School, District, and State Strategies for Retaining Teachers of Color

• In Event: 28.086 - Teaching. Learning. Leading. Models and Examples of Teacher Leaders Using Research to Impact Education Policy

Abstract

Indiana’s reports on race and ethnicity characteristics of both teachers and students reveal a vast discrepancy in the proportion of students of color as compared to teachers of color. In recent years, Indiana has been under strain to retain teachers of color to serve students. Studies show that students have an appetite for racial diversity while schools are falling short of satisfying students’ desire for teacher diversity and the integration of diverse perspectives in curriculum.

To address this issue, we conducted seven focus groups with forty-five teachers from eleven schools in Indianapolis. The purpose of the focus group was to gain input from teachers of color regarding which retention strategies would be most effective. In addition, we wanted to hear from teachers of color about their experiences in the classroom and the ways in which they can be best supported. They developed recommendations based on three findings: 1) compensation and the disparate impact on teachers of color; 2) lack of formal advancement/professional opportunities; 3) lack of support from school and district leadership.

Our research surfaced recommendations for school, district, and state leaders. Strategies for school leaders include: 1) Implement intentional pathways for formal advancement for teachers of color; 2) Establish accountable professional development for school leaders expounding on diversity and equity in the workplace; 3) Establish accountable professional development for school leaders expounding on diversity and equity in the workplace; 4) Enforce a diversity roundtable/council for teachers of color to share their professional thoughts and recommendation.

Teachers of color need to feel supported and heard. They want to be treated as professionals and given a chance to express their concerns. Teachers want to feel like their concerns are being heard and that they are part of the decision making process for students. Based on these beliefs, recommendations for district leaders include: 1) Institute a reoccuring mandated professional development on culturally responsive pedagogy and implicit bias; 2) Establish equitable opportunities for teachers to earn additional compensation; 3) Provide teachers of color with a platform to feel validated and have their voices heard.

Many teachers share how dismal the environment can feel when there is not a variance of diversity within a school or district. Indiana must be proactive in ensuring a robust pool of diverse educators as well as school leaders. Hence, recommendations for state leaders include: 1) Give more financial incentives to teachers at every stage of their careers, from undergraduate education programs to retirement; 2) Make teachers of color feel comfortable and valued at work by hiring more teachers of color, making sure non-white students and staff feel welcomed, and by giving teachers of color more advancement opportunities.

In summary, teachers of color want adequate financial compensation for their skills, to be respected and valued in the workplace, and comprehensive training for staff and administration in regards to diversity and equity. Indiana must strategize to meet the needs of these teachers that bring quality educational experiences to our children.

Author

• Haley Michelle Wing, Indianapolis Public Schools