Check Your Readiness

These things may indicate that traditional hiring pipelines are no longer meeting the demand. LEAs with these patterns can turn to GYO because local talent is more likely to stay.

• Chronic teacher shortages in specific areas such as special education, bilingual education, STEM, or early childhood.
• High turnover rates, especially in hard‑to‑staff schools or roles.
• Heavy reliance on substitutes or long‑term subs, suggesting instability in staffing.
• Large paraprofessional workforce with interest in advancement—one of the strongest predictors of GYO success.
• Difficulty recruiting externally, especially in rural or high‑cost‑of‑living areas.  

These things may indicate that traditional hiring pipelines are no longer meeting the demand. LEAs with these patterns can turn to GYO because local talent is more likely to stay.

• Student demographics do not match educator demographics, creating a strong equity rationale.
• Strong community identity or multigenerational ties to local schools.
• Local residents interested in teaching but facing barriers such as cost, licensure exams, or lack of flexible pathways.
• Existing partnerships with community organizations, workforce centers, or local colleges.

These internal structures help ensure the program is sustainable rather than a one-off effort.

• Leadership alignment across HR, principals and central office.
• A clear strategic plan that includes workforce development or educator diversity.
• Capacity to support candidates, including mentoring, advising, and scheduling flexibility.
• Data systems to track candidate progress and retention.
• Willingness to innovate with alternative licensure, residencies, or para‑to‑teacher pathways.

Many GYO programs emerge from a desire to strengthen the educator workforce in ways that reflect and support the community.

• Desire to diversify the educator workforce to better reflect the student population.
• Commitment to culturally responsive teaching and community‑rooted educators.
• Community advocacy for more local representation in schools.
• Recognition that traditional preparation programs are not meeting local needs.