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Understanding the factors that lead to teacher success and persistence in high-need school districts is imperative for the success of the students in those districts. Teacher success means many things to different stakeholders in high-needs communities: families, colleagues, and administrators are all positioned to benefit from increased teacher retention, leadership, and/or test scores. However, preparing and supporting teachers in their work towards these successes may be more challenging. In this research study, we worked with six administrators and ten teachers representing four high-need districts in the New York metro area to better illustrate their perspectives on what teachers need to be successful in these contexts. Interpreting qualitative data through feminist, identity, and professional learning continuum framing, we asked: How do administrators and teachers perceive the qualities of teachers who persist in high-need schools? Preliminary findings illustrate that although teachers and administrators are in agreement on the qualities required of teachers, the reality is that teachers embodying these qualities are frequently not those who end up being hired. Thus, there is tension on the school culture and goals for student learning, especially for schools in which teacher attrition is greatest. 

Many colleges and universities are increasingly relying on grant funding to supplement their efforts to educate and support their growing diverse student populations. Mercy University has a long history of preparing excellent teachers and educational professionals. This article explores how the School of Education at Mercy University has secured and employed federal, state, and local grants to not only strengthen their endeavors to prepare future educators, but to drive innovative change through unique programming and mentoring support.