DIVERSIFYING THE TEACHING FORCE DIVERSIFYING THE TEACHING FORCE WRIGHT STATE UNIVERSITY College of...

DIVERSIFYING THE TEACHING FORCE

DIVERSIFYING THE TEACHING FORCE

WRIGHT STATE UNIVERSITYCollege of Education and Human Services

Colleen Finegan & Ronald Helms

WRIGHT STATE UNIVERSITYWRIGHT STATE UNIVERSITYUniversity Mission:University Mission:

• Provide leadership to improve the qualityof life for the people of the Miami Valley.

History: History: • Established in 1964

• Currently serves 17,000 + students • Many first generation college grads

WRIGHT STATE UNIVERSITYWRIGHT STATE UNIVERSITY

WSU Celebrates Diversity.

“... Wright State University is committed to achieving an intellectual, cultural,

and social environment on campus in which all are free to make their contribution...“

WSU Diversity StatementWSU Diversity Statement


WSU Celebrates Diversity

“... We will achieve an environment in which every student may think, and learn, and grow

without prejudice, without intimidation, and without discrimination... “



WSU Celebrates Diversity

“... We will achieve an environment in which personal dignity and respect

for the individual are recognized by all...”


WRIGHT STATE UNIVERSITYWRIGHT STATE UNIVERSITYCollege of Education and Human Services

PARTNERS TRANSFORMING EDUCATIONis a collaborative partnership, initiated by

the College of Education and Human Services in 1992,to bring about systemic change at all levels of education.


Partners Transforming Education

GOALS:

• meet the educational needs of urban children

• prepare teachers who possess the attitudes, values and skills necessary for teaching in the urban environment


THESE TWO GOALS ARE CLOSELY RELATED

The best way to meet the educational needs of urban children is to

better prepare teachers so that they possess the attitudes, values and skills necessary for teaching in the urban environment.

WRIGHT STATE UNIVERSITYWRIGHT STATE UNIVERSITYThe College of Education and Human Services

FOCUSES CLOSELY ON THIS GOAL

to better prepare teachers so that

they possess the attitudes,

values and skills necessary

for teaching in the

urban environment


Recognizing Wright State’s commitment to this goal, the Ohio Department of Education awarded a grant to the College of Education and Human Services entitled:

PROJECT FOR A DIVERSIFIED TEACHING FORCE.

GOAL:

to increase the number of teachers from underrepresented groups who choose to teach in the urban school systems.


The goals of WRIGHT STATE UNIVERSITY,

the goals of THE HOLMES PARTNERSHIP,

and the goals of the

PROJECT FOR A DIVERSIFIED TEACHING FORCE.

ARE A PERFECT FIT!


The original goals of the Holmes Group were to

• change the way teachers were educated.

• help construct a true profession of teaching.

• collaborate to transform the schools.

• restructure colleges of education more appropriately


The Holmes Group sets forth a vision of good teaching in Tomorrow’s Teachers. The third vision is to

• create relevant and intellectually defensible standards of entry into teaching.

• develop comprehensive measures of teaching proficiency.

• identify, prepare and recruit students of color who would make good teachers.

• provide financial aid throughout teacher preparation.


In Tomorrow’s Schools , the Holmes Group sets forth principles for optimal design of schools of the future.

The third principle directly addresses the goal of PROJECT FOR A DIVERSIFIED TEACHING FORCE

• Tomorrow’s schools must provide learning success for all children. In such learning communities teachers can work to overcome the educational and social barriers raised by an unequal society.


In Tomorrow’s Schools of Education, the Holmes Group suggests the need in higher education for

new curriculum, instructional settings and arrangements, new faculty and students, and new partnerships

The Holmes Group emphasizes the need to recruit people of color into the ranks of the next generation of the education professorate.

PROJECT FOR A DIVERSIFIED TEACHING FORCE

has the same goal, but at the

elementary and secondary level.


In 1996, the Holmes Partnership adopted six principal goals. The third goal is to actively work on equity, diversity and cultural competence in the programs of K-12 schools, higher education and the education profession

This could be done by recruiting, preparing, and sustaining faculty and students who reflect the rich diversity of cultural perspectives in the country and our global community. This goal is closely correlated with PROJECT FOR A DIVERSIFIED TEACHING FORCE.

Research BaseResearch BaseUnderrepresentation of African American Teachers

The need for African American teachers has reached the point of desperation

Percentage of Black professionals in the teaching force• In 1970 - 12% of the teaching force• In 1987 - 08% of the teaching force • In 1990 - 05% of the teaching force

In 1990, the American school-age population was more than 30% minority.

Franklin (1994)


The lower rate of black teachers means that young blacks will be deprived of role models

• The students are deprived of a special relationship that is essentially irreplaceable.

(Franklin, 1994)

• The students are deprived of exposure to teaching as a career option, especially for males.

(Edmond, 1995)


Mid-Career Recruiting

Many prospective teachers are lured into more lucrative fields for their first careers. Therefore, prospective black

teachers should be recruited heavily mid-career, when many may seek a career change.

Hayes, 1995

The retention rate of black students returning as adults is much higher than for younger black students.

White, 1994


Retention of Teachers in Urban Schools

Many white teachers in multi-cultural classrooms are ill-prepared to handle the challenge and often leave the inner

city for the suburbs after about two years. (Hayes , 1995)

Black teachers are often unusually determined and deeply committed to the teaching profession

(Franklin, 1994)


Why are Blacks acutely under-represented in college?

Main reason is lack of financial resources

With the presence of many single families among the black population, young adults often choose to help support

younger siblings, rather than go to college.(White, 1994)



SPECIFICS

• Recruited among recommended substitute teachers in local urban school districts with undergraduate degrees

• Designed one year (5 quarters) intensive program toward certification

• Provided financial support to attend classes full time

• Provided stipend equivalent to substitute teachers’ salary

• Mentorship / Full Immersion Model



RECORD OF SUCCESS

• 1997-98 ---- 2 males committed to Dayton City Schools

and 1 female committed to Trotwood-Madison Schools

• 1998-99 ---- recruitment in process


References

Hayes, D. W. (1995). Teaching teachers: Lisa Delpit offers solutions for connecting with a global classroom. Black Issues in Higher Education.

Holmes Group, The (1990). A report of the Holmes Group: Tomorrow’s Schools: Principles for the design of professional development schools. East Lansing: The Holmes Group.

Franklin, J. H. (1994). The desperate need for black teachers. (First printed in May/June 1987). Change, 26 (2). pp 41-43.

White, K. L. (1994). Dissecting a dilemma: The black male crisis in higher education: New direction or status quo? Black Issues in Higher Education.

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