Region-wide collective impact on the Hispanic teacher pipeline

Purpose One of the most persistent issues facing the education profession is the recruitment and retention of high-quality teachers in high-needs schools – in particular, the recruitment and retention of teachers of color. This article will highlight the collective impact efforts of one Texas metropolitan region to address this need by working together to strengthen the Hispanic teacher pipeline. Design/methodology/approach We utilize a case study approach to analyze the emergence and early impact of this region-wide collective impact effort. Data sources include (1) teacher candidate exit surveys (n = 165), (2) employment data of teacher candidates and (3) our insider reflections as college leaders and program administrators who have helped lead the broader teacher pipeline effort. Findings This paper highlights four key features of effective cross-sector efforts to strengthen the teacher pipeline: developing a shared vision, operationalizing the vision through responsive programming, identifying shared outcomes and metrics and establishing multi-level mechanisms for data sharing and communication. We also present early impact findings from the teacher pipeline efforts. Originality/value This paper provides an insider look at the ambiguous and sometimes messy process of collaborating across institutions and sectors toward a shared vision of strengthening the teacher pipeline and enhancing teacher quality for one metropolitan region located on the US-Mexico border. We present key preparation and employment outcomes that have resulted from the collective impact effort while also providing a “behind the veil” of what this work looks like on the ground, from the perspective of one university-based educator preparation program.