No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future

Magaly Lavadenz; Anaida Colón-Muñiz

No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future

Chapman University

Research output: Book/Report › Other report

Abstract

This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

Original language	English
Number of pages	4
State	Published - Apr 2017

Disciplines

Bilingual, Multilingual, and Multicultural Education
Education
Educational Assessment, Evaluation, and Research
Higher Education
Secondary Education
Teacher Education and Professional Development
Curriculum and Social Inquiry
Educational Administration and Supervision
Other Education

Access to Document

https://digitalcommons.lmu.edu/ceel_education_policybriefs/4

Cite this

@book{6b3b4048d0d44c3e9e8c33aacb2ab0d8,

title = "No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future",

abstract = " This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.",

author = "Magaly Lavadenz and Anaida Col{\'o}n-Mu{\~n}iz",

note = "Lavadenz, M., Col{\'o}n-Mu{\~n}iz, A. (2017, Apr.). No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Center for Equity for English Learners (CEEL) Policy Briefs. a href={"}https://digitalcommons.lmu.edu/ceel_education_policybriefs/4/{"}https://digitalcommons.lmu.edu/ceel_education_policybriefs/4//a",

year = "2017",

month = apr,

language = "English",

}

TY - BOOK

T1 - No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future

AU - Lavadenz, Magaly

AU - Colón-Muñiz, Anaida

N1 - Lavadenz, M., Colón-Muñiz, A. (2017, Apr.). No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future. Center for Equity for English Learners (CEEL) Policy Briefs. a href="https://digitalcommons.lmu.edu/ceel_education_policybriefs/4/"https://digitalcommons.lmu.edu/ceel_education_policybriefs/4//a

PY - 2017/4

Y1 - 2017/4

N2 - This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

AB - This policy brief explores trends in U.S. K-12 Hispanic student enrollment vs. the Hispanic teacher workforce as a way to call attention to the bilingual teacher shortage. Successful examples of past efforts to increase the number of Latino and bilingual teachers are reviewed and the following policy recommendations are made: 1) expand investment in grow your own initiatives that recruit students in middle and high school students and emerging educational paraprofessionals into the bilingual teacher pipeline; 2) establish regional teacher preparation and professional learning centers and consortia; 3) offer financial supports; and 4) enhance university-based credentialing routes, internship and residency programs.

M3 - Other report

BT - No.5, April 2017: The Latin@ Teacher Shortage: Learning from the Past to Inform the Future

ER -