Update: Diversity Efforts in Staunton City Schools STAUNTON CITY - - PowerPoint PPT Presentation

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Update: Diversity Efforts in Staunton City Schools STAUNTON CITY - - PowerPoint PPT Presentation

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Update: Diversity Efforts in Staunton City Schools STAUNTON CITY SCHOOL BOARD MARCH 13, 2017 School Board Belief Statement: Diversity We believe that diversity of racial, ethnic, cultural, and religious backgrounds represents a strength of

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Update: Diversity Efforts in Staunton City Schools

STAUNTON CITY SCHOOL BOARD

MARCH 13, 2017

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School Board Belief Statement: Diversity

  • We believe that diversity of racial, ethnic, cultural, and religious

backgrounds represents a strength of the community and the school division will be intentional and proactive to take advantage of this strength.

  • We believe that vigorous efforts are to be pursued that promotes a

workforce within the school division that reflects the diversity of the student population.

  • We believe that the school division will be an active participant in

community-wide efforts to promote diversity as an asset within the community.

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WHY TEACHER DIVERSITY MATT TTERS

  • Positive exposure to individuals from a variety of races and ethnic

groups can help to reduce stereotypes, attenuate unconscious implicit biases and help promote cross-cultural social bonding.

  • Minority teachers can be more motivated to work with disadvantaged

minority students in high-poverty, racially and ethnically segregated schools, a factor which may help to reduce rates of teacher attrition in hard-to-staff schools.

  • Minority teachers tend to have higher academic expectation for

minority students, which can result in increased academic and social growth among students.

Albert Shanker Institute: Executive Summary; The State of Teacher Diversity in American Education, 2015

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WHY TEACHER DIVERSITY MATT TTERS

  • Minority students profit from having among their teachers individuals

from their own race and ethnic group who can serve as academically successful role models and who can have greater knowledge of their heritage culture.

  • All students benefit from being educated by teachers from a variety of

different backgrounds, races and ethnic groups, as this experience better prepares them to succeed in an increasingly diverse society.

Albert Shanker Institute: Executive Summary; The State of Teacher Diversity in American Education, 2015

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TEACHER DIVERSITY: THE NATIONAL PICTURE

  • Over the 25-year period from 1987-2012, the minority share of the

American teaching force has grown from 12% to 17%. At the same time, the growth rate of minority students has also increased.

  • As a consequence of the growing minority student population, minority

teachers still remain significantly underrepresented relative to the students they serve.

  • The most significant impediment to increasing the diversity of the teacher

workforce is not found in the recruitment and hiring of minority teachers. Nationally, minority teachers are being hired at a higher proportional rate than other teachers. Rather, the problem lies in attrition. Minority teachers are leaving the profession at a higher rate than other teachers.

Albert Shanker Institute: Executive Summary; The State of Teacher Diversity in American Education, 2015

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TEACHER DIVERSITY: THE NATIONAL PICTURE

  • Minority teachers are not evenly distributed across schools: they

tend to be concentrated in urban schools serving high-poverty, minority communities.

  • Between 2009 and 2014, enrollment in teacher preparation

programs declined nationally by 35%.

Albert Shanker Institute: Executive Summary; The State of Teacher Diversity in American Education, 2015 Learning Policy Institute

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TEACHER DIVERSITY: STATE & REGIONAL PICTURE

  • A new report cites that Virginia is short 4,262 teachers and data from

DOE suggests next year the shortage will go up to 6,392

  • High poverty areas get hit worse from teacher shortage; Richmond had

56 openings, and Petersburg, where 1 out of 6 teachers is not licensed, has 28 openings

  • In Rockingham County, they have 21 teachers teaching without a

license or teaching outside of endorsement area

  • Dr. Suzan Guynn, School Board Presentation, Rockingham County Public Schools, February 2017

Teachers of Tomorrow: How to Battle the Teacher Shortage Crisis NBC 12 News: Richmond News Report: December 9, 2016

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TEACHER DIVERSITY: STATE & REGIONAL PICTURE

  • Shenandoah Valley Job Fair

*10 years ago, 500 candidates registered for the fair *This year, we had 192 registered, a decline of approximately 60% *SCS hired approximately 30% of our new teachers this year from the 2016 Shenandoah Valley Job Fair

  • Dr. Suzan Guynn, School Board Presentation, Rockingham County Public Schools, February 2017
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TEACHER DIVERSITY: STATE & REGIONAL PICTURE

Number of minority candidates graduating from Mid-Valley Consortium colleges/universities 2013-14 2016-17 EMU 1 1 Bridgewater College 3 2 MBU 7 5 JMU 13 ?

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Minority Data-Percent FY 14-FY17 Staunton City Schools

32.8 33.4 34 33.8 5.2 4.6 4.6 2.5 5 10 15 20 25 30 35 40 2013-14 2014-15 2015-16 2016-17 Students Professional Staff

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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

Recruitment-HBCU Contacts

Participated in HBCU job fairs over the past three years Notify Virginia HBCU’s of professional staff openings Attended the HBCU Career Development Marketplace Job Fair for the past three years

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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

Recruitment-HBCU Contacts

Corresponded with Central State University (Ohio) about participating on Advisory Board Market SCS in the HBCU Careers Magazine & post vacancies on HBCU.com website High School students will visit VUU after mid-terms; VUU and VSU will come onsite 17-18

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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

  • Dialogue with Mid-Valley Consortium contacts about strong

minority student teacher placements

  • Market Staunton City Schools at local events
  • African American Heritage Festival
  • Staunton NAACP Annual Freedom Banquet (Souvenir Journal)
  • Booker T. Washington Alumni Committee
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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

  • African American Teaching Fellows
  • Diversity/Inclusion Training for administrators

(2015 & 2016)

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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

  • Contracted with Academic Network
  • Post all jobs on School Spring (posts on a number
  • f national job boards)
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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

Teacher of Color Summit in February 2017

  • 3 day event sponsored by VDOE and the VEA

*To commemorate the merger of the VEA and the African-American Virginia Teachers

Association *To begin having critical conversations on the challenge of minority recruitment, support, advancement and retention.

  • Numerous speakers included :

* Dr. Billy Cannaday, President of Va. BOE *Dr. Stephen Staples, Superintendent of Public Instruction *Ms. Johana Hayes, 2016 National Teacher of the Year

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Strategies to Increase Diversity/Inclusivity

  • f Staff

2013-Present

Teacher of Color Summit in February 2017

  • Minority Educator Recruitment Fair

*Students from Virginia HBCU Teacher Prep Programs participated

  • Breakout Sessions focusing on:

* The importance of diversity in Virginia’s educator pipeline * Pathways to teacher license in Virginia *Supporting diversity in your school division, as well as *Resources and guidance for prospective educators.

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52% 48%

Gender

Male Female 66% 16% 11% 6% 0.70% 0.30%

Race & Ethnicity

White Black 2 or more races Hispanic Asian Other 14% 86%

Special Education

SPED Non-SPED 1.30% 0.15% 0.11% 0.04% 0.04% 0.04% 0.07% 0.07% 0.04% 0.15%

Other Home Languages

Spanish Arabic Chinese Ewe Otomian Patois Portuguese Russian Thai Vietnamese

45% 55%

Economically Disadvantaged

Disadvantaged Non-Disadvantaged

Indi Individu viduals als with Di with Diverse erse Needs Needs

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Guiding Questions of our Grade-Level Professional Learning Communities

GUIDING QUESTION #1 GUIDING QUESTION #2 GUIDING QUESTION #3 GUIDING QUESTION #4 WHAT do we want our students to learn? HOW do we know if our students have learned it? How will we RESPOND when some of our students do not learn? How will we ENRICH the learning for students who are proficient?

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Focus on Impact . . .

HIGH-YIELD INSTRUCTIONAL STRATEGIES

  • Teacher Estimates of Achievement (1.62)
  • Collective Teacher Efficacy (1.57)
  • Teacher-Student Relationships (0.72)
  • NOT labeling students (0.61)
  • Teacher Expectations (0.43)
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Integration of “5 Cs”

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An Integrated Approach to an Inclusive Culture

  • Character education embedded into K-5

curriculum & life-long themes a focus for 6-12 curriculum

  • Sensitivity and awareness of diversity in

holiday celebrations, assemblies, etc.

  • Offering a varied course selection (based
  • n student enrollment and staff

availability)

Life Lesson: It is important to be respectful

  • f others, even if they do not

look the same. We should feel good at what we are good at, rather than what we are not.

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An Integrated Approach to an Inclusive Culture

  • Curricular resources – derived from

pre-screened state adoption lists OR selected based on criteria; All committee approved (including parent representative)

  • Diversity included within state

curriculum and integrated in SCS pacing throughout the school year

Sample Grade-Level Historical People Focus: George Washington Carver Cesar Chavez Christopher Columbus Ben Franklin Helen Keller Martin Luther King, Jr. Abraham Lincoln Thurgood Marshall Rosa Parks Jackie Robinson

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An Integrated Approach to an Inclusive Culture

  • Unit Focus ~
  • Poster displays, interactive bulletin

boards, and daily emails featuring a Famous African American

  • Class projects and presentations featuring specific

accomplishments

  • Text studies and research of famous African Americans and

roles in history, arts, music, science, and technology

  • Daily school facts and life of Mr. A. R. Ware; featuring his story

at a school open house

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Struggles to Recruitment & Retention of Minority Professional Staff

  • Lack of young professional community in Staunton
  • Social and geographic isolation; lack of cultural opportunities
  • Teacher salaries competing with more urban areas
  • Budget constraints in recruiting and professional development

efforts

  • Lack of minority professional staff
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What’s Next

  • Curriculum-continue to develop curriculum that is inclusive,

reflects multi-cultural diversity, and promotes contributions by all races/cultures

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What’s Next

  • Community Involvement-continue to enlist the cooperation of

the staff and community in making SCS a great place to work and go to school.

  • Continue to develop and sustain partnerships with teacher prep

programs.

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What’s Next

  • Cultural Competency Trainings

*Division wide trainings that not only addresses awareness but also

builds knowledge and skills as it relates to becoming a culturally competent school division.

  • Additional Recruitment Strategies

*Growing Our Own Initiative *Virginia Teachers for Tomorrow