1. DIVERSIFYING THE TEACHING FORCE DIVERSIFYING THE TEACHING FORCE WRIGHT STATE UNIVERSITY College of Education and Human Services Colleen Finegan & Ronald Helms

2. WRIGHT STATE UNIVERSITY University Mission: Provide leadership to improve the quality of life for the people of the Miami Valley.History: Established in 1964 Currently serves 17,000 + students Many first generation college grads

3. WRIGHT 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 Statement

4. WRIGHT STATE UNIVERSITY 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 Diversity Statement

5. WRIGHT STATE UNIVERSITY WSU Celebrates Diversity “... We will achieve an environment in which personal dignity and respect for the individual are recognized by all...” WSU Diversity Statement

6. WRIGHT STATE UNIVERSITY College of Education and Human Services PARTNERS TRANSFORMING EDUCATION is a collaborative partnership, initiated by the College of Education and Human Services in 1992, to bring about systemic change at all levels of education.

7. WRIGHT STATE UNIVERSITY College of Education and Human Services 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

8. WRIGHT STATE UNIVERSITY College of Education and Human Services 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.

9. WRIGHT STATE UNIVERSITY The 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

10. WRIGHT STATE UNIVERSITY College of Education and Human Services 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.

11. WRIGHT STATE UNIVERSITY College of Education and Human Services 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!

12. WRIGHT STATE UNIVERSITY College of Education and Human Services 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

13. WRIGHT STATE UNIVERSITY College of Education and Human Services 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.

14. WRIGHT STATE UNIVERSITY College of Education and Human Services 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.

15. WRIGHT STATE UNIVERSITY College of Education and Human Services 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.

16. WRIGHT STATE UNIVERSITY College of Education and Human Services 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.

17. Research Base Underrepresentation 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)

18. Research Base Underrepresentation of African American Teachers 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)

19. Research Base Underrepresentation of African American Teachers 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

20. Research Base Underrepresentation of African American Teachers 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 )

21. Research Base Underrepresentation of African American Teachers 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)

22. WRIGHT STATE UNIVERSITY College of Education and Human Services PROJECT FOR A DIVERSIFIED TEACHING FORCE 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

23. WRIGHT STATE UNIVERSITY College of Education and Human Services PROJECT FOR A DIVERSIFIED TEACHING FORCE 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

24. Research Base Underrepresentation of African American Teachers 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.