Öffentliche Schule; Begabung; Hochbegabung; Substitute teacher; Temporary teacher; Temporary teachers; Aushilfslehrer; Schulpersonal; Technische Hilfe; Lehrerrekrutierung; Handreichung; Lehrerhilfe; School district; Schulbezirk; African Americans; Teacher; Teachers; Afroamerikaner; Lehrer; Lehrerin; Lehrende
Abstract	The Pathways to Teaching Careers Program was a national recruitment effort started in 1989 to bring teachers of color into the teaching profession. This effort was instrumental in forging the investment of some $50 million for a series of grants that included 26 programs in 66 colleges and universities, located in 43 cities in 26 states (the Armstrong Atlantic State University Pathways Program began as a grantee in 1992). The grant was targeted to produce, recruit and prepare more than 3,000 teachers, especially minorities, who would serve more than 100,000 students annually in urban and rural public school systems. Regional technical assistance for program direction in the southern states was provided by the Southern Education Foundation, that has a 125-year record for promoting equity and equality in education. A six-year study yielded a recruitment goal of 2,593 participants and documented an 81% retention rate. The national Pathways Program targeted three groups of school personnel--teacher assistants, substitute teachers, and provisionally certified teachers--all of whom were non-certified public school employees. Programs that participated in this initiative were required to have the following essential features: a consortium structure partnering historically black colleges and universities with traditionally white institutions and school districts, a value-added philosophy that guided recruitment and enhancements to teacher preparation curricula, and a nontraditional talent pool as the target recruitment population. In this article, the authors examine the Armstrong Atlantic State University Pathways to Teaching Program. First, they describe basic features of the program itself, and provide data on its graduates. Then, they report results of a study investigating factors underlying its high rate of retention. (Contains 3 tables and 1 note.) (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10