This brief was written by Joseph Tadlock, SREB director of research and evaluation, and Megan Boren, SREB director of educator workforce. 

In this brief, we explore the different types of grow your own teacher programs, provide evidence of their effectiveness, and discuss how these programs could reshape new teacher induction. 

Introduction: Growing Local Talent for Teaching

As teacher shortages continue to plague schools nationwide, states and districts have scrambled to identify creative and innovative ways to recruit individuals into the profession. Although no single strategy can solve the shortage, grow your own teacher programs have shown promise.

The term grow your own is broadly used to describe localized teacher recruiting initiatives, but as noted by the Brookings Institution, the defining characteristic is that they recruit non-teachers (such as high school students, paraprofessionals or career changers) into the profession. In recent years, grow your own programs have surged in popularity and can now be found in all 50 states. A 2024 report from the Annenberg Institute at Brown University estimated that 900 school districts have implemented grow your own initiatives.  

Research has revealed that GYO programs are benefiting prospective teachers and the districts attempting to fill teaching roles. Participants are gaining valuable exposure to the profession — and in many cases, the financial support needed to earn the appropriate certification. Districts on the other hand, are finding new talent pools of qualified, dedicated educators. 

The community-based aspect of these programs may be driving the recruitment and retention progress captured in research and policy reports. Designed to cultivate, develop and successfully transition local talent into teaching positions, GYO programs capitalize on the connections individuals have established in their home communities. Teachers who are part of a GYO program often have deep connections with the students and families they serve. These community connections lead to stronger, more supportive student-teacher relationships.   

Studies by researchers at American University, Brown University, Stanford University and the Universities of Maryland and Washington have shown that teachers who come from the communities they serve are more likely to stay in the profession. According to these reports, GYO programs improve teacher retention rates by helping teachers form deeper connections to the community, which can reduce feelings of isolation and burnout.

Teachers who are recruited from within the community have stronger relationships with students, parents and colleagues, which creates a more supportive environment and increases their commitment to their role. Teachers with lived experience and a vested interest in improving the educational outcomes of students in their home communities tend to make longer-term commitments to the profession.  

What Are Grow Your Own Teacher Programs? 

First and foremost, grow your own programs are not uniform. GYO programs vary depending on the specific needs of the community and the structure of the local education system. They can take several different forms. 

High School-to-Teacher Pipeline Programs

These programs target high school students who express an interest in education, offering mentorship, specialized coursework and early exposure to teaching experiences. High school GYO initiatives often exist within career academy models. Research from The Ohio State University and the Universities of North Carolina at Chapel Hill and South Florida has demonstrated the benefits students incur from academies.

There is no easier academy for a high school to implement than a GYO program – they capitalize on the expertise high schools already have in the building. Districts can further support their high schools by establishing partnerships with local universities to provide dual enrollment opportunities, allowing students to earn college credit toward their teaching degree while completing their high school diploma.

Grow-your-own programs recruit high school students, paraprofessionals or career changers into the teaching profession.

An example of a successful high school-to-teacher GYO program is the Teacher Academy of Maryland. A rigorous analysis of statewide outcomes from the Teacher Academy of Maryland found that academy participation increased the likelihood of both Black and white high school girls entering the teaching profession. Academy participation increased the likelihood of students enrolling in a four-year college and was associated with higher wages at age 25.

Teacher apprenticeships are also a growing movement of high school to teacher programs, with 45 states offering teacher apprenticeships, although not all meet the robust requirements for federally registered apprenticeship programs.  

Teacher Residency Programs

In these programs, individuals work as teaching assistants or in other instructional support roles while simultaneously pursuing their teaching degree or credentials.

The well-known Boston Teacher Residency program has demonstrated the benefits of residencies on outcomes of interest, such as teacher retention and quality. Graduates of the Boston Teacher Residency program were more likely to remain in the profession beyond their third of teaching, earn higher scores of effectiveness from their principals, and post higher student math scores on the Massachusetts Comprehensive Assessment System than their counterparts.

Teacher residents typically receive mentorship and classroom experience while earning their certification. They also receive a stipend or salary, making this option more accessible for individuals who might otherwise struggle with the cost of education. These programs often rely on federal grants, state funds and private donations to make stipends and tuition reduction measures possible. 

Teachers who come from the communities they serve are more likely to stay in the profession.

Many models, such as those piloted with USPREP in Texas or the Opportunity Culture model, have worked through district partnerships and budget-neutral funding innovations that allow for districts to adjust staffing and student caseloads to support differentiated salaries for varying teacher support and professional teacher roles. Financial limitations can be a barrier to the implementation of residency experiences. Considering the success of residency initiatives, state and higher education policy leaders may want to consider how residencies can be used to strengthen traditional teacher preparation programs.  

Multiple states have moved toward implementing and requiring teacher residency for all state teacher preparation programs, including Louisiana and West Virginia. Arkansas (the ArPEP program) and Tennessee (job-embedded program) each have residency programs for alternative preparation routes. Mississippi has the first state-run teacher residency program at the graduate level. New Mexico was the first state to launch a statewide undergraduate teacher residency initiative providing certification and state-funded salaries of $35,000 to teacher residents.  

Paraprofessional-to-Teacher Programs

Many school districts have implemented programs aimed at helping current paraprofessionals – individuals who already work in classroom support roles – transition into teaching. These employees often have deep relationships with students and school staff, making them uniquely qualified to step into teaching roles with minimal additional training. Moreover, the knowledge they have of the school makes their transition into a certified teaching role much smoother. These individuals know what to expect, which eliminates the “shock factor” that all too many new, traditional route teachers describe.

Examples include the University of Arkansas’ paraprofessional online program and BloomBoard’s district-university partnership program to help paraprofessionals become teachers. Numerous colleges in Georgia now offer para-to-teacher programs, after state support for the initiative in rural areas took off.  

Adult Career Change Programs

Some GYO programs target individuals who are seeking a career change later in life. These programs offer accelerated pathways for adults to earn teaching credentials, often leveraging their previous professional experience to enhance their effectiveness as educators.

Career change programs are popular in career technical education domains. The individuals commonly bring a wealth of industry experience in areas such as engineering, manufacturing and global logistics. However, they typically lack the pedagogical and classroom management skills needed to be successful in high schools and technology centers. Career change programs – like SREB’s Teaching to Lead program – focus on skills acquisition to bridge the industry-to-classroom gap.  

Essential Components of GYO Programs 

Grow-your-own programs have gained momentum in response to our nation’s pervasive teacher shortage. GYO efforts have demonstrated the potential to enrich the transition from student to professional educator. The importance of a smooth transition from student to teacher cannot be overstated. When new teachers feel unprepared for the challenges of the classroom, they are significantly more likely to leave the profession within their first three years.

GYO teachers often enter the classroom with a deeper understanding of the school culture, systems and student needs. Many of them have already worked in the school as paraprofessionals, volunteers or student-teachers, which means they are familiar with the local context. This familiarity helps ease the induction process, as GYO teachers are less likely to experience the typical challenges faced by first-year teachers, such as adjusting to new environments or managing classrooms. 

To capitalize on lessons learned by schools, districts and states, it is important to bring awareness to the components of GYO programs that are contributing to their positive impact. 

GYO programs can be a catalyst for strengthening new teacher induction by providing early and continuous support, but they do require capital and human investment. It is no secret that effective teacher induction is costly and time-consuming. GYO programs are no different. To maximize effectiveness, GYO programs – regardless of type – require support systems equipped with mentors and other peer supports, coaching and ongoing professional learning centered on the instructional practices, and behaviors that lead to positive student outcomes.  

Mentorship and Peer Support

One of the key components of successful GYO programs is mentorship. Teacher residents and apprentices, for example, often work closely with experienced teachers who guide them through classroom management, instructional strategies and professional development. This mentorship is crucial for helping new teachers gain confidence and skills quickly, making them feel supported as they transition into their own classrooms. 

Ongoing Professional Learning

GYO programs incorporate ongoing professional learning to ensure teachers not only receive the initial support they need but also continue to grow and improve throughout their time in the profession. By offering ongoing training, coaching and professional learning communities, GYO programs help prevent the isolation that many new teachers face, fostering a sense of belonging and continuous improvement. 

Conclusion: Investing in Teachers and Students 

By recruiting and developing local talent, grow-your-own programs contribute to improved teacher retention and a sense of belonging. Furthermore, GYO programs offer a unique opportunity to strengthen new teacher induction and modernize traditional teacher preparation programs by designing practical, supportive experiences that better prepare teachers and gradually release them into their own classrooms.

As schools continue to face staffing challenges, it’s clear that GYO programs offer a promising path forward. By investing in and expanding these programs, states and school districts can cultivate a pipeline of qualified, dedicated teachers who are deeply committed to the success of their students and the future of education. 

References 

Bisht, B., LeClair, Z., Loeb, S., & and Sun, M. (2021). Paraeducators: Growth, diversity and a dearth of professional supports. Annenberg Institute at Brown University, (490). https://edworkingpapers.com/ai21-490 

Blazar, D., Gao, W., Gershenson, S., Goings, R., & Lagos, F. (2024). Do grow-your-own programs work? Evidence from the Teacher Academy of Maryland. Annenberg Institute at Brown University, (958). https://edworkingpapers.com/sites/default/files/ai24-958.pdf

Edwards, D., & Kraft, M. A. (2024). Grow your own: An umbrella term for very different localized teacher pipeline programs. Annenberg Institute at Brown University, (895). https://edworkingpapers.com/sites/default/files/ai24-895.pdf 

Fletcher, E. C., & Dumford, A. D. (2021). Preparing students to be college and career ready: The effect of career academy participation on student engagement in college and career preparatory activities. Career and Technical Education Research, 46(2), 23–41. https://eric.ed.gov/?id=EJ1316407

Garcia, A. (2024). Grow Your Own Teachers: A 50-State Scan of Policies and Programs. New America. https://www.newamerica.org/education-policy/reports/grow-your-own-teachers/

Hemelt, S. W., Lenard, M. A., & Paeplow, C. G. (2019). Building bridges to life after high school: contemporary career academies and student outcomes. Economics and Education Review, 68, 161–178. https://www.echs-nm.com/wp-content/uploads/2019/10/hemelt-2019.pdf

Kriha, N., Westphal, S., Feinstein, J., & Mote, E. (2025). Registered teacher apprenticeship programs: A 50-state scan. https://edtrust.org/rti/registered-teacher-apprenticeship-programs/

Melnick, H. (2024). How states can support teacher apprenticeship: The case of Tennessee. https://learningpolicyinstitute.org/product/tennessees-teacher-apprenticeship-program-brief

Regional Educational Laboratory Northwest. (2024, February). Teacher apprenticeship programs: Characteristics of teacher apprenticeship programs and outcomes of teacher residency programs [Brief]. Education Northwest. https://ies.ed.gov/rel-northwest/2025/01/characteristics-teacher-apprenticeship-programs-and-outcomes-teacher-residency-programs

Reininger, M. (2012). Hometown disadvantage? It depends on where you’re from: teachers’ location preferences and the implications for staffing schools. Education Evaluation and Policy Analysis, 34(2), 127-145. https://journals.sagepub.com/doi/10.3102/0162373711420864

Ulin, A. (2025). The rise of teacher apprenticeships: How states are leading the way. https://www.newamerica.org/education-policy/edcentral/the-rise-of-teacher-apprenticeships/