Karen Embry-Jenlink, EdD, is a professor of doctoral studies within the department of secondary education and educational leadership in the James I. Perkins College of Education at Stephen F. Austin State University.

• List of FiguresEditor’s NoteAcknowledgmentsIntroductionSection I: Teacher Career Pathways: An Historical ContextKaren Embry Jenlink, Stephen F. Austin State UniversityOverviewKaren Embry Jenlink, Stephen F. Austin State UniversityChapter 1: Preparing A Diverse, Highly-Skilled Teacher Workforce: A Retrospective ExaminationKaren Embry Jenlink, Stephen F. Austin State UniversitySection II: Addressing Teacher Supply and Demand in the 21st CenturyChapter 2: Urban Teacher Enhancement Program: A Promising Career Pathway Model for the Preparation of Teachers for Urban SchoolsDeborah Voltz, University of Alabama at BirminghamChapter 3: Infect Your Own: Delaware’s Academic Support Program Inspiring Renaissance Educators (ASPIRE)Melva L. Ware, University of DelawareChapter 4: Grow Your Own Illinois: Taking Action in Chicago Neighborhood Schools Anne Hallett, Grow Your Own IllinoisChapter 5: The Online Completer Program: A Regional Teacher Pipeline with 22 Community Colleges in Rural East Texas Dawn Michelle Williams and Paula Griffin, Stephen F. Austin State UniversityChapter 6: CERRA: A Statewide Pipeline for Teacher Recruitment, Preparation and Induction in South CarolinaGayle Sawyer, Center for Recruitment, Retention and AdvancementPart III: Closing the Gaps Through Teacher Career Pathways Chapter 7: Building Teacher Career Pathways For College Access, Readiness, and SuccessHeather Zavadsky and Kelty Garby, The Texas High School ProjectChapter 8: The Role of Social Capital in Student Persistence and Retention in Career Pathways: A Theoretical Framework Gregory M. Bouck, Caddo Parish Schools, Shreveport, LouisianaChapter 9: Teacher Career Pathways and Educational Policy: A Quick Fix or Long-Term Solution?Leslie Huling and Virginia Resta, Texas State UniversityChapter 10 Coda: An Emerging Portrait of Responsive Teacher PreparationKaren Embry Jenlink, Stephen F. Austin State UniversityAbout the Editor and Contributors

America must intentionally recruit great teachers beginning in high school because at the end of the day, great teachers make great schools. In her book, Dr. Embry Jenlink assembled descriptions of the best teacher recruitment and induction programs in the U.S. Her book is carefully researched and thoughtfully edited. I highly recommend it to anyone who is committed to transforming America's schools, making them the best in the world.

Karen Embry-Jenlink, EdD, is a professor of doctoral studies within the department of secondary education and educational leadership in the James I. Perkins College of Education at Stephen F. Austin State University.

• List of FiguresEditor’s NoteAcknowledgmentsIntroductionSection I: Teacher Career Pathways: An Historical ContextKaren Embry Jenlink, Stephen F. Austin State UniversityOverviewKaren Embry Jenlink, Stephen F. Austin State UniversityChapter 1: Preparing A Diverse, Highly-Skilled Teacher Workforce: A Retrospective ExaminationKaren Embry Jenlink, Stephen F. Austin State UniversitySection II: Addressing Teacher Supply and Demand in the 21st CenturyChapter 2: Urban Teacher Enhancement Program: A Promising Career Pathway Model for the Preparation of Teachers for Urban SchoolsDeborah Voltz, University of Alabama at BirminghamChapter 3: Infect Your Own: Delaware’s Academic Support Program Inspiring Renaissance Educators (ASPIRE)Melva L. Ware, University of DelawareChapter 4: Grow Your Own Illinois: Taking Action in Chicago Neighborhood Schools Anne Hallett, Grow Your Own IllinoisChapter 5: The Online Completer Program: A Regional Teacher Pipeline with 22 Community Colleges in Rural East Texas Dawn Michelle Williams and Paula Griffin, Stephen F. Austin State UniversityChapter 6: CERRA: A Statewide Pipeline for Teacher Recruitment, Preparation and Induction in South CarolinaGayle Sawyer, Center for Recruitment, Retention and AdvancementPart III: Closing the Gaps Through Teacher Career Pathways Chapter 7: Building Teacher Career Pathways For College Access, Readiness, and SuccessHeather Zavadsky and Kelty Garby, The Texas High School ProjectChapter 8: The Role of Social Capital in Student Persistence and Retention in Career Pathways: A Theoretical Framework Gregory M. Bouck, Caddo Parish Schools, Shreveport, LouisianaChapter 9: Teacher Career Pathways and Educational Policy: A Quick Fix or Long-Term Solution?Leslie Huling and Virginia Resta, Texas State UniversityChapter 10 Coda: An Emerging Portrait of Responsive Teacher PreparationKaren Embry Jenlink, Stephen F. Austin State UniversityAbout the Editor and Contributors

America must intentionally recruit great teachers beginning in high school because at the end of the day, great teachers make great schools. In her book, Dr. Embry Jenlink assembled descriptions of the best teacher recruitment and induction programs in the U.S. Her book is carefully researched and thoughtfully edited. I highly recommend it to anyone who is committed to transforming America's schools, making them the best in the world.

Karen Embry-Jenlink, EdD, is a professor of doctoral studies within the department of secondary education and educational leadership in the James I. Perkins College of Education at Stephen F. Austin State University.

• List of FiguresEditor’s NoteAcknowledgmentsIntroductionSection I: Teacher Career Pathways: An Historical ContextKaren Embry Jenlink, Stephen F. Austin State UniversityOverviewKaren Embry Jenlink, Stephen F. Austin State UniversityChapter 1: Preparing A Diverse, Highly-Skilled Teacher Workforce: A Retrospective ExaminationKaren Embry Jenlink, Stephen F. Austin State UniversitySection II: Addressing Teacher Supply and Demand in the 21st CenturyChapter 2: Urban Teacher Enhancement Program: A Promising Career Pathway Model for the Preparation of Teachers for Urban SchoolsDeborah Voltz, University of Alabama at BirminghamChapter 3: Infect Your Own: Delaware’s Academic Support Program Inspiring Renaissance Educators (ASPIRE)Melva L. Ware, University of DelawareChapter 4: Grow Your Own Illinois: Taking Action in Chicago Neighborhood Schools Anne Hallett, Grow Your Own IllinoisChapter 5: The Online Completer Program: A Regional Teacher Pipeline with 22 Community Colleges in Rural East Texas Dawn Michelle Williams and Paula Griffin, Stephen F. Austin State UniversityChapter 6: CERRA: A Statewide Pipeline for Teacher Recruitment, Preparation and Induction in South CarolinaGayle Sawyer, Center for Recruitment, Retention and AdvancementPart III: Closing the Gaps Through Teacher Career Pathways Chapter 7: Building Teacher Career Pathways For College Access, Readiness, and SuccessHeather Zavadsky and Kelty Garby, The Texas High School ProjectChapter 8: The Role of Social Capital in Student Persistence and Retention in Career Pathways: A Theoretical Framework Gregory M. Bouck, Caddo Parish Schools, Shreveport, LouisianaChapter 9: Teacher Career Pathways and Educational Policy: A Quick Fix or Long-Term Solution?Leslie Huling and Virginia Resta, Texas State UniversityChapter 10 Coda: An Emerging Portrait of Responsive Teacher PreparationKaren Embry Jenlink, Stephen F. Austin State UniversityAbout the Editor and Contributors

America must intentionally recruit great teachers beginning in high school because at the end of the day, great teachers make great schools. In her book, Dr. Embry Jenlink assembled descriptions of the best teacher recruitment and induction programs in the U.S. Her book is carefully researched and thoughtfully edited. I highly recommend it to anyone who is committed to transforming America's schools, making them the best in the world.