Human Resources and Induction Methods to Recruit and Retain Teachers of Color and Indigenous Teachers

• In Event: Charting the Landscape of Research on Teachers of Color and Indigenous Teachers

Abstract

Summary: Research shows that teachers of color and Indigenous teachers make a difference for all students, especially students of color. Yet from the very start, districts often fail to effectively recruit and retain teachers of color and Indigenous teachers. In this presentation, the authors will share findings demonstrating how human resources and induction methods can contribute to the recruitment and retention of outstanding, diverse educators. The authors will present a literature review and empirical studies from a national teacher leadership organization. Case studies demonstrating how teachers have advocated for and benefited from the implementation of research-based human resources and induction initiatives focused on recruiting and retaining teachers of color and Indigenous teachers will also be included.

Figure 1 Upload Summary: Human Resource Practices Framework for TOC (adapted from Greenberg Motamedi & Stevens, 2018)

Objectives: In this presentation, we will consider the specific “touchpoints” that begin with hiring and onboarding teachers of color and Indigenous teachers as well as inducting them into their first three years in the profession. After a brief overview of related research on the role, function, and effectiveness of human resources and induction in U.S. public schools, we will introduce several studies that show the interconnectedness of the work that must be done to create meaningful change to current approaches, with specific emphasis on attracting, supporting, and retaining teachers of color.

Framework: Our research leverages the following framework: Greenberg Motamedi, J., & Stevens, D. (2018) as pictured above.

Methods & Data Sources: Our method is a literature review and profile of four empirical studies that point to specific parts of the framework and illuminate both challenges and possibilities with respect to the role of HR and Induction.

Results: To advance the focus on Human Resource units and teacher induction, our work highlights 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.

Scholarly Significance: 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).

Authors

• Lindsay Sobel, TeachPlus
  Presenting Author

• Mark Teoh, Raikes Foundation
  Presenting Author

• Desiree W. Cueto, University of Arizona
  Presenting Author

• Francisco A. Rios, Western Washington University
  Presenting Author