 My name is Elena Silva and on behalf of New America, our education team and especially our team here dedicated to improving the recruitment preparation and support of our nation's educators we thank you for joining us here today. As you may know, growing around educator programs are an increasingly popular strategy for alleviating teacher shortages. We see investments across the country in GYO and other related approaches, including teacher apprenticeships and residencies to increase and diversify the educator workforce. How do we know how do we ensure that GYO programs are well designed that their high impact for candidates and for students, and that they're sustainable. We're going to dig into that today. We're going to hear from two panels of experts on the opportunities challenges of GYO programs, as well as useful resources for supporting GYO program development. So let's get started. I'm passing it over to you Raven. Hi, everybody. Thank you for coming. I'm Raven to Ramis fires, the grow your own educators national network coordinator here at New America. Today's event was born out of the recent release if you've seen it our GYO toolkit, a collection of resources meant to help GYO program practitioners navigate the many aspects of program implementation, including design and funding candidate recruitment and support advocacy and evaluation. Today's agenda is also organized in a similar way that will allow us to dig a little bit deeper into the challenges and opportunities related to these topics. I do want to say that all of our resources that I mentioned, including our GYO toolkit will be shared after this webinar so you can have access to them. Today we'll have two panels. The first moderated panel discussion will focus on the what of GYO, what it is why it's getting so much attention. And then the second panel will focus on how GYO looks in practice. During today's session. Please feel free to drop your questions in the Q&A box to the right. We'll have time at the end of the webinar for a few minutes of Q&A with our panelists. And then also, please feel free to tweet about this event. You can use the hashtags GYO toolkit, hashtag GYO educators, or hashtag New America Ed. And then our program handle on Twitter is at New America Ed. I'll go ahead and jump right in turn it to our turn it over to our first moderator Alex Manuel to begin our first panel. Hi, great to see everyone today. My name is Alexandra Manuel. I'm an advisor with the New Americas Grow Your Own Network. I'm looking forward to moderating the panel today with some incredible panelists with much to share with you about grow your own and the opportunity and challenges within educator preparation. My panelists include Tiffany Kane, senior policy analyst at the National Education Association. Dr. Conrad just associate professor of teaching and teacher education at the University of Houston, and Amaya Garcia deputy director of pre K 12 Education at And to help ground our conversation I would like to begin with a discussion of what grow your own is and how each of you would define and think about the term Amaya let's start with you. Sure. Thanks Alex and thanks everyone for joining us today. So, we've thought about this quite a bit in the research that we've done, because GYO is such a local strategy. For the most part there hasn't been like a unified definition of what it means. So to us, we define grow your own as partnerships between educator preparation programs school districts and our community based organizations that recruit and prepare local community members so these can be para educators it could be high school students, maybe parents to become teachers in their local schools. I also have started talking a lot about growing on as a sort of recruitment frame because now we have all these new models emerging and people kind of aren't sure like what the differences are between an apprenticeship between residency between growing around and so growing around for us really is that idea that you're recruiting from the community for the community and you're making sure that your community has, you know, well prepared teachers that meet the needs of them to understand the realities of the communities in the schools that they work in. Thanks Amaya Tiffany or Conrad would you like to add to that. I yeah I can I can build off of that I think. So I guess I'll start off like Amaya wait let me first say thank you so much for organizing this panel really kind of honored and excited to be on this. I'll start off with the just a classic definition of you know grow your own programs are designed to recruit. Prepare and then I would also add place community members to become teachers to partnerships between educator preparation programs school districts and local educational agencies and community based organizations. So I think that's kind of just a very broad definition in my own work. I've been particularly interested in grow your own programs that have explicit commitments to justice. Because if you look at sort of the historical origins of using this term of grow your own, not just the kind of renaissance of the terms experiencing right now, but historically there's been this kind of explicit justice commitment. So I guess I would add to in terms of thinking about how to define some of what am I was just saluting to because there's all these different branches of apprenticeships and so on, to me is thinking about, well what is the kind of teaching and learning orientation. That's really shaping and driving the grow your own program. So on the one hand we're sort of talking about recruitment. But what is the, what is the orientation that that shaping the designs what I mean by that is this and have just an explicit academic focus and are they thinking that grow your own programs recruit folks from the community and then just absorb them in traditional teacher education programs. So that's kind of a very kind of a very explicit commitment to justice, for example, making sure that the partnership is designed in such a way to challenge some of the equities inequities that we know exists in traditional teacher education. You know doesn't have more of a technological focus in terms of the orientation meaning that it's looking at whether or not they hit particular benchmarks or evidence excellence in particular types of ways and that's how they view developing teachers. I would say that in my kind of initial response because I think part of it is if we get past the partnership dynamic and if we get past the kind of focus on community. A lot of the work is really around what orientation is driving the teaching learning experiences of people who are in the programs. And so I think that that's really what complicates the work in some way. Yeah, I agree with both and just to add on to it. Well for one obviously I'm going to say that also a partner could be the local union or association. Because a lot of times, both grow your own program just your recruiting education support professionals or pairs into those programs who are members of the union. And we also believe that they're based on the needs of the community and when you're thinking about like the targeted recruitment efforts and just that put my head to like what Connor is just saying because that was really interesting that if you're thinking about like the teaching and learning aspect of it all. It's really important to consider the supports that are also needed for the candidates that are going through the programs. We all are highlighting different pieces. I think that is really interesting to think about the support and also thinking about the kind of orientation around justice and and and really thinking about maybe going into our next question, which is, you know why, why is grow your own and important strategy right now, particularly and how does it fit in with the current teacher preparation landscape and Tiffany, we can begin with you and we'll hear from everyone. Yeah, I think for it's obviously because you know there's a teacher shortage that we're all aware of and working on but and addressing that we're going to require us to expand traditional pathways into the profession and grow your own is a great strategy to do that. As I mentioned, it's not just about like recruiting potential teachers but thinking about some of the members of the community, whether it's the school or external or high school students that you can tap into that are already invested and care about those communities. If we're going to solve the educators shortage, which any just released a new paper in connection with AFT grow your own is a great strategy to identify promising teacher candidates. And also it's a way to improve diversity, you know diversity benefits everyone, and a strong grow your program as doctors also mentioned, has the four elements of recruiting, preparing, placing and retaining. And a lot of times we, we think about just the recruitment and the retention piece but thinking about the entire pathway into teaching and making sure that the candidates are profession ready, and that they have the tools and resources they need to become profession, which includes the different supports for the candidates, thinking about like paid payments while they're either for their para continuing their payment like their salaries sorry. And if a colleague and I were talking just recently about it and if it was, you know, if you're thinking about like a high school program. And a lot of them do offer seat, they use CTE credits. It could be that it's a work study so that they're actually getting paid similar to like, when you do like hairstyle, barber schools, things like that. It's a great a good interesting idea. And making sure that that it's affordable throughout the pathway so whether you're partnering with the colleges and universities provide different help or scholarships so that they're not coming out of pocket and sustainable for the candidates. Do you have some thoughts on on how this fits into the larger landscape on on as far as educator preparation. Yeah, I think that Tiffany actually nailed those points on the head in terms of just the, the reasons why it's kind of relevant right now. What it made me think about was a piece that I was working on in terms of how what grow your own programs have the potential to do is to kind of shift the narrative around teacher development in general, which I think is important in addition to all the things that Tiffany just mentioned. And so, again, this is my preference by saying potential. It's not providential like it's going to happen. But that that grow your own programs because it's talking about recruiting folks from the community the local geographic community and school community. And I also think about it as positioning or kind of bringing folks in the profession who I think historically we've overlooked and haven't necessarily seen the genius that they have to bring and to offer the profession. That it gives us an opportunity to shift narratives by kind of looking at intersectional approaches to diversity, not necessarily just looking at it in one dimensional fashion right but thinking about, I think some of the numbers is that we have a high, high number of bilingual paraprofessionals who can make a really strong contribution to the profession, right also thinking about the opportunity to bring in more males of color into the profession. And they also give us an opportunity and I'm talking about shifting the narrative to really value value resilience and people who have gone gone through challenges but been able to kind of overcome. And the reason I mentioned that as I think sometimes when we think about teacher quality we think about folks who score this, you know, this particular metric on a certification exam, are able to demonstrate this GPA. And I'm not saying that those things aren't valuable, but I think what GYO programs have to offer in some sense in terms of shifting the narrative is thinking about what other types of values attributes and features might grow your own candidates bring to the profession so one of it, one of those I think is kind of connected to resilience. I also think that in the context of what I just mentioned, we know that historically the certification exams have been biased in terms of outcomes right. And so I think that will grow your own programs do because there's such a large number of folks of color who are entering through these pathways is it pushes us to think about multiple modes of assessments for folks to be able to demonstrate excellence. So it's not, you know, I think that there's a contingency and I know there's another panel coming up from GYO Illinois where this well documented evidence that folks were kind of telling failing certification exams at a high number. And so they made some adjustments in terms of entrance exams and what folks were actually able to had to take in order to enter the programs and there was a significant difference in terms of folks who had access so. Another thing that these programs do is they kind of shift the conversation potentially in terms of thinking about the kinds of assessments that we need to have in the profession. And then they also really I think value kind of local and place based learning in this process as well, and kind of look to value the contributions that local community based teacher educators make. And so it's not just folks in teacher Ed like myself who come through traditional pathways but also thinking about folks from the community who can add value to these types of program designs. So I guess what I'm saying is that kind of in addition to the like the basic kind of reasons why we know these programs matter and contribute to the landscape. I also think they give us an opportunity to kind of reimagine what's possible, because we're dealing with a new kind of population of folks. Thank you, Maya, do you want to add anything to that. Just really quickly, I want to add that they're also transforming the way that we think about who wants to become a teacher because I think a lot of the narrative right now is that people don't want to enter teaching but that's not necessarily true. We have a lot of people in our communities who have faced barriers to earning a degree and so one of the strengths of very wrong is that it can address those barriers, remove those barriers and help people actually get through and get and get their certification. I think the other thing that people don't think about a lot too is that your own is sort of an umbrella strategy right and there's lots of different kinds of models underneath that you can do a residency approach you can do apprenticeship is like what's happening now you can do a kind of like an alternative certification and so there's some flexibility there that I think is beneficial for localities and for programs because they have that flexibility to be creative about how they're designing the program and how they're kind of making it also flexible for the candidates because if you're at a time you need to be able to take classes at a time that's convenient for you, etc. And so that's kind of all I want to add because Tiffany and Conrad already said so many great things. Yeah, with appreciation for all of you for I think you all talked about kind of that strengths based approach and the values that are connected to like play space learning as well as kind of what, what does that design that design can be can can look different depending on the type of grow your own programs. So, I think one question that we hear a lot is what does a high quality grow your own program look like. And Conrad, would you start us off with sharing some of the what that looks like to you. Yeah, I think I've been thinking a lot about this because there's because of this issue of trying to tease apart what are the distinctions between programs and in working on a piece recently where I landed was just kind of thinking about well what are the kind of important important indicators for programs who are committed to community teacher development, because to me part of the work is being committed to folks who are local, and are from an invested in and committed to the community so I think that's kind of really important point. So in the context of what quality looks like for programs that are committed to community investment. And part of it is making sure that their structural supports that allow them to use the program as a vehicle for economic mobility. And what I mean by that, this is my positioning, I mean there's so many different ways to think about it is that you have folks who are, you know, kind of working on a pair of salary or maybe kind of working as classified staff in the context of the school, all of a sudden that they're able to go through the program and actually you know receive certification to become a teacher. That makes a huge difference in their life in terms of what they're able to do for their family, kind of how they're able to contribute to their community. And so one of the things that I kind of look at and this is connected to a piece that I just did an equity and excellence in education is thinking about what are the structural indicators that show that a program is actually committed to supporting economic mobility in some way shape form or fashion. Does the program actually have any sort of practices around kind of shifting policies that have disenfranchised community members. So kind of looking at that so it's not so much that you recruiting folks from the community and we're just bringing them into the program and you're going to do, but what are you doing structurally different in terms like some of the, like, you know, my and Tiffany have already mentioned, in terms of allowing them to have paid internships, when you're actually offering the courses. And then as I was mentioning advocacy around what's happening with certification processes as well advocacy around how they're able to get a certain number of hours to do their student teaching and what that actually looks like that that part of the work of the program. In my view in terms of folks who are committed to the community is not so much to bring them in, but to advocate against the things that cause them not to be able to be successful. Another part of that is kind of connected to a valuing of kind of cultural knowledge interpersonal relationships, so that there's some sort of valuing of the funds of knowledge and community cultural wealth that that folks are actually bringing into the grow your program. And so that's really about being seen, heard and affirmed and making sure that that you know that that comes across in the curriculum that's being taught and the teacher educators that are working with them in the schools that they're actually placed. And then the relational component is making sure that the power is really connected, not just kind of at the university level, but at the community level and I think in connecting to what Tiffany was saying that that in partnership could be with unions and community based organizations to figure out how you're really advocating for local based needs. And so to me. I know my colleagues will kind of answer probably a different way it's, it's kind of pushing the conversation to say if you're really committed to community educators, what are these different aspects that that you want to, you know, kind of put your money and investment behind, because to me, I think that's what's going to allow grow your own programs to truly be distinct and not just become another reproduction of traditional teacher education programs. Yeah, I think that makes a lot of sense in terms of, you know, what are the unique or innovative attributes that that designed that really center around who, who were who were trying to serve. Tiffany, Amaya, would you like to add to that. Oh, God. Only just to add that are emphasized the centering of the community in all of this and thinking through how we're going to change the narrative, you know, because it's often, you know, educators, they're paid bad, they're overworked and but as I think it was Amaya who said that there's still plenty of people that want to be teachers and there's people that want to be teachers that never thought they could be. And I think that gives them and grow your own gives them an opportunity to not only pursue it but to see themselves as potential educators. And just again stressing like making sure that they have the supports in place, whether it's paying them making sure that they have, you know, bringing the courses to the schools where they're already working, making it convenient and accessible. And it also gives current teachers an opportunity to whether they're a teacher leader, they're, you know, resident teacher. But it gives them something else to kind of maybe hang on there of like a few more years, you know, if they're thinking about putting like giving some new life and breath into the profession that they're at again. Right. And, and Amaya maybe building up on that to see that looking different across different types of program programs in terms of apprenticeships or residencies or, you know, anything you want to add to share a little bit more about from all of the writing that you've done about programs across the country. Yeah, so something I think about sometimes is, is how that grow your own teacher field on day one in the classroom. So I've gotten to visit quite a few programs and heard from to a program graduates who are in programs that were more residency oriented than they spent two years working as a para educator under a mentor teacher while they were in their classwork right, and they always would tell me you know, on my first day I didn't feel like a first year teacher, right like I felt like I had experience it wasn't like, I didn't have to deal with some of those adjustments that first year teachers have right and so I think that's you know one marker of a quality program is how those candidates feel on on day one in the classroom when they're We have also done work based on like all the research we've done and with the help of some external experts and advisors thought about well what are these sort of like essential elements that we want to see present in every grow your own program. And I'll just kind of say those very briefly. So one would obviously be the partnerships. I know in your own work in Washington State Alex that was a big driver of the work and the grant program was to really incentivize those partnerships between all the stakeholders who are invested and engage with developing teachers that can't just be done by educator preparation programs alone there has to be that alignment and commitment from multiple parties to make sure that the teachers are well equipped and understand the needs of kids. But we also talk about you know intentional recruitment of linguistically and racially diverse candidates for us this work actually grew out of work that we were doing looking at how to develop the bilingual teacher pipeline and the challenges that people face who maybe don't speak English with the first language but are still qualified and interested in becoming educators. The third would really be those wraparound supports we think that's really really an important component of this and something that sets for your own apart from other kinds of models of teacher preparation and those can be you know very comprehensive one way that I like to think about them as you kind of have that navigator who's helping you along your whole path it's very one to one. And who has your back and is helping you make sure that you're hitting all those benchmarks along the way so that you are successful in earning your degree. And obviously the financial supports are really essential. But then also having cohort models having really strong academic advising having tutoring, having test preparation kind of all those different pieces that can come into play and supporting candidates. We also talk a lot about paid on the job learning which we think is really important and obviously really aligns with this new movement towards apprenticeship. Lastly, I think actually having a structured pathway so it meant lots of their educators who did this on their own and it took them five, six, seven, eight years to become a teacher because there wasn't anyone there supporting them and they had to like through dips you know when they didn't have money to pay for classes when they didn't, they had to move and so this kind of allows someone to say okay, I'm going to start this program today and in two years I'm going to be done. I have my degree and I'm going to be ready to go and lead a classroom and so I think for us those are kind of always what we have kind of in the back of our mind and we're thinking about for your own and kind of trying to see what's going on with with the field. Yeah, thanks for sharing that and I think it's interesting. As you kind of throughout your writing and learnings like some of the, the different, you know, attributes and qualities and then also thinking about in order to shift and do things differently. You know, grow your own pathway models they need to be adequately, you know, funded for that that support. And I'm thinking as our last question to to hear from you all about how are you seeing quality grow your own pathway programs funded and Amaya if you could share maybe a little bit about apprenticeships and the federal government and then we can go to Conrad to talk a little bit about philanthropy and Tiffany maybe you could share a little bit about union partnerships. Okay, I'll actually also share about states because a lot of the funding that we see now comes from states and we've seen quite a few states using SR federal recovery funds to support, maybe only one time investments in GYO but to support investments in GYO. At the federal level you know there's many grant programs that are focused on developing educators so teacher quality partnership grants is is one that comes to top of mind and that was recently awarded in the last competition it did have like a sort of a preference for for an invitational priority for growing your own and so I think of the over 20 grants that were awarded I think I found like six that actually are going to be using like a career and strategy with the funds there's also the seed grants supporting effective educator development which was also recently awarded that can promote these kinds of strategies for bilingual educators there's the national professional development grants which Diana who's on the second panel just got recently awarded a second grant from that to support her pathway for bilingual care educators to become teachers. And then you know, we have some opportunities actually in ID a part B to fund like scholarships and those kinds of supports for para educators might want to become special education teachers, but I think there are these federal funding streams when you talk about apprenticeship yes there's going to be like $100 million. The next round of like do well grants to be like $100 million and they're emphasizing that state supply for them to fund teacher apprenticeships. I think the issue with the federal funds is that some of the grants have very cumbersome requirements like you need to have matching funds or so whoever is applying needs to have that capacity and that kind of underlying structural structure to be able to be successful. And that doesn't necessarily work for every program because I think, as we all know, some of them are very small they're very local and they don't have like this huge infrastructure behind them that can really help them be successful on that and so I think when we think about it, one goal that we have actually a dream that we have would be that the federal government find a way to subsidize and make free teacher education for anyone who wanted to become a teacher and so grow your own is sort of a small step to that but as you know, we probably all know in here. These kinds of funding cycle from states that are two year funding cycles are from a federal grant are not always sustainable and so how can we really build that sustainability in and rethink about the ways that we're supporting educators with the continuum and that starts with making sure that they're able to earn a degree debt free and really support their communities and be recognized as making those contributions. Thanks Amaya for sharing more. Conrad, would you want to share anything quickly about grants that you're seeing and related to grow your own. Yeah, well I just want to say just to build off on what Amaya just shared it's some of the characteristics that that she was talking about it in terms of quality GYO, because of the advocacy of New America it's actually been showing showing up in kind of the call for proposals which I think is really commendable. And I think that that speaks to just the great work that they've been doing, and also brings up for me, an opportunity so we have the basic here the cat the characteristics that are in place. Then I think we can do more pushing in terms of looking at well what are the teaching and learning orientations, what are the commitments as it relates to justice and so on. And so to me that's a bridge to philanthropy because there's great interest in educated diversity everybody's sort of talking about it. And I think what it does for people who have those opportunities is that they can ask the more kind of nuanced and specific research questions and designed to kind of make sure that we're tailoring it in such a way to be responsive to the localized needs because that doesn't necessarily always come across and kind of the kind of larger statewide and federal grants. But then also to that point, it pushes that design model to think about sustainability which I think is really important. So at the, you know, at that level you can kind of develop a design that's not so much about funding but also thinking about it from a sustainable perspective sustainability and I think that there are a lot of foundations that are doing that work I won't shout out them all but so I think that's a good time in that sense. Thanks for pointing that out and Tiffany would you like to share the last word. Obviously, you know, unions already have like partnerships in place with different organizations and those, you know, obviously can reach out to those but more specifically at any they have large grants like funds, and then they have smaller grants that have helped some states and locals, either start or develop grow your own programs. And we also offer some of like the proxies supports for members who are trying to get into the pathway. And just generally thinking like I mean it's just something that it's cost what around $20,000 on board new teachers so I mean the investment and grow your own programs is definitely like a cost effective saving measure if if they're done right so trying to build those like university partnerships, you know, but yeah, pretty much. And thank you all this great conversation. Yes, thank you all three of you. You are just foremost experts on this topic and you know with much appreciation just listening and learning from you and I'm going to pass it back to Raven to share the next panel. Thank you, Alex. That was such a good first panel and I'm seeing that there are a lot of questions come in, coming in. Please feel free, even if you have questions for the first panel, still drop those in the box. At the end when we do our Q&A will have time to go through all of them in order. And you can ask either panel any of your questions. So, as I mentioned before the second panel is all about the how of GYO and what it looks like in practice and I'm really excited that we're joined today by four of our GYO educator national network members who can really speak to their actual experience with all of this and what it looks like for them. So I'll start by introducing them quickly. First, we have Angela Hop Cruz, director of Kalama at the Institute for Native Pacific education and culture in Hawaii. And then we have Diana Gonzalez-Werthen, who's the director of Project Reach at the University of Arkansas. Diana, if I'm not mistaken Project Reach has a new name now. Which, can you correct me if I'm wrong? Yes, well, we are completing Project Reach. It was a five year grant, national professional development grant. However, we just have been awarded Project Elevate, ensuring learner equity via advocacy and teacher education. So this is going to allow us to continue our work for the next five years and we'll be expanding it as well. Yes, okay, this is awesome. And then third we have Laura Mogelson, director of multiple pathways to teaching at the University of Minnesota, Twin Cities. And then finally we have Linda Wilson, director of Peoria GYO Illinois. So first just to start, and we can start with Angela since I called you out first. So could you all briefly describe your GYO program, its purpose, and what population it serves for our viewers today? Aloha and Haffadi. It's really great to be able to share the organization's Kalama Education Program and what we do as a Grow Your Own initiative. We've been in this work for the last 24 years. We started out as a cohort model with our founders who were at the time College of Education faculty at the University of Hawaii at Manoa. As grant life dictates, there is an ebb and flow of funding and so our organization's program has shifted to accommodate those needs. We are now no longer strongly cohorted, so we've developed informal cohorts over the years and have cast a wide net out to paraeducators, community leaders who connect through a community counseling approach, community conscious counseling approach. And it's through that Grow Your Own approach that we've been able to reach at this point 256 participants currently. Of the 256, a quarter of them are currently enrolled in college with the remaining folks exploring what pathway they should be on and or as was mentioned by our earlier panelists, they are taking a break because they're in the sandwich generation and caring for both their parents and their children. And so as part of our Grow Your Own model, we walk them through that process. If there is a definition picture of Grow Your Own reference supports, Kalama would be there. So it's accessing financial aid for our participant students who are in high school as well as themselves. But finding Kiki Care to support their children in infant toddler care, it's navigating test taking. So we have a student who is refusing to do the practice because she missed it by two points. And so it's coaching them through the test anxiety and walking through next steps with them. And so we provide financial support. In addition to that community counseling of $1,500 community college and $3,000 to our UH system for your degree. So that's the concrete monetary support. I loved what was mentioned in terms of advocacy and how are we going to get structural indicators to underscore the impact that we move. We are not a university system program. We support and partner to the best of our ability to work with our university system folks. And so getting through pilot programs such as our UH-28 program with our UH system partners has been really amazing. We were able to move that to a state-approved model. So through our pilot program, we were able to prove that investing in community teachers, our professionals who have been in the classroom for the past 10 to 15 years is a model to go by. And so we're right now in the process of finalizing the policies around how to reclassify an EA to a TA-1, TA-2. And so that's another component of our G-Bio model is the systems approach. It's been really amazing to see that grow and evolve. Our systems person works closely, has been at all of our Board of Education meetings to identify how we can fill areas of need. It's been challenging to get at the table, to get a seat at the table. And so our strategy is to look at what is Board of Education, what are our DOE leaders discussing, and where can we piggyback off of that in order to get a seat at the table. So there's our college component. I spoke a little bit about our education systems component, and I'm going to move to closing the loop. So yes, we're recruiting, we're working with our folks to navigate the college system, but what happens when they get into the classroom? I'm super excited to talk about this growth over the last year of our professional development branch. And so we're tapping into those first year classroom teachers and providing culturally conscious curriculum and culturally conscious coaching to support those that are in the classroom. So those first year teachers are calling us telling us that they're overwhelmed. They're having to navigate houselessness and students who are hungry and how do you manage all those different classroom behaviors that are a result or a symptom of those issues that are being brought in from home. The professional development workshops are rooted in our place, specifically the Y-N-I coast. So we're delivering designing cultural curriculum that marries the two and are looking forward to that being stamped and approved by the Department of Education as a for-credit professional development option to launch in the summer and fall of 2023. So that professional development branch of Kalama has really grown and strengthened over the last year so that the folks that we see through to the end of their teaching degree continue to be supported by both their education pathway coach in tandem with their professional development specialist. And so we have a STEM specialist who's had many years in the classroom as well as a cultural need of mind curriculum specialist who has also had many, many years in the classroom. I want to underscore that each of the specialists as well as our coaching team brings to the table the gifts and assets and gems that Conrad and Tiffany and Amaya spoke about were all from the community. The majority of us born and raised in the Y-N-I coast so we understand the deep intimate challenges that this specific community faces and that has really made, in my opinion, the benchmark for success with engagement, although that has been a challenge as a result of COVID but I would say that that is the crux of our success is being able to connect on that level and understand the hunger and the houselessness and what affordability of housing challenges brings with wanting to be a teacher, wanting to remain in the field of teaching. So that is our grow your own model in a nutshell. We have expanded to develop cohorts with the National Board Certification in partnership with Hawaii Teacher Standards Board and looking forward again to launching that in January. So we're currently coordinating that. So we have these, we have a full range of the spectrum from substitute to National Board Certification, cohort supports and everything in these groups. Mahalo for allowing me to share. Yes, thank you so much for starting us off. Linda, would you like to share next about the GYO Illinois Peoria program. Hi, I'm so happy to be a part of this panel and whenever I'm given an opportunity to talk about grow your own or our program, it's always an exciting experience. Our Peoria program is a consortia of other grow your own programs through grow your own Illinois and our program specifically has a partnership with Peoria Public Schools with our union. I heard someone mentioned the union partnership earlier. So our union is Peoria Federation of Teachers Local 780 and our higher ed partner is Bradley University, although we do have good partnerships with Illinois Central College with Eureka College with ISU. So our, we have a blended cohort and that essentially means that candidates may start on whatever end of the educational spectrum so they may have a little college experience or they may have no college experience as they are joining our cohort. And our mission is basically to diversify the teaching force and Peoria Public Schools with local folks, local individuals that have a passion to teach in our community. And most of the folks that are that participate in our program are peer professionals. That's kind of been changing a little bit recently, but mainly non traditional students that are first generation students that need a little bit of additional support navigating the higher education experience and, and kind of discovering a pathway. So we have three essential components to our program. It's the social component. And I think we'll talk a little bit more about that. About some of the wraparound supports that our program provides but it involves cohort meetings and mentoring. There's a lot of one on one FaceTime support with candidates. There's the academic support with tutoring and, and helping candidates discover their academic pathway, and then it's the financial support that candidates qualify for up to a $25,000 forgivable loan, which is the term forgivable loan and tuition assistance are interchangeable. We're participating in the program. We also provide other wraparound supports like clinical experience type and student teaching stipends. Just whatever we possibly can to decrease whatever barrier that candidates may have in this journey to become a teacher. So thank you. Diana, would you like to share. Yes. So we have our grow your own program focuses on bilingual, by cultural paraprofessionals. These are individuals at work have been working in the school system, some of them, you know, two years, three years, five years, 15 years. Currently, they have a desire to become elementary teachers in our current program progress project reach. We were able to 18 of them were able to graduate just this past May and, and we were able to receive another five year grant so we're going to be expanding that still working with bilingual by cultural paras but we're adding the pre K components so they have the ability if they want to work in the area of pre K there's a birth to birth to kindergarten certification integrated with special education. So we'll be working with another college which we're really excited about that that focuses on that teacher development pipeline. So this is all of our by bilingual by cultural paraprofessionals, all but one English was their second language so they're all they had all been English learners that still are English learners. This is the one of the program. Something else is that we have about 50% of them were born out of country and 50% were born here their first generation immigrants. And, and additionally, they, what we are trying to do is to help the school district right now we're partnering with the largest school district spring to public schools. We have a large number of culturally and linguistically diverse students, but they also have a major disparity among diversity with the diversity component and that's why that we have partnered with them and that's why they were so critical in wanting to diversify their teacher programs but just did not really know how to do that to give you an indication we have about 91% of the teachers are white Caucasian teachers. There's 32% white Caucasian students, 48% Latino students, 4% Latino teachers, and one of our growing populations are Asian Pacific Islanders. I think we have one in the entire district, but yet we have 14% and it's growing of students who are from Hawaiian Pacific Islanders, mostly from the Republic of the Marshall Islands. And so, with our new grant, we will be expanding to try to build this new innovative pipeline and extended into two rural school districts, who show the almost identical in terms of diversity wanting to increase their teacher diversity as well. So the students come through our program when they begin to apply to the program. One of the requirements is that they receive letters of recommendation, one from their principal and one from the teacher that they're working with or that knows their work in the building. And what we have found is by doing that as part of the application process, once they become members of the Grow Your Own program, then we give them a name tag because they're a Grow Your Own teacher, Grow Your Own candidate. And what that does, it really allows the entire school building to assist in shepherding the student because they're there working as a paraprofessional, as a teacher assistant, or the parent liaison, or they might be a secretary in the building. They're in a variety of different paraprofessional roles, but once they put that name tag on and now they're, that's the teacher that we're trying to help develop so we see it as everyone in the building along with the teacher ed program and our Grow Your Own program really helping to nurture that. Our students come in with a variety of backgrounds as far as credits that was mentioned earlier. Some, this is their very first time to go to college and others they might have almost completed an associate of arts degree. And so we have a rolling admission, but we do try to keep them in classes with little mini cohorts of three and four students at a time so that they have that support around them. I think I'll stop there in terms of the target, you know, the purpose and the population that we serve and save my comments on the next question. Thank you. Yes, thank you. And then Laura, could you tell us a little bit about your program. Yeah, thank you. Thanks for having me. So I'm at the University of Minnesota Twin Cities, and that's the Minneapolis and St. Paul and we, the majority of our programs in our, I guess more traditional pathways at the university are post baccalaureate full time day programs they are all cohort based. We started about six years ago with this grow your own concept, and have a kind of a three prong approach, currently of the programming that we offer to the state of Minnesota. And the goal of this is to reduce barriers to become a teacher, because of this as has been mentioned the teacher shortage, and to help our state to diversify the teaching core because we have, like has been mentioned by others this this large gap. Between teachers of color and white teachers in the state of Minnesota so we're working to close that gap, reduce barriers, and create just greater access into the field and meet the needs of all of our partners. So the programs that I run are, they are all also post baccalaureate so they're at the grad level so someone has to have a bachelor's degree already to to enter our programs. However, we are exploring the a to be a pathway it's just not something that our university has has done in the past two decades but we, we know that's a tremendous need in order to accomplish our goals. So we have a program that recruits paraprofessionals and then teachers that are teaching on not the, not the full professional credential yet where they've gone through and completed a program but they're on. It's sort of I guess you could think of it as like an emergency waiver or a variance. We are able to be in our program because we're designed in such a way that it caters to working adults so evenings and weekends, and that program is specifically for our multi lingual elementary teacher candidates or teachers who are teaching in dual language or in immersion settings we have many Spanish, Mandarin, Hmong, not to mention Korean, Ojibwe, Dakota, French and German schools in Minnesota. And so this is a avenue for people to earn their full credential and support districts and growing their own teachers. We have an ESL pathway as well that works to provide opportunities for, for people that are working in paraprofessional roles in districts who want to become a licensed K 12 English as a second language that's what it's still called here in Minnesota teacher and this, this pathway allows for them to go through our two year, these are all cohort based programs, the two year program and earn their credential and their master's degree. And then we're in our second year of our grow your own efforts of a statewide partnership with an organization that's a part of America core, which is that national service organization and this is called reading core Minnesota reading and so members of reading core can be serving anywhere in Minnesota, and they can enroll in our full time grad program to earn their license and it's elementary as well. While they're still serving in the reading core. And it's what it's what it is allowing us to do is fund people to be in the full time program as a grad student earning the license. While they're receiving their reading core AmeriCorps stipend and educational award and we can talk more about wrap around support and financial support of all those programs later but that's a new initiative that we are in the second year of this year with our grow your own efforts. That's allowed us to reach the whole state, because the members slash teacher candidates that are in that grow your own pathway do come to campus but it's all subsidized and funded by our partners. So, I'll stop there Raven thank you. Let's talk about wrap around supports now, because wrap around supports are a major characteristic of GYO programs and so I just wanted to hear from all of you what supports with your program candidates say are the most helpful for them. Do you are you going to call it anymore. Go ahead jump in. And really quickly. So, some of the wraparound supports that we provide as mentor mentoring. And so, we had a grow your own program here in our school district. About 10 or 15 years ago and I was a product of that program and so the candidates that graduated from the program came back to the new program as being mentors to the new candidates that are in the program so it's kind of a full circle kind of deal. And I would say I, I hear a lot from candidates when they've been interviewed for focus groups that the mentoring support helps out a lot, because candidates are dealing with a lot of personal issues or trying to balance their, their home life with work life with, you know, college life and that kind of thing and oftentimes your close family members don't understand what you're going through. And so, the mentoring and the professional support oftentimes candidates are able to go into the mentors and do observations or get help with any assignments or anything like that. The cohort meetings are very, very essential that I hear, because candidates are sharing their experiences with other candidates they're participating in professional development. During those meetings. They also receive childcare and clinical experience stipends along with student teaching stipends, a lot of one on one support where I'm contacting them every week and talking with them and supporting and those ways. I think support with figuring out their pathway, and then the tutoring also for those folks that have been out of school for a while, and kind of need to get a little additional support with math or additional support, some small group support with passing their content area tests. Those are the things that I think that our candidates have expressed to myself and to others and via surveys of what is really important to them in terms of wraparound support. For us, I think one thing that our candidates would say is very helpful in there, and I think it shows in our retention is the, there's a single advisor that they get assigned to them that that's her only job is to work on the Grow Your Own programs. And that person works with the candidates individually from the time they first expressed interest in the program. And then, I think Amaya mentioned the word navigator I think that's so important, you know, and supports and navigating all the way until they're, they're done. And, you know, then the it's a separate process the licensing process, and then the degree process so there's, there's a constant person who's helping and monitoring, you know, benchmarks and progress throughout the program and then on the financial side. We work, we work really hard in advocacy, and in fundraising from philanthropy to get support for our participants. And then, I work individually with each student to develop a like a cost planning sheet, and just really helping to figure out like okay we have the six sources of funding for you because it does get their multiple sources of funding and it's a lot to keep track of and make sure that everything is being, you know, everything is covered, and then planning for all of the costs and the testing and the ed tpa which is is a performance assessment required here and licensure exams and all of that. And so I think those those two things are candidates would find to be supportive in their success. I think the, I wanted to mention, similarly, we have a academic advisor mentor and we describe it as socio culturally mediated academic advising and mentoring. This individual is with the, with the, with the paraprofessional from day one starting with zero credits so we work in collaboration with the community college. And so this person, our advisor academic advisor is, is with the candidate or with the potential teacher paraprofessional from day one, all the way to graduation licensure testing, etc. And they're able to communicate with her via text messaging via email phone calls, multiple different ways it's, and they have found that that has just been extremely beneficial because in the past, that one of them quoted saying that they're not, you know, in the regular arena of an academic advising they feel like they're, they're just another student with an ID number but in this case they they feel heard and respected and they know that their questions are going to be answered, no matter what those questions are so having that person throughout is very beneficial and that they have a voice voice that the other is this individual academic advisor mentor also is responsible for having monthly grow your own seminars so everybody comes together once a month, right after work because they're all working full time. And so, in those seminars are geared specifically are very student centered. One of the things that we do in the application process. They have an interview and we're trying to get out their background so that we can get to know them very well. I came here what you know what what what we're why teaching you know what what was something that that, you know, cause do you have how long have you been thinking about becoming a teacher. They are English learners. They understand what that means and. So, they themselves we would ask them you know so what are some of the barriers that you foresee the challenges how would you solve them. Well all of this helps us to get the full story, you know with the candidate and then we're able to build GEO seminars to attack each of those pieces and so that's kind of flowing and it's adaptable. And so it could be something just as like time management skills work family school balance, etc. I mean the in some of the seminars that's what they, that's what they require. Our program academic advisor mentor works very closely with the academic advisor that we have one academic advisor that we work with at the community college. Instead of all of the academic advisors so that it's just a one on one, and that has really helped with the communication. That person knows exactly where the student is in terms of the coursework that they need, etc. And basically the same thing that everybody else has said as far as, you know, providing tutoring. Once they get to the to the point of internships. There of course they're not able to perform their paraprofessional duties so the school district part of what they do as part of their partnership they pay. They never lose their salary so it's paid internship so they're just paid just like if they were there during their internship they do six weeks of internship three weeks in the fall three weeks in the spring. So it's split up that way. And then the other piece is because many of ours all of our students are first generation students. We have been able to advocate for institutional accommodations as well so, for example, some of them didn't qualify for Pell grants because, because they had dropped all their, they did not drop their classes in time and they ended up with maybe a semester of Fs. And so that caused them to lose their Pell grant money so we have been able to intervene with financial aid recovery procedures we've also been able to intervene with great forgiveness which many of them had no idea what that was. And so there are just a lot of things as you go through that are potential barriers that had stopped the students, if they had started a teacher that wanted to become a teacher many years ago but then it just came to a screeching halt because of many of these types of barriers so, so I would say that these wraparound supports you know essentially keeping in mind that get taking the time to get to know this the students, we use that assets based perspective and then with the monthly seminars that one mentor advisor threw out, and then I want to add one additional thing with the mentor advisor, our mentor advisor is ESL endorse so she has, she has the training she understands how to work with English learners culturally linguistically diverse students and she also had worked in sheltered immersion, immersion programs with international students English immersion programs so she's very astute when it comes to working with international students or students born out of country or English learners. So that that is very that has been very important as well. Thank you. Angela, I think you're the only one who didn't get to answer yet. Is there a different kind of support that your program candidates will say are the most helpful for them. I just echo everything that has been shared the keyword being navigator and so, though we're not with the UH system our education pathway community counselor is the bridge we have caught a few folks who didn't meet certain requirements to transition or transfer over and are able to raise that with our system advisors and counselors so we've, we've helped to catch a fall certain in some points. And being from the community, you know I bumped into, I bumped into our participants at wrestling practice for our children, and get information from them, you know I didn't pass the test and then I'm able to pass that information on to their coach and so that close connection helps us to really hold tight to folks and keep a very close pulse on what the challenges are and where to come into support. So that would be what I am sharing. What I'm going to share at the beginning our focus is primarily nontraditional students that are largely of native Hawaiian descent and nontraditional can be is debatable and so it's not just someone who is 24. But it could be an 18 year old that doesn't have the financial needs to attend a state program full time so we help them to navigate those barriers. I know that this is probably a big question for everybody in the audience today. About funding as sustainable funding as you know in our GEO network is always a topic of conversation and so I just wanted to ask and I want to start with Laura because you mentioned there are lots of different types of funding. How do you all braid and blend funding sources to sustain your GEO programs. It's a lot of work. It's very complex. And it's it's had an interesting history in our state with a some legislative funding from over five years ago that started at $1.5 million to two named districts with with two specific partners to. Now our state is up to $6.4 million in competitive grant funding that any district in the whole state can apply for and partner with any, any approved teacher prep program so it's just it's opened up quite wide and there's a just last year in in Minnesota, it was over $20 million in funding requests for for GEO from districts with their with their partners and so that's obviously one source of funding. But it's challenging as the prep prep the prep provider and the partner with just kind of how messy that can all get with many, many districts, and then many, many potential partners, all kind of saying all doing grow your own work, and then being able to depend upon that funding. One positive changes has happened recently was that districts now have five years to spend money that they get so there can be a little bit more intentionality and planning and sustainable and sustainable planning around how to support current teacher candidates in the pipeline and future teacher candidates and to use the money to recruit people. And then that is braided together with with money that we as the university are eligible to apply for from our state that's very specific around teachers of color. And then our teacher candidates can apply for money again from our state for stipends during student teaching and for teacher loan. There are programs that that would come back later and support, you know, any, any death they might incur. But our biggest win in the past two years has been securing a very large matching philanthropic gift of $1.25 million that has then successfully been matched by other donors. And so that money can be that's 100% for students and can be used to provide scholarships and so again, though, it's always, it's always always on the horizon as people who run programs, you know, how how are we going to keep this going? How are we going to continue to support support people? Okay, we have this money now but you can't just sit on that right you have to, you have to always be thinking ahead and really, you know, fighting the good fight of getting the funding and creating sustainability. We run programs that are very we try and spend as little money as possible on, you know, salary and staff so we run a real tight ship I guess you could say in what that looks like but it's certainly the sustainability is I think the hardest one of the hardest things with these with these efforts. We have time to hear from either Angela or Linda do either one of you have is there some different kind of way or different kind of challenge that you have with sustainable funding that you'd like to share for Coloma, we as a nonprofit are dependent currently 100% on grants, Native Hawaiian education program federal grants, we receive two local grants from Kumbama schools and Office of Hawaiian Affairs. It is very uncomfortable because the grants run three years. The two local grants are one year grants, and so it's difficult to be able, we're looking further into the future, but planning around a three year grant. And so it makes it difficult to really, really push forward. We're hopeful that the grant grow your own funding that has been coming through with the support of you, America is the last convening we were able to expand on our partnerships and networking. And like for the grow your own legislative language to include partnering with or subcontracting with a community based organization, specifically in peace to be able to, as Conra mentioned often bridge the inequities address the inequities because we come through to support with recruitment of our locally rooted groups, but we don't receive the necessary funding to, to be an equal partner. And so that is the huge area of growth for us as, as a community and not just in peace but as a community as a whole. I hate to. Oh, sorry, go ahead, Linda. I was just going to say, we're a very small program. Also, we depend primarily on funding from the state of Illinois through grow your own Illinois and for some of the, the, some of the other things, some wrap around support like if we want to have T shirts for candidates or anything else that's special or, you know, candidates. Kind of struggle in terms of making a sacrifice of not, you know, maybe they're not working during the semester that kind of thing so we could provide gift cards or something like that. So, there are some local community foundations that I've done some grant writing to receive some gas gift cards or any assistance with paying a bill. If there's an emergency or something like that. I'm matching grants from a corporation or folks that happen to work for local corporations in our area that would be able to do some matching grants for that and so Yeah, we're faced and it is very uncomfortable Angela because every year when it's grant writing time you hold your breath because you're at the mercy of another organization and they may look at your candidates on paper as, you know, just names but you know those people very personally and you want to create this buffer for them and definitely be an advocate for them because our lawmakers don't necessarily see them through the human lens that we as directors and coordinators do so thank you. Thank you so much. Thank you to our second panel I was going to say I hate to end on a note about funding because even though it's a really juicy question for the audience you know it's a stressful question for y'all. But we are going to open it up now to audience questions and these are questions that all of our panelists can answer so feel free to if you haven't answered to any one of these questions feel free to jump in. We won't have time to get to all of them but hopefully we can get at least the most popular questions I saw that some people were upvoting. So the first question and again this is for all of the panelists for both panels. One audience member asks what options are there to support aspiring teachers who do not have bachelors degrees yet. Are there ways to help make a path to bachelors quicker and cheaper. That's what our our program actually partners with the community college. I would say that just in our last grant 100% of our graduates started at the community college or maybe they had some college credits from it from the past but they still didn't have enough for for example the two year associate associate's degrees and we do ask them to complete that to complete that associate of arts degree and then and then they then are able to transfer at the same time to the university. However, because we're confined to having our grant funding within a five year time period, just as soon as they can begin taking classes at the university they do so. So there are times when they're taking classes at both the community college and the university. And so we've been able to make that flexible enough you know for the transfer but but many of ours I think all but one had a degree. No to had degrees but everybody else. They, they didn't so it was it was a pathway like from scratch. So that is what we do and again partnering with the community college. Okay. Another question from the audience. Oh, sorry. Sorry, I'll just add two things to answer that question. One is Community College baccalaureate programs which actually my colleagues at New America have been studying quite a bit and these programs. They have laws and state laws actually allow community colleges to confer bachelor's degrees and so states like Florida and Washington have many teacher preparation programs within Community College colleges and so obviously that lowers the costs that increases the process and lots of times community colleges are better equipped to serve non traditional students, and it eliminates that need to actually have to do the transfer so it makes you know that process, a lot smoother. So I think that's one area and the other actually would be this new push for teacher apprenticeships so teacher apprenticeships registered apprenticeships are degree granting programs and so the way that they're designed is that you have registered apprenticeship while you're learning content right and as you show mastery of content like and this is like through through courses and through like you're on the job experience you actually get paid, you know progressively higher wages. And so that sort of addresses this idea that maybe you don't have a BA but that program can actually help you earn a BA, but also help you be paid at the same time and as you, you know, grow and no more be paid a little bit more to again address some of those financial issues surrounding a degree. There is another question with an additional chunk of funding what's the first thing you would spend it on in your GYO program stipends during student teaching. Does anybody else have anything they want to add I saw some nods so it seems like a lot of people agree with that stipends during student teaching. I would be, I would ask for full tuition coverage. At this point, it's just, yeah, full tuition coverage. I think we would pay for just the internal the opt for the operation somebody in this could even be part time but just taking care of all the fiscal responsibilities and fiscal matters. There, there are a lot of fiscal responsibilities. Laura mentioned earlier with, you know, look, look in all the different funding sources and in the grants if you have multiple grants that are helping support your program. You really need to have that person there that understands the fiscal the budgeting and all of that so I know that's more internal, but it really, that's where the money is going to be disseminated and students will be paid their stipends and the like so that's an important role. I would probably say additional wraparound supports. Just what I was saying earlier, there are times when our candidates encounter some type of an emergency. I had a candidate that had was in a car accident and she was a behavioral tendon and she didn't have any sick days or anything like that to rely on so she had a hard time paying her rent. So, I was able to help, you know, connector with agencies that would be able to provide her with some assistance but just kind of having some type of an emergency backup fund for candidates that are making extreme sacrifices to attend school and may encounter some type of life crisis or emergency that they need a little additional support that definitely falls outside of, you know, the realm of what the grant says that you can spend money for. You inspired a thought housing. So right now, it's a million dollars for a single family home in Oahu, that's what it reached. And even, I believe 40% of teachers that left the profession last year left because they left the island. And so it's just an area that another partnership opportunity that I believe grow your own here in Hawaii might be able to tackle should tackle definitely. And if we're dreaming big, and let's just pretend that there's not a substitute teacher shortage. Okay, if that wasn't our truth that we would be able to more fully compensate our mentor teachers we call them cooperating teachers who are working with our grow your teacher candidates because their role is so important and to be able to compensate them better and provide them with professional development around coaching adult learning co teaching culturally competent practices and working with with teacher candidates. And that would be great. And then they could get substituted we you know there could be pulled where they're pulled out and they do it during the day. So, that would be nice to have funding for that to I think that that would really honor that vital role I see I see my colleagues nodding here. I have a question and you know what I'm kicking myself because I have a question that I want to ask everybody but this is the audience Q&A time so I'm not going to steal it. One question our audience member had was, what do you think is next on the horizon for GYO programs. Some have been absorbed into state education agencies like Illinois, does that defeat the purpose, or does that does that defeat the community aspect. That's a great question and one that I've been wrestling with because I'm challenging myself to figure out how to innovate and I really believe that that might be one way one to address the funding challenges that specifically wrestles with is there a way to have us be absorbed, maybe 50% of our staff is supported through the Department of Education Hawaii, or maybe 50% of our staff is absorbed through the University of Hawaii system. I don't think it would defeat because we would still have to honor there would be no compromise and honoring that our staff is rooted, recruited from the Y night post. And I think that that again goes back to everything being able to translate understand the intimate unique needs and be an advocate and not afraid to advocate for what our community wants to meet. Okay, I know that we only have one minute left but I'm going to be selfish and ask this question to have on record. What data do we still not know about GYO programs. I can go. I know Conrad knows this too though. And so this actually based on. No. So basically we don't have any national level data about growing around how many growing programs there are how many people are enrolled in a growing around the types of growing around that exist. And even at the programmatic level, a lot of the people who run these programs, I think most you agree, because all the work that is subscribed to you and having to support candidates and staffing limitations they don't always have time to research and write about the work that they're doing. And so that's the role that I, you know, organizations like ours play but also Tiffany at the NEA and also Conrad, you know, University of Houston is trying to help programs document and write about their work. So that more people can learn about these methods but I do think you know there is definitely a dearth of data and hopefully, you know, the federal government or philanthropy will will fund some more comprehensive studies that really trying to look at the impact of GYO, the scope of GYO and potentially even the impact of GYO teachers on students. One of the things that we're finding with the ones that just graduated now they're teaching is they're wanting to there they're actually we have a few that that are that are being they've already, they're already being shepherded or they're already thinking that they would be really great administrators. And so I think that would be a role like what what what is it that makes them great, you know, having those characteristics, because I think that sometimes we see that or we may not see it. And we in there is a shortage, I know in our in our state we have a shortage of diverse administrators bilingual by cultural administrators they're just really hard to find you know in our state so I think this could possibly be an area for that and for special education teachers as well. Those are those are just a couple of things that come to mind for research. Okay, thank you all so much. Give yourselves a round of applause. And thank you for all of our viewers out there who were able to spend time with us today. When the recording goes out you'll also get a resource sheet from us that references everything that we talked about today and all of the tools that we mentioned, including our GYO toolkit. Other than that, everybody have a good long weekend if you get off tomorrow.