MarylandTransformsStrategicPlanningEngagementReport - Flipbook - Page 23
TEACHERS OF
CITED THEIR OWN EARLY EXPERIENCES WITH LACK OF
REPRESENTATION AS HAVING A PROFOUND IMPACT ON THEIR
COLOR
DECISION TO BECOME A TEACHER & STAY IN THE PROFESSION
For some participants, the urgency to address that representation gap is a powerful internal driver.
When speaking about recruiting students of color into the teaching profession, participants noted the
lack of information for those who may be interested in a career in teaching. As a participant put it, “I had
to figure all of that by myself.” Another major obstacle for increasing the number of teachers of color,
according to participants, was the steep cost of becoming a teacher, suggesting the need for financial
assistance in the form of tuition reimbursement, paid internships, and/or stipends for student teachers.
IN THE EARLY
TEACHERS OF COLOR FACED UNIQUE CHALLENGES DIFFERENT
STAGES
FROM THAT OF THEIR COLLEAGUES
A female teacher recounted, for example, how she had been told by her superiors that her hair was “a
little distracting.” Teachers of color stated that they were often asked to assist with multiple student
support and parent engagement activities beyond teaching such as providing translation services to
non-English speaking parents/guardians. Despite the challenges, new teachers of color felt that it was
KEY
TAKEAWAYS
important for them to stay in the profession and “to keep pushing.” In their experience, they could truly
make a difference not only for students of color but also for all students.
IMPORTANCE OF
WAS A COMMON THEME FOR EARLY CAREER SUCCESS AND NEW
MENTORS
TEACHER RETENTION AMONGST PARTICIPANTS
This was crucial for all early career educators, including teachers of color. At the same time, participants
were aware of the shortcomings in many existing mentor programs that “do it on a surface level” without
training mentors, providing mentors with release time, and/or creating structured opportunities for
mentees to improve their teaching practice by working closely with their mentors.
“
It was great that I could speak Spanish, like ‘Oh my gosh, you understand where these students
are coming from.’ But it was a double-edged sword because it led to many of my schools that they
would ask me during my own personal time, hey, ‘I have a parent who doesn’t speak English, can you
translate?’ ‘By the way I can’t communicate with the student, do you know what’s going on?’ And I
felt like as a new teacher I could not say no and so it was definitely like I was backed into a corner.”
During Phase 1 of the strategic planning process, the Maryland State Board of Education and Maryland State
Department of Education will engage stakeholders to develop strategies that strengthen every stage of the teacher
pipeline, remove barriers for the recruitment and retention of teachers of color, and ensure that all early career and
ENABLER
EMERGING
PRIORITIES
& ENABLERS
rising educators have the training and support they need to thrive in the profession.
Maryland is elevating the stature of the teaching profession by:
■
■
■
intentionally working to attract, recruit, and retain a highly qualified and diverse workforce;
setting rigorous standards for educator preparation programs and induction; and
implementing a career ladder system focused on development and growth opportunities for
all educators.
MARYLAND TRANSFORMS - ENGAGEMENT REPORT
23
