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Imagining Future Students, Future Teachers: A Collaborative Model to Recruit Minority Candidates to Teacher Education Programs
Unformatted Document Text:  Imagining Future Students, Future Teachers: A Collaborative Model to Recruit Minority Candidates to Teacher Education Programs Section I: Content A. Statement of the Issue Recruiting and retaining diverse teachers in the nation’s P-12 classrooms continues to be a source of concern for educators at all levels. This proposed session will highlight a state-funded grant initiative undertaken at a large Research I, land-grant institution in the southeastern United States to address this concern. The statewide grant available to all public and independent institutions in the state encompasses six different strands: P-12 partnerships, on-line special education programming, technology, arts and sciences and education collaboration, alternative routes to certification, and teacher recruitment. Each institution identified three of the six strands on which to focus its work throughout the duration of the grant. This specific institution selected P-12 partnerships, technology, and teacher recruitment as its key areas for emphasis. This proposal highlights the involvement of the institution on the teacher recruitment strand that specifically targets the recruitment of talented future educators, with an emphasis on underrepresented populations, who have the knowledge, skills, and dispositions to foster life-long learning and growth in students. To achieve this overarching statewide objective, the project addresses a long-term goal of increasing the percentage of candidates from underrepresented populations who enter teacher education programs at the institution. Activities in the project included: identifying students from underrepresented groups who are enrolled at a nearby community college and have an interest in the teaching profession, providing opportunities for candidates to have meaningful field experiences with teachers and teacher candidates in schools participating in the TEMP project, and providing and maintaining ongoing communication and support for these candidates. B. Literature Review It is well documented that the United States is experiencing, and will continue to experience, severe teacher shortages in many classrooms across the country. These shortages are most pronounced in urban and rural school districts (Gerdeman, 2001) and in certain academic areas such as mathematics, science, and technology (Bragg, 1998). These current shortages are expected to worsen with the pending retirements of nearly 40 percent of public school teachers over the next few years (Allen, 2002). At the same time, data from the United States Census (2002) indicate we live in an increasingly diverse nation. Over 11.8 million children are reported as persons of color. The Hispanic population is growing rapidly and has become the second largest population in the United States. It is also projected that by 2035 there will

Authors: Sandidge, Rosetta. and Boulay, Rose.
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Imagining Future Students, Future Teachers: A Collaborative Model to Recruit
Minority Candidates to Teacher Education Programs
Section I: Content
A.
Statement of the Issue
Recruiting and retaining diverse teachers in the nation’s P-12 classrooms
continues to be a source of concern for educators at all levels. This proposed
session will highlight a state-funded grant initiative undertaken at a large
Research I, land-grant institution in the southeastern United States to address this
concern. The statewide grant available to all public and independent institutions
in the state encompasses six different strands: P-12 partnerships, on-line special
education programming, technology, arts and sciences and education
collaboration, alternative routes to certification, and teacher recruitment. Each
institution identified three of the six strands on which to focus its work throughout
the duration of the grant. This specific institution selected P-12 partnerships,
technology, and teacher recruitment as its key areas for emphasis.
This proposal highlights the involvement of the institution on the teacher
recruitment strand that specifically targets the recruitment of talented future
educators, with an emphasis on underrepresented populations, who have the
knowledge, skills, and dispositions to foster life-long learning and growth in
students. To achieve this overarching statewide objective, the project addresses a
long-term goal of increasing the percentage of candidates from underrepresented
populations who enter teacher education programs at the institution. Activities in
the project included: identifying students from underrepresented groups who are
enrolled at a nearby community college and have an interest in the teaching
profession, providing opportunities for candidates to have meaningful field
experiences with teachers and teacher candidates in schools participating in the
TEMP project, and providing and maintaining ongoing communication and
support for these candidates.
B.
Literature Review
It is well documented that the United States is experiencing, and will continue to
experience, severe teacher shortages in many classrooms across the country.
These shortages are most pronounced in urban and rural school districts
(Gerdeman, 2001) and in certain academic areas such as mathematics, science,
and technology (Bragg, 1998). These current shortages are expected to worsen
with the pending retirements of nearly 40 percent of public school teachers over
the next few years (Allen, 2002).
At the same time, data from the United States Census (2002) indicate we live in
an increasingly diverse nation. Over 11.8 million children are reported as persons
of color. The Hispanic population is growing rapidly and has become the second
largest population in the United States. It is also projected that by 2035 there will


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