Community-based teacher workforce initiative shows promise

As schools across the country contend with persistent teacher shortages, a new report from the Education Policy Innovation Collaborative, or EPIC, at Michigan State University points to a community-based program showing early success in West Michigan.

The study spotlights the West Michigan Teacher Collaborative, or WMTC, a “Grow Your Own” teacher development program designed to recruit and train educators from local communities. Findings suggest the initiative is not only expanding the pipeline into teaching, but also helping schools build a more stable, well-prepared and representative teacher workforce.

Drawing on interviews with 41 teacher candidates, program leaders and partner organizations, the report paints a detailed picture of how the model works in practice. Unlike traditional preparation routes, WMTC allows aspiring teachers to stay employed in schools while earning their certification, blending coursework with professional learning and hands-on experience in the classroom.

The combination of tuition assistance and stipends proved vital to expanding pathways into teaching. Candidates reported feeling well prepared to support student success, while also benefiting from a built-in support network of mentors, university partners and cohort-based learning.

“This report affirms what we’ve believed from the start: When you invest in people within your community and remove barriers to the profession, you get passionate and energetic teachers who are ready to grow and serve,” said Mary Kay Murphy, executive director, West Michigan Teacher Collaborative. “Equally important, this evaluation has given us the insights to make targeted improvements, from strengthening Michigan Tests for Teacher Certification preparation to adjusting our calendar and launching a new partnership with the Source to ensure our members have access to quality wraparound support. WMTC is proof that when schools, districts and higher education work together, we can build something that is not just effective but constantly getting better.”

The program also places a heavy emphasis on local recruitment as a driver of change. Many of the stakeholders and participants said the program helped cultivate educators who more closely reflected the backgrounds and experiences of the students they serve — an outcome linked to improved student engagement and success.

“Over the past three years, Kentwood Public Schools has been proud to partner with the WMTC in a collective effort to build a pipeline of high-quality educators,” said Jamie L. Gordon, executive director for Human Resources at Kentwood Public Schools. “Our goal has always been to cultivate teachers who meet our rigorous instructional needs and deeply reflect the diverse community we serve. This partnership has been both rewarding and fulfilling. Collaborating alongside the WMTC, the Intermediate School District and Grand Valley State University has brought an immense amount of shared learning and growth to all of us. What stands out most is the profound commitment of every partner involved; everyone is entirely dedicated to the growth, development, and success of our future educators.

“As this new report from EPIC highlights, investing in community-based pathways and removing financial barriers is a highly effective way to address teacher shortages while elevating the profession,” Gordon said. “We are thrilled to see the positive early impacts of this initiative, and we look forward to continuing this vital collaboration to support our candidates, enrich our classrooms, and ensure our students have access to exceptional educators.”

Programs like this show what’s possible when you invest in community-based pathways said Hayley Weddle, EPIC faculty affiliate, assistant professor at the University of Pittsburgh and the report’s lead author. “Reducing financial barriers and building strong support systems for teacher candidates can improve the workforce, with the goal of increasing students’ access to high-quality educators. To reach this goal, Grow Your Own initiatives require sustained coordination and resources”

At the same time, the report identifies several implementation challenges. Passing Michigan’s teacher licensure exams emerged as a significant hurdle for some candidates. Others described the strain of juggling coursework, work responsibilities and personal obligations. In some districts, aligning candidates’ certification paths with immediate hiring needs also proved complicated.

Several considerations for policymakers and practitioners also emerged. Strong coordination across schools, universities and state agencies is essential, as is continued investment in financial assistance, mentoring and professional development. Without these supports, scaling programs like WMTC could prove difficult. But with adequate resources, the model offers a promising path forward for addressing teacher shortages within and beyond the state.