https://doi.org/10.1177/0022487118787504 Journal of Teacher Education 2019, Vol. 70(1) 13–25 © 2018 American Association of Colleges for Teacher Education Article reuse guidelines: sagepub.com/journals-permissions DOI: 10.1177/0022487118787504 journals.sagepub.com/home/jte Article Homegrown pathways to teaching have typically offered access to the profession for people of color from varied class, social, and linguistic backgrounds (Tanner & Tanner, 1968). Often times they are community-teachers-in-the- making with longtime dedicated service as parents, school aides, and activists. The notion of the community teacher is grounded within the sociopolitical and historical context of communities of color (Murrell, 2001). Indeed, early trailblazing Black feminist educators like Septima Clark were committed to the liberatory possibilities schools pre- sented for Black youth and marginalized communities at large. And as W. E. B. DuBois (1902) noted more than a century ago, “If the Negro was to learn, he must teach him- self, and the most effective help that could be given him was the establishment of schools to train Negro teachers” (p. 1) who were from the communities of the children they served. Although extensive research has documented the value Teachers of Color (TOC) add to the profession (Villegas & Irvine, 2010), less focus has been given to excavating the literature on what works and why as it relates to homegrown pathways for TOC. To address this issue, our article describes a literature review on Grow Your Own (GYO) programs and TOC along the teacher development continuum. GYO Conceptual Grounding and Recruitment Frame GYO programs are cited in recent policy briefs (Albert Shanker Institute, 2015; Learning Policy Institute, 2016) as viable pathways for addressing shortages and increasing the racial/ethnic diversity of teachers, yet there are few current research reviews available to understand what we know about how these teachers are developed. With this in mind, we worked to identify what knowledge has been produced related to local community-based TOC from nontraditional (i.e., not middle class, in early 20s, or attending college full- time) and often overlooked GYO teacher pools (i.e., local high school students, community activists and leaders, cross- ing guards, cafeteria workers, social service workers, teacher aides, religious leaders, custodial staff, and parents) in an 787504JTE XX X 10.1177/0022487118787504Journal of Teacher EducationGist et al. research-article 2018 1 University of Houston, Houston, USA 2 University of Colorado Denver, USA 3 Portland State University, OR, USA Corresponding Author: Conra D. Gist, University of Houston, College of Education, Houston, TX 77204, USA. Email: cdgist@uh.edu Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines Conra D. Gist 1 , Margarita Bianco 2 , and Marvin Lynn 3 Abstract Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color. Keywords Grow Your Own programs, education reform, Teachers of Color, equity