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Programs  \nKeeley Copridge, Ph. D., Raeshan Davis, Ph. D., LaTasha Mosley, Ph. D., Brittny James, Ph. D. and Nadrea R. Njoku, Ph. D.  \nFrederick D. Patterson Research Institute  \nEXECUTIVE SUMMARY  \nThis report by the UNCF Frederick D. Patterson Research Institute examines the best practices implemented at Historically Black Colleges and Universities (HBCUs) teacher preparation programs, which result in these institutions being significant producers of Black teachers for America’s public education system.  \nThis report builds on the HBCU teacher preparation program scholarship by providing a snapshot of the recruitment, curricular, and co-curricular practices implemented at these institutions to strengthen the Black teacher pipeline. Through the voices of faculty, staff, and students at four HBCU teacher preparation programs, this report will introduce practices that support their Black pre-service teachers.  \nRECRUITMENT  \nThe institutions in this study leveraged various networks to inspire and recruit Black teachers. The recruitment strategies included outreach by teacher preparation program staff and faculty, establishing community communication partnerships, and the provision of financial aid.  \nCURRICULAR  \nAcross four institutions, UNCF identified four prominent curricular activities leveraged by faculty members, which can be attributed to their successful production of Black teachers. These curricular activities included the use of an early alert system, intentional cultivation of relationships with students, use of a culturally responsive curriculum, and tending to the socio-emotional needs of students.  \nCO-CURRICULAR  \nLastly, a significant contributor to retaining Black teachers was establishing a positive student-faculty relationship through existing mentorship programs at HBCUs. Through one-on-one engagement, faculty went above and beyond their role to provide individualized tutoring, financial support, and professional development. Additionally, these institutions established partnershipsand professional development opportunities to introduce their students to the teacher education culture.  \n 2  The Heart Work of Hard Work  \nTable of Contents  \nIntroduction ................................................................................. 4  \nLiterature Review ........................................................................ 5  \nTheoretical Framework...............................................................11  \nMethodology ...............................................................................15  \nInstitutional Setting ...................................................................17  \nAlabama A&M University ....................................................17  \nAlbany State University.......................................................18  \nFayetteville State University ..............................................18  \nHuston-Tillotson University ................................................19  \nFindings ......................................................................................20  \nDiscussion................................................................................... 28  \nImplications for Policy and Practice.......................................30  \nConclusion .................................................................................. 33  \nReferences .................................................................................. 35  \n[UNCF.org/fdpri](UNCF.org/fdpri)  3   \nIntroduction  \nP-12 Black teachers are essential to the educational, social, and emotional development of Black students (Gershenson, 2018; Madkins, 2011; Mitchell, 1998) . Literature shows that Black teachers have the cultural and linguistic capital to engage positively with Black students (Ladson-Billings, 2000; Milner, 2006) . This capital allows students to engage in familiar interaction","cbCaia9u8JyWdZ78","https://ap.wps.com/l/cbCaia9u8JyWdZ78","pdf",6902261,"English","# Introduction\n## Literature Review\n## Theoretical Framework\n## Methodology\n## Institutional Setting\n## Findings\n## Discussion\n## Implications for Policy and Practice\n## Conclusion\n## References","[{\"question\":\"What is the report’s main purpose regarding the Black teacher pipeline?\",\"answer\":\"To identify policies, practices, and processes at four HBCUs designed to enhance the Black teacher pipeline and raise the profile of teaching among Black college graduates.\"},{\"question\":\"Which recruitment strategies are described in the report?\",\"answer\":\"The study describes outreach by teacher preparation staff and faculty, community communication partnerships, and providing financial aid to inspire and recruit Black teachers.\"},{\"question\":\"What curricular and co-curricular practices support retention and success?\",\"answer\":\"The report highlights an early alert system, intentional student-faculty relationships, culturally responsive curriculum, and support for students’ socio-emotional needs, alongside mentorship programs that enable individualized tutoring, financial support, and professional development.\"}]","The Heart Work of Hard Work - Executive Summary - Best Practices for HBCU Teacher Preparation | PDF",1792052810,101]