This study investigated the mentorship experiences of TK-12 teachers of Color (TOCs) with community college students aspiring to be teachers and how it informed their growth and development into Murrell’s (2000) definition of a “community teacher.” Through analysis of 15 interviews with teachers of Color involved in the Community Partnerships for Teacher Pipeline (CPTP) program in Los Angeles, CA, the study found that the mentorship experiences with community college mentees provided TOCs the opportunity to grow into community teachers through four key areas: (1) Practice of mentoring community college students; (2) Context of BIPOC cultures, communities, and identities; (3) Communities of practice with pre-service and in-service teachers of Color; (4) Culture of mentorship and reciprocity. With the plethora of literature and research on teacher preparation, mentorship, and GYO programs, this study shines a light on the overlooked role of community colleges within these pieces of the teacher pipeline work. The intervention takes an asset-based framework and racially centered approach to communities growing and sustaining their own educators who are connected to the students and community they serve. Lastly, uplifting the stories of mentor TOCs highlights factors that affect their recruitment, learning, development, and retention as mentors and teachers in a GYO program. Traditional educator preparation and professional development programs have far too long reproduced deficit views about the communities of Color they serve, but this study can stand out in giving voice to teachers of Color who can effectively cultivate the next generation of diverse education leaders. Ideally, after this study, TOCs and community colleges can be looked upon as valuable and essential players in building out a more equitable and sustainable teacher pipeline. Additionally, teacher education and districts could incorporate learnings from TOCs experiences to reshape mentoring programs, professional development, and teacher retention strategies to be culturally responsive and better meet the needs of diverse teachers, and ultimately, their students and communities.

The ability to write is critical to academic and professional success. Yet, writing remains a neglected area of instructional focus in secondary schools. One significant challenge in teaching writing—both as a subject and as an activity—is the variability in teachers’ conceptions of writing and knowledge of how to teach it. While research on writing pedagogy has been conducted in public schools, little attention has been given to understanding writing instructional practices within private schools. This qualitative study examined how instructional leaders at private secondary schools develop and implement writing curricula and explored what they reported learning through the process. A phenomenographic research design was used to analyze variations in five participants’ experiences and perspectives. Data were collected through two semi-structured, one-on-one interviews. Analysis revealed two key findings: (1) the development of writing curricula is an iterative process characterized by incremental change, and (2) curriculum development serves as a vehicle for both personal and professional growth. These findings provide insight into the complexities of writing curriculum development in private schools and emphasize the influence of competing factors on fostering curriculum innovation and professional development.