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'"Thl's program,would provide competitive grants to high-poverty sch091di~tri.cts to develop:
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programs ~o "grow'their own~'teac;?ers a~ a m~~s of addressing their'shortage of qualified,~~ ,~~ '. ~\
teachers. Programs supported by this grant WOuld begin toculti.vate and re,cr':lit stu.dents as early
as middle school and would intensify the recruitment and cultivation eff~rts as"participants inov..e" ," '
through high school. Upon high school graduation, participants would attend universities to g?in. '
, expertise and teacher certification in a high-need field. After college, the students would return ", . \. ~
, to'liigii~pov~'rty districts to $uf~f;!1~eF~teac~!ng positio~s. Throughout the program, students ':. . '.'
would receive exposure and training experiences at sum'm~r 8~l?~ apd a~ teachi~g assistants. "
Home grown" teachers would also receive salaries for work dtirtn~'liigh schOOl apd con~gle,.
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scholarships for tuition, recruitment signing bonuses, and high quality professional developmeIif.'··'Y'J., ~
Finally, even before the first cohort of "home grown" teachers enters the classroom, a program
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will have been established that helps high""po,vert:y S9,00121 districts address general community
needs, qffe.r summer activities, for students, }i1d helps steer stuci~rit'tfrom-'high-poy~r:tyid~stricts
'towarp<5011ege'artd a'career'):~·.,
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Program Structure: Competitive grants for the "home growh".te;che;·p't6'gr~ wQulp be ~f~~, "y.
to high-poverty school districts with shortages of qw,tlified teachers. During the first year of the'· -.:r ~
program, $1 00 million would fund summer training c'aniif~~I:comrrl1.wity ~~f.V~~e.ae~!yities, ~d
;, -\ participant, salaries,f<?r prospective teachers in 100 school districts. When tile first cohort of· f '. ~
teachers reaches college, in,y'<::ar three, ~20o.plil,liop,?f federal funding plus a 25% locaf matcR'
will fund college scholarships for a select groujfofl00 p:(}rticipaI1ts per ,school district, and
summer salaries, at the entry level, for' 500 participants per sch6b'Taistrict:' When the fiisH!ohort •. ,
graduates from college, six years after the start of the program, $400 million of federal money
along with a 25% local match will fund signing bonuses and national certification for an average ".
of250 new teachers per school district.,.
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The program would have four stages.
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Middle School: This stage entails exposing I~iddle,s~h9~1 stu~ents to the teaching profession; In
middle school, "home grown" teachers would serve as teachers'\iide's or help hitor 'elementary _
school students. Middle school students might als~ participate in activities such as 'a~pe6i~l; 1: ,::'1 ~',
student advisory board to the principal, or a school-.imp'~(;rv.ement cOiTIrpittee. Part~cipant~ would
be offered special opportunities such as field trips to elementary schbols to offedhem,m,dr~ :',. . :.'
opportunities to learn the skill~ J?eeded for teaching., .
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In 0l\der to retain student's interest over the summer and build stUdents' connection to their
6a';11ITiJ~ity, districts )v(jlilq,;spo~s~r sU:tnp1er,camps ~uring which middle school students, unde;"
the g~idance of oldehtudeI~ts and teac~~rs,'c'oulq p'<irticipate iIi activities ;tllat .i!iy~tify apd sol~e
a partIcular challenge to theIr commumty. These camps would not only help build skills n~eded
to be a successful teacher, such as teamwork and problem solving, they would also help to build
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a bond between the "hon1egrown" t~achers and their ,community,
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'\ 'Throughout'this phase; districts w~41d~~responsi,ble for creating programs that help them: ""
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identify promising\'~horhe grown" teachers thiough activ'iti'es~tllat also serve the current.needs of. , :_\.
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,the district.' Stud(;mts wOlila N~ heldaccoimtab!~ fpr tpei~ perf0ITI?~ce inJhese activities, with
the most promising students progressively receiving additional responsibilities,' .'
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-'High School: 'As students progress to"highschool"the pr:ogr~m will provide increased incentives
and opportunities as well as an intensification of the culti~~t1on'- ~ria selecti~n process'of "horne " :': ': :;, \' "
grown" teachers, High school students would compete fof'positions as te'tcher.a~sistantsand as '
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tutors, earning them course cr~di(@_d'BeY:,' S:~deI1ts wo~ld also be offered summer-employment
to work at the same summer camps that they' attend'ei:i' as'middlescl;..o91 s!uqel,lts:
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" '. .. Yipile students continJ~'t6'~~a{ftbiperience as'teachers,:scgopl,districts would h~lp them"select
:an;apprOPli'l.t~ ..cqll,~ge.fln~,~!~dy 7:rnphasis. This would afIow'schci6lirt6:guidestudents toward ,I: »,
',~, ,\:: high-;ne,ed s,ul;>j~ct are,a~ and Ri6yide stvdents ,guidanc~ in selecting a college, At the' end of high '
school;.the most~proiJ1ising:,~tudents would receive colfege scliohirships. AHl;.is poi!lt"distEic1~.: ','li,: "
will also make arrangements with st~dents t~ offer summer employment whil~Jh~ stw;ienl is i,~ , ' . J \
college and ~Q offer, a ,position on ~he faculty once'the studentcornp'l.e!es college. ,
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College: During this stage, "home grown" teachers w.ould be aC?countable for majoring in a
, specified subject area, maintaining a minimum grade point average, arid earning a teaching
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certificate. Pistricts would offer p~icipants guaranteed summer empl~yment, and if possible,
part-ti~e jobs in after schoo.l programs .during, the school year. During: the s~~~~J:~~en~s
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::vo.vl,~)e~rn ~,ntry level salanes as tea~hmg aSSIstants to summer sCh?OI ',teac,h~~s or as'counselqrs-v ILfLt"<..tJ
' . for thedfs~tnct's summer camps. Dunng the summer before graduatlOnpartIclpants would work '~J ~
as summer school teachers.
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Post-College: After participants successfully complete college they would be guaranteed a j o b ,
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in their own or another high-poverty school district. Districts would be required-tO' a~v.~lop';:~·:·S, ,.,' ,
,:;.r,etnP~~~~ent,~acfages that would be usedt~ encour~ge ,the "home g~own" teachers'ta.accept, ", , ..
leac • ., . oSitions. These acka es would mclude slgnmg bonuses m exchange ~
c6minitm~n.! .' _a -for- erformance and increased salaries for increased responSI . " . ese
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itic~e,~~is. ~~,,~~·sponsibilities might .include gaining nati~~certification or serving as:U~~,~ChOpr,S .'.,
p:~~e~~,Y~f.~Ldeyelopment coordmator or lead teache
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In addition, "home grown" teachers would serve as role models for their ~~udents ih 'hiillp6V~rty
district~::,)h~y w()uld coordinate activities such as the summer carilp for tne next generation ~f"
hom~ gr'ow~l~ii'leachers,
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PREPARERJEXT: Pete Weber/5-4687.
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Andrew Rotherham - Education Series
Creator
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Domestic Policy Council
Andrew Rotherham
Date
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1999-2000
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<a href="http://clinton.presidentiallibraries.us/items/show/36329">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Identifier
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2011-0103-S
Description
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The Education Series highlights topics relating to class size reduction, test preparation, the Elementary and Secondary Education Act, charter schools, the digital divide, distance learning, youth violence in schools, teacher salaries, social promotion, Hispanic education, standardized testing, and after-school programs. The records include reports, draft legislation, memoranda, correspondence to and from organizations and community leaders that focus on education issues, articles, publications, email, and fact sheets relating to the Administration’s progress on education.
Provenance
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Clinton Presidential Records: White House Staff and Office Files
Publisher
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William J. Clinton Presidential Library & Museum
Format
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Adobe Acrobat Document
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171 folders in 12 boxes
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
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Educator Meetings WH
Creator
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Domestic Policy Council
Andrew Rotherham
Education Series
Identifier
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2011-0103-S
Is Part Of
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Box 4
<a href="http://www.clintonlibrary.gov/assets/Documents/Finding-Aids/Systematic/2011-0103-S-edu.pdf">Collection Finding Aid</a>
<a href="http://catalog.archives.gov/id/612954">National Archives Catalog Description</a>
Provenance
A statement of any changes in ownership and custody of the resource since its creation that are significant for its authenticity, integrity, and interpretation. The statement may include a description of any changes successive custodians made to the resource.
Clinton Presidential Records: White House Staff and Office Files
Format
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Adobe Acrobat Document
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William J. Clinton Presidential Library & Museum
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Reproduction-Reference
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8/22/2013
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2011-0103-Sa-educator-meetings-wh
612954