Sentences with phrase «increased teacher diversity»

What is becoming clear through empirical evidence is that all students — not just those of color — benefit from increased teacher diversity generally, and Black male educators specifically.

The results of this new research demonstrate that the potential benefits of increased teacher diversity extend well beyond standardized test scores, raising important questions about lost opportunities caused by the underrepresentation of minority teachers in America today.

These patterns suggest that increasing exposure to black teachers is beneficial at best and neutral at worst for all students in terms of discipline, and that increasing teacher diversity while keeping teacher quality constant would have a modest positive effect on the reading achievement of black students while having an opposite effect on the math achievement of white students.

Another one of UrbEd's core goals is increasing teacher diversity — more people of color and male teachers in the public school system, specifically black male educators.

Far from being anathema to progressive values, high - quality charter schools demonstrate how to translate these educational values into practice by committing to college success, increasing teacher diversity, rethinking school discipline, and supporting vulnerable populations.

With students of color representing 99 percent of Uncommon Schools» student body, this alumni training program provides an innovative route to increasing teacher diversity.

This column focuses on four areas in which the charter sector is driving innovation through progressive practices: committing to college success, rethinking student discipline, increasing teacher diversity, and supporting vulnerable populations.

Support high - quality, innovative alternative programs to increase teacher diversity, explore alternatives to accreditation and change funding formulas for teacher preparation.

In most states, there is a large and growing gap between the percentage of students of color1 and the percentage of teachers of color.2 Efforts to increase teacher diversity have led to marginal increases in the percentage of teachers of color — from 12 percent to 17 percent from 1987 through 2012 — but this positive statistic obscures other troubling facts, such as the decline in the percentage of African American teachers in many large urban districts and the lower retention rates for teachers of color across the country.3

For all the reasons outlined above, increasing teacher diversity is an important aspect of improving educational equity for all students — especially for students of color.

Recognizing the need to create spaces within professional networks to discuss and unpack the challenges and possibilities for increasing teacher diversity, the institute offers presentations on current research, opportunities to plan in working groups, and panel sessions focused on best practices from teacher preparation and teacher diversity pipeline leaders.

Collegiate made an effort to increase teacher diversity after the walkout, going from an 8 percent black teaching force to 30 percent.

The paper highlights a number of steps BPS can take to improve the recruitment, hiring, and retention of teachers of color, including many that the district undertook to successfully increase teacher diversity in the late 1990s and that can be reinstated.

Last week, the BTU, along with a coalition of Boston organizations, released a report detailing how little progress BPS has made in increasing teacher diversity in the district.

«We applaud the efforts of our business and civic organizations that have stepped up in recent years to help tackle this challenge, but BPS continues to struggle with the implementation of innovative strategies to increase teacher diversity.

«Increasing teacher diversity is a very important strategy for improving learning for students of color and for closing achievement gaps,» said LPI President and Stanford professor emeritus, Linda Darling - Hammond.

E4E - Minnesota Executive Director Madaline Edison and former Minneapolis Superintendent Johnson on increasing teacher diversity, «We need new, innovative...

Not exact matches

The Syracuse City School District is making similar efforts to increase diversity among its teachers.

The study group on multicultural education, which will meet for the first time in January, will examine how teacher training and curriculum materials can better reflect the increasing cultural diversity of the classroom, said Brenda L. Welburn, NASBE's deputy executive director.

The challenge for teachers today is to embrace increasing diversity in the classroom, personalise educational experiences, and realise that «ordinary students have extraordinary talents».

«Thirdly, to secure long term commitment from teacher education providers to stem attrition rates and increase retention and graduation rates of Aboriginal and Torres Strait Islander enrolments to enable the diversity of our teaching population to better match that of students.»

I have personally experienced the demands of being a teacher and observed colleagues also deal with the stressors of the job, ranging from high - stakes testing, demanding parents, increased paperwork, disrespectful students, increased diversity and differentiated learning needs, and lack of creativity and autonomy.

With the diversity of students entering classrooms each day, paralleled by an increase in globalization, it's more necessary than ever for teachers to actively construct a positive classroom culture.

The government's trial of the scheme aiming to increase the number of BME headteachers was a success, with 30 schools allocated funding to spend on diversity leadership projects which are set to benefit 1,000 teachers — all of whom are predicted a promotion within 12 months.

The profession will then not increase its diversity, which will then deter the next cohort of students from becoming teachers.

By recruiting a diverse group of dynamic teachers into leadership pro- grams that are a direct pipeline into administrative positions, the programs address supply needs, increase the diversity of the leadership workforce, and deepen the instructional knowledge of that workforce.

While there's been an increase in diversity in the public school teacher workforce, it is still dominated by white (82 percent), female teachers (76 percent).

As the poverty and diversity of students served by a school increase, teachers «perceptions of the contexts in which they work become more negative.

More than anything, as we continued to read the article, we came to the same conclusion we've held since we started: increasing diversity and increasing the effectiveness of teachers are not diametrically opposed goals; in fact, they are inextricably linked.

DPS is constantly under fire (and rightly so) for failing to increase the diversity of its teacher and leader pipeline, despite their efforts to do so.

Looking at teacher ratings of school climate, school openness to parents, and district support (from Round Two of the teacher survey), we find once again that as poverty and diversity increase, teachers «ratings of climate, openness to parents, and district support decrease (see Table 1.6.1 below, and Appendix C1.6.1).141

But because of a big decrease in the proportion of white students and the big increase in students of color, especially of Latino students, the teacher - student diversity gaps have widened in some cases.

This policy brief details why increasing diversity in K - 12 school leadership can improve overall diversity in the teacher workforce and work to support empowered schools.

With increased policy focus on teacher diversity, equal attention must also be directed towards the lack of diversity within school leadership.

Compounding the issue is the increasing diversity of student demographics in public schools, meaning more and more teachers are called upon to teach diverse student groups in their classrooms (Capps, et al., 2005).

These solutions also necessitate increased diversity in the teacher workforce.

The summit was a daylong conference conducted by the Associated Colleges of Illinois Center for Success in High - Need Schools to engage teacher candidates and faculty in interactive discussions focused on increasing diversity in the teacher workforce.

Fifty - one percent of our members are students of color, and we are committed to increasing diversity in the teaching profession — a goal shared by the independent school community, where 81.3 percent of teachers are white, according to DASL.

Their new report, Diversifying the Teaching Profession: How to Recruit and Retain Teachers of Color, includes recommendations intended to help policymakers increase teacher workforce diversity - an especially important strategy to Read more about Teachers of Color: In High Demand and Short Supply -LSB-...]

Although there has been some recent backsliding, between 2011 and 2015, 25 states raised the bar for selectivity through entrance examinations, GPA requirements, or both.85 This section looks at the states that implemented increased selectivity requirements before 2012; at how nearly all states have made some recent strides to increase the selectivity of their teacher preparation programs; and at two states that have successfully set a high bar for selectivity while maintaining or increasing diversity.

Just as increasing teacher pay will increase the diversity of the teaching profession, altering other elements of teacher working conditions will also help boost diversity.

This is important because marginal increases in teachers of color will not be enough to ensure that the teacher workforce more closely reflects the diversity of the nation's students.

Recent data suggest marginal progress in relation to the goals of increasing both the diversity of the new teacher pool and the academic profiles of those entering it.13 But a new question has emerged: Are the two goals compatible?

Although New York state did not specifically set out to increase the diversity of its teacher workforce when making these changes, it was able to accomplish this goal while significantly increasing the selectivity of the profession.

Despite these challenges, increasing both the diversity and the selectivity of the teaching profession is possible, and both states and teacher preparation programs are proving that it can be done.

Many educators, policymakers, and other stakeholders worry that increasing selectivity may lead to a less racially diverse teacher workforce, as minority candidates generally score lower on many of the current selectivity metrics used by teacher preparation programs.14 Others maintain that the diversity gap will only continue to grow in the decades to come, even with a focus on the recruitment and retention of the current generation of prospective teachers.15 Instead, those skeptical of the United States» ability to attain both goals offer solutions such as increased cultural competency among the existing teacher workforce to inspire and encourage a more diverse generation of future educators.16

And University of Colorado Denver wisely supported visionary professor Margarita Bianco's development of Pathways2Teaching, a teacher - academy program that emphasizes cultural competence and increasing diversity in teaching.

Huberman, who attended Monday's meeting, said the company can provide a pool of applicants that is 30 percent minority to increase diversity among teachers.

AACTE has selected 10 institutions to participate in the Association's first Networked Improvement Community (NIC), aimed at increasing the diversity of our nation's teacher candidate pool by focusing on recruitment of more Black and Hispanic men into teacher preparation programs.

As state Education Commissioner Christopher Cerf presents his «Education State of the State» address to top school officials today at the Commissioner's Convocation in Jackson, two measures in play aim to raise the bar for new teachers and increase diversity in classrooms across the state.