James O’Meara: Challenge, Support and Ownership

I think what’s guiding us is this idea of how do we elevate levels of engagement? Because one of the things that you find is that. Intention versus realized goal, sometimes, as some say, the trip was so as the educators. We believe it’s not about training, it’s not about high challenge, no support. It’s that nice balance of challenge and support with a bit of ownership as well. And so we’re modeling this as a. A way to try to build up that those pathways expand, actually expand the pathways because people are journeying from different ways. And so I have the magnet schools are there. So the endorsements are they. I’m not sure if the same level of support are there and really what we’ve found so really successful students here. But if we really want to deliver on this idea of diversifying the pipeline, this is for us. It’s not about more Hispanic learners, it’s actually more first generation teachers and more candidates from areas we typically don’t see candidates coming from because they’re the areas you probably need the teachers who are going to commit to that community and provide, more importantly, the stability at those critical times, especially the middle schools, which often isn’t the the most envious teaching position. If we can provide that space at those key transition points stability there. I think they’ll go a long way in addressing that, but that issue of support.

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