DTF

1
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 States 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 Tomorrows 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 Tomorrows 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
• Tomorrows 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 Tomorrows 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 Tomorrows
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.
25
(No Transcript)