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It reviews five Maine teacher preparation programs, builds a cross-program typology of GYO-type characteristics, and evaluates challenges, recruitment approaches, barriers, and eventual employment opportunities. The study also assesses perceived program outcomes and highlights policy implications, grounded in a systematic methodology and framed by implications for Maine’s education system.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/considering-grow-your-owngyo-models-by-examining-existing-teacher-preparation-programs-in-maine/582521/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/considering-grow-your-owngyo-models-by-examining-existing-teacher-preparation-programs-in-maine/582521.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why was the study conducted?","Question",{"text":112,"@type":113},"The study was conducted to examine Grow-Your-Own (GYO) teacher preparation programs in Maine, including how K-12 and IHE partners work together, how programs are designed, and the perceived outcomes of the approach.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the report define Grow-Your-Own (GYO) programs?",{"text":117,"@type":113},"GYO programs are defined as strategies that recruit teachers from local communities so the candidate pool is more likely to remain teaching in the community.",{"name":119,"@type":110,"acceptedAnswer":120},"Which Maine teacher preparation programs were reviewed?",{"text":121,"@type":113},"The report reviewed five programs across the state: a STEM-focused GYO program at St. Joseph’s College, the 2-Year Extended Teacher Education Program (ETEP) at the University of Southern Maine, Teach Portland (Portland Public Schools), an integrated general and special education program at the University of Southern Maine, and a Master of Science in Teaching (MST) degree program at Maine Center for the Research (as shown in the provided text).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582521,1792192258,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Considering “Grow-Your-Own”(GYO) Models by Examining Existing Teacher  \nPreparation Programs in Maine  \nSarah Jessen, Ph.D.  \nJanet Fairman, Ph.D.  \nCathie Fallona, Ph.D.  \nAmy Johnson, Ph.D.  \nMaine Education Policy Research Institute (MEPRI) University of Southern Maine  \nApril 2020  \nCenter for Education Policy,  \nApplied Research, and Evaluation  \nPublished by the Maine Education Policy Research Institute in the Center for Education Policy, Applied Research, and Evaluation (CEPARE) in the School of Education and Human Development, University of Southern Maine.  \nCEPARE provides assistance to school districts, agencies, organizations, and university faculty by conducting research, evaluation, and policy studies.  \nIn addition, CEPARE co-directs the Maine Education Policy Research Institute (MEPRI), an institute jointly funded by the Maine State Legislature and the University of Maine System. This institute was established to conduct studies on Maine education policy and the Maine public education system for the Maine Legislature.  \nStatements and opinions by the authors do not necessarily reflect a position or policy of the Maine Education Policy Research Institute, nor any ofits members, and no official endorsement by them should be inferred.  \nThe University of Southern Maine does not discriminate on the basis of race, color, religion, sex, sexual orientation, national origin or citizenship status, age, disability, or veteran's status and shall comply with Section 504, Title IX, and the A.D.A in employment, education, and in all other areas of the University. The University provides reasonable accommodations to qualified individuals with disabilities upon request.  \nThis study was funded by the Maine State Legislature, and the University of Maine System. Copyright © 2020, Center for Education Policy, Applied Research, & Evaluation.  \nTable of Contents  \nPolicymaker Summary ..................................................................................................................... i  \nOverview of Study Purpose ............................................................................................................ 1  \nBackground ..................................................................................................................................... 1  \nPurposes of GYO Programs ........................................................................................................ 2  \nOverview of GYO Programs Currently in Existence Outside of Maine .................................... 5  \nBuilding a Typology of Teacher Preparation Programs with GYO-Type Characteristics ......... 7  \nMethodology ................................................................................................................................... 9  \nFindings......................................................................................................................................... 11  \nStructure of the Maine Teacher Preparation Programs............................................................. 11  \nDescription of Programs ....................................................................................................... 11  \nCross-Program Typology Analysis of Structure................................................................... 15  \nChallenges and Barriers for Maine Programs ........................................................................... 18  \nEstablishing and Maintaining Funding Supports .................................................................. 18  \nPartnerships ........................................................................................................................... 19  \nRecruitment ........................................................................................................................... 20  \nEventual Employment Opportunities.................................................................................... 22  \nLack of State Policy That Su","cbCaipP93UfnTQQm","https://ap.wps.com/l/cbCaipP93UfnTQQm","pdf",1239933,34,"English","# Policymaker Summary\n## Why was this study conducted?\n## What do you need to know to put this study into context?\n# Overview of Study Purpose\n# Background\n# Purposes of GYO Programs\n# Overview of GYO Programs Currently in Existence Outside of Maine\n# Building a Typology of Teacher Preparation Programs with GYO-Type Characteristics\n# Methodology\n# Findings\n## Structure of the Maine Teacher Preparation Programs\n## Description of Programs\n## Cross-Program Typology Analysis of Structure\n## Challenges and Barriers for Maine Programs\n## Establishing and Maintaining Funding Supports\n## Partnerships\n## Recruitment\n## Eventual Employment Opportunities\n## Lack of State Policy That Support GYO Programs\n## Perceived Outcomes of the Maine Programs\n## Policy Implications\n# References","[{\"question\":\"Why was the study conducted?\",\"answer\":\"The study was conducted to examine Grow-Your-Own (GYO) teacher preparation programs in Maine, including how K-12 and IHE partners work together, how programs are designed, and the perceived outcomes of the approach.\"},{\"question\":\"How does the report define Grow-Your-Own (GYO) programs?\",\"answer\":\"GYO programs are defined as strategies that recruit teachers from local communities so the candidate pool is more likely to remain teaching in the community.\"},{\"question\":\"Which Maine teacher preparation programs were reviewed?\",\"answer\":\"The report reviewed five programs across the state: a STEM-focused GYO program at St. Joseph’s College, the 2-Year Extended Teacher Education Program (ETEP) at the University of Southern Maine, Teach Portland (Portland Public Schools), an integrated general and special education program at the University of Southern Maine, and a Master of Science in Teaching (MST) degree program at Maine Center for the Research (as shown in the provided text).\"}]","Considering “Grow-Your-Own”(GYO) Models by Examining Existing Teacher Preparation Programs in Maine | PDF",1792043646,86]