The United States is facing a teacher shortage crisis, with urban areas showing the highest need. New strategies have been developed that focus on creating dedicated, well-trained teachers who are from the communities that are facing shortages. The high school teaching academy is one such model in which cohorted, at-risk youth are enrolled in career-focused small learning communities. The intent is to provide a supportive learning environment in which students gain career skills through direct experience, graduate from high school, and enroll in college, hopefully in teacher training programs. This case study focuses on one urban high school teaching academy and identifies its main strengths and weaknesses, areas of conflict among its participants, and discusses the role of administration in supporting the academy. Interviews with administrators, teachers, students, a counselor, and an advisory committee member revealed that the students and teachers enjoy being part of a small learning community, the students feel they are gaining valuable experiences, and the teachers feel they have created a collaborative team. The class schedule, recruitment of students, and communication of expectations are cited as areas needing improvement.

Not available / text