Sentences with phrase «teachers of color serve»

Teachers of color serve as «mirrors» in the classroom where students can see themselves as educational leaders instead of «windows» where they are being taught through a cultural lense that is foreign to that of their own.

In schools across the country, teachers of color serve that role every day, inspiring students to work hard and aim high.

Not exact matches

Research has shown that closing the teacher diversity gap results in better outcomes for students of color, and teachers who share students» backgrounds can serve as powerful role models.

«My analysis looks at two high school English teachers — one at an elite private school serving mostly economically advantaged white students, and one at a public charter school serving largely low - SES students of color.

Last month, Education Secretary Arne Duncan made a speech at the Edmund Pettus Bridge in Selma, Alabama, in which he lamented the fact that many high schools that serve disadvantaged students and students of color lack highly effective teachers.

As Congress considers the reauthorization of the Elementary and Secondary Education Act, families and teachers in school districts that serve low - income students and students of color struggle to understand how to address the highly punitive, push - out climate of overtesting brought on by the No Child Left Behind Act, the ESEA's last reauthorization.

Co-PI: Stephanie Curenton Funded by: The Kellogg Foundation Amount: $ 350,000 Dates: 11/1/16 -1 / 31/18 Summary: Funding supports the planning phase of a project to strengthen the teachers of color pipeline in Boston schools through partnering with minority serving institutions in the development of an alternative teacher education program.

Teachers of color also can serve as powerful role models for minority students, who are more likely to live in poor neighborhoods than white students and less likely to know other adults who are college graduates.

There was a massive gap between the percent of effective teachers (92 %) in schools that serve primarily white students versus 82 % effective teachers in schools serving primarily students of color.

Teacher education programs at HBCUs — much like those at other Minority Serving Institutions (MSIs)-- are not only our nation's major contributors to the pool of teachers of color, but they are actively trying to solve issues of teacher retention and attrition aTeacher education programs at HBCUs — much like those at other Minority Serving Institutions (MSIs)-- are not only our nation's major contributors to the pool of teachers of color, but they are actively trying to solve issues of teacher retention and attrition ateacher retention and attrition as well.

The most experienced teachers, and thus the highest paid, are much more likely to work in low - poverty schools and serve a lower percentage of students of color.

We found that spending on teacher pensions is yet another way that states invest fewer resources into schools serving the highest concentrations of low - income students and students of color.

As has been the trend in California whenever shortages re-emerge, these teachers are assigned largely to high - need schools serving students of color and new immigrants in schools of concentrated poverty.

Most importantly, serving as a teacher exposed me to one of the greatest injustices of our time - the achievement gap that exists between students of color and their white peers.

Schools that primarily serve low - income students of color often have poor curricular offerings, few extracurricular and enrichment activities, and too many inexperienced teachers.

We hope the courts will also understand the importance of the 20,000 DACA teachers in public K - 12 schools who bring a unique set of skills to the classroom and serve as role models and navigators for students — especially students of color — who consistently perform better when taught by teachers of color, leading to better attendance, fewer suspensions and higher test scores.

This is particularly troubling because in Minnesota, a significant portion of new teachers start their careers in high - needs schools serving low - income students and students of color.

What fuels high rates of teacher turnover in schools that serve large numbers of low - income students of color?

Maybe there's nothing «Hollywood» about a group of public school teachers, administrators and support staff who bound together to transform a historically low - performing school that predominantly serves low - income students of color.

Several studies have found that teachers of color can serve as role models for students of color, and when students see teachers who share their racial or ethnic backgrounds, they often view schools as more welcoming places.

School leaders also report finding teachers of color, male teachers, and bilingual teachers, most representative of the communities they serve, to be extremely difficult.

These factors help develop trusting teacher - student relationships.18 Minority teachers can also serve as cultural ambassadors who help students feel more welcome at school or as role models for the potential of students of color.19 These children now make up more than half of the U.S. student population in public elementary and secondary schools.20

The operational and political reality of public school systems, therefore, led these ineffective tenured teachers to be highly concentrated in schools that served low - income students of color.

Teachers of color can serve as role models for students of color, as we noted in our previous report, and when students see teachers who share their racial or ethnic backgrounds, they often view schools as more welcomingTeachers of color can serve as role models for students of color, as we noted in our previous report, and when students see teachers who share their racial or ethnic backgrounds, they often view schools as more welcomingteachers who share their racial or ethnic backgrounds, they often view schools as more welcoming places.

School districts throughout the country are having difficulty finding enough qualified teachers to fill open positions, especially in schools serving low - income students and students of color.

And because teacher salaries make up about 60 percent or so of the typical district's budget, these data demonstrate some fairly hefty gaps in spending between schools that serve more students of color and those that serve fewer such students.

Most importantly, improving the pipeline of novice teachers will help better serve students of color and students in low - income communities, who need great teachers the most.

Finally, teacher trainees who are members of communities of color score lower on licensure exams that serve as passports to teaching careers.

Even though teachers of color worked in high - need schools at disproportionate rates, they still represented only 31 percent of all teachers working in high - poverty schools and 40 percent of teachers in schools that serve mostly students of color, the report notes.

On average, teachers of color work primarily in schools that serve high percentages of students of color and students from low - income families.

Although teachers of color gained ground in the workforce, they still «remain significantly underrepresented relative to the students they serve,» according to the report.

The transiency can be attributed to a few main causes: At urban charters like Success, which frequently serve mostly low - income, underprepared students of color, teachers are expected to work considerably longer hours than is typical — sometimes as much as 80 or 90 hours a week.

Yet, in our public schools serving students of color and low - income students, classrooms are overcrowded and lack adequate resources, students and teachers face degrading environments, and schools use harsh, punitive discipline practices that deny students the opportunity to learn.

Participants enhance their knowledge and skills as facilitative leaders and coaches and work as an equity - focused community of practice to support teachers as they adapt practices to respond more effectively to the needs and aspirations of students of color and in so doing, all of the students they serve.

In December 2015, Congress passed the Every Student Succeeds Act (ESSA), [1] which requires states and districts to determine whether low - income students and students of color in Title I schools are served at disproportionate rates by ineffective, out - of - field, or inexperienced teachers, and take steps to address any identified disproportionalities (i.e., gaps in equity).

The staff of black and white teachers, who were serving primarily black and Latino children, discussed skin color, culture, upbringing, views on how children should behave and whether they should be seen and not heard.

Further, black teachers are especially likely to teach in high - need schools that predominantly serve students of color and low - income students (Achinstein et al., 2010), and they are more likely than other teachers to continue working over many years in schools serving black students (Simon, Johnson, & Reinhorn, 2015).

And, while White students also benefit by learning from teachers of color, the impact is especially significant for students of color, who have higher test scores, are more likely to graduate high school, and more likely to succeed in college when they have had teachers of color who serve as role models and support their attachment to school and learning.

«While White students also benefit by learning from teachers of color, the impact is especially significant for students of color, who have higher test scores, are more likely to graduate high school, and more likely to succeed in college when they have had teachers of color who serve as role models and support their attachment to school and learning.

Currently, the highest performing, most qualified teachers in New York City are disproportionately teaching in the city's wealthiest neighborhoods and schools, while schools serving low - income and students of color are disproportionately assigned the least qualified, lowest performing teachers.

And children of color in our cities, whom these teachers in the Relay program are being trained to serve, are entitled to the same appropriately trained teachers as their counterparts in the affluent suburbs.

Reflecting the diversity of the students they serve, 39 percent of Washington's charter public school teachers are people of color, compared to 13 percent at public schools statewide.

We enthusiastically welcome candidates from diverse backgrounds, including candidates of color, who are inspired by our mission to serve all students by way of improving teacher quality.

In our research at the Penn Center for Minority Serving Institutions, we evidence how institutions, such as HSIs, must continue to play a central role in the education of future teachers of color in order to create favorable educational leaders supporting aspirational Latino youth.

At a time when many schools throughout the nation, particularly those serving a high number of students from low - income families and students of color, are struggling to find and keep teachers, the leadership of a strong principal takes on added import for student success.

Research suggests policies that create incentives for the preparation and hiring of principals of color can lead to higher levels of principal retention, greater hiring of teachers of color, and increased student achievement in schools serving diverse student populations.

By using inclusive colors, a shareable design and the goal of building a foundation for future STEAM learning, KOOV serves as a ready - made, easy - to - use resource for teachers, students and parents.

Research on the K - 12 education system shows that teachers of color are linked to improved student outcomes and increased self - esteem for students of color because they serve as models of professional success.