Human Resources and Induction for Teachers of Color

• In Event: 75.020 - Charting the Landscape of Ethnoracial Teacher Diversity: Examining Research Across the Continuum

Abstract

Studies point to the need for scholarly focus on the structures, policies and practices that assure that Teachers of Color have a positive entry into the teaching profession (Achinstein, Ogawa, Sexton, & Freitas, 2010; Hughes, 2010; NCES, 2018). The purpose of this section is to advance a conversation regarding the role of human resources and teacher induction for Teachers of Color. Human Resource units are responsible for everything from outreach, application requirements, interview processes, employment terms (salary, benefits, school placement, etc.), and appointment. Induction focuses on what happens in the first 1-3 years and the kinds of supports provided to teachers, often with a specific focus on developing teaching. This sustained professional development process is organized at some level (school, district, or state) to train, support, and retain new teachers (Wong, 2005).

To advance the focus on Human Resource units and teacher induction, we will highlight findings from a review of research and meta-analyses on the following areas:
* The impact of Human Resources units from initial impact through new hire orientations, which hinder or support Teachers of Color in the first few years of teaching.
* The role of placement decisions, school settings, and work scope (including “invisible labor” expectations) on Teachers of Color in their initial placements.
* The degree to which teacher induction and beginning teacher support programs are responsive to the needs of Teachers of Color.
* The role of both formal and informal social networks and collaborative spaces for Teachers of Color in their first years.
* The ways schools respond to the cultural assets, the community cultural wealth, and the commitments to communities and social justice that many new Teachers of Color bring to their position.

Authors

• Francisco A. Rios, Western Washington University

• Desiree Cueto