Educator diversity

Aurora Public Schools’ principals more racially diverse this year, but district still lagging behind

File photo of kindergarten students at Laredo Elementary in Aurora.

In the most diverse city in Colorado, school district officials have struggled to hire and retain principals of color.

The issue isn’t unique to Aurora Public Schools. But one change made three years ago to how Aurora hires principals is now slowly increasing diversity among school leaders, officials say.

The revamped hiring process wasn’t aimed at increasing diversity, but rather at increasing quality and minimizing biased or preferential hiring decisions, officials say.

“Systems that are more likely to have bias are less likely to have diversity,” said John Youngquist, Aurora’s chief academic officer. “Systems that are engaging these kinds of processes that allow people to demonstrate behaviors they’ve practiced over time are ones that allow those high quality candidates to get to the top. I know is this is a practice that increases the level of diversity.”

This fall, 10 percent of Aurora principals are black, and 14 percent are Hispanic, up from 9 percent that were black and 7 percent that were Hispanic last year.

It’s an improvement, but the numbers still represent a gap with the diversity in the district and in the city. Eighteen percent of Aurora Public Schools students are black and more than 50 percent are Hispanic. The city of Aurora has similar demographics, according to the most recent U.S. Census estimates.

State data tracking both principals and assistant principals by race showed the Aurora district had lower percentages of school leaders who were black or Hispanic in 2016 than in 2013. Numbers for the current school year are not yet available.

This year, the numbers of teachers who are not white are smaller and farther from representing the student or community demographics than they are for principals.

Research has shown that students of color benefit from having teachers of color. Having diverse and highly qualified principals helps leaders in turn attract and hire high quality and diverse teachers, Youngquist said.

Aurora superintendent Rico Munn said that increasing diversity is a priority but said he isn’t sure how many educators of color Aurora schools should aspire to have.

“For our workforce to mirror the community, I don’t know that there’s enough educators in the state,” Munn said.

Elizabeth Meyer, associate professor of education and associate dean for undergraduate and teacher education at CU Boulder, said all districts should be striving to see an upward trend in the numbers, not necessarily trying to reach a certain percentage as a goal.

She said that issues in diversifying teachers and principal pools are similar, but that teachers of color who are supported can be the ones who can then go on and become principals.

“We’re already limited because teaching demographics are overwhelmingly white women,” Meyer said. “We do need to find ways to make teaching a more desirable profession, especially for people of color.”

Meyer said that while there are nationwide and statewide issues to be addressed, districts need to incentivize teachers by paying higher wages, create environments that are inclusive for teachers already in the district and have visible leaders of color.

“It’s not enough to just want to recruit people in,” Meyer said. “Retention is the other part of the problem.”

When Youngquist’s office led the change in how the Aurora district hires principals, the focus was to increase the quality of school leaders and remove bias that could allow a person to be invited into the process “just with a tap on the shoulder,” he said.

The new process requires a team of district leaders and other principals to observe candidates as they are asked to model practices through scenarios and demonstrations of situations they’re likely to confront as principals.

Yolanda Greer, principal of Aurora’s Vista Peak Exploratory was one of the first to go through that new hiring process three years ago.

Yolanda Greer, principal of Vista Peak Exploratory in Aurora.

“I will tell you at the end of it I certainly felt like I had been through a triathalon of some sorts,” Greer said. “But I do recall saying at every point, ‘I’m so impressed. I’m so appreciative that APS is taking the thoughtfulness that went behind creating this process to make sure we have leaders that are prepared.’ It made me want to be here even more.”

Speaking at a community meeting last month, Munn said the neighboring districts of Denver and Cherry Creek can offer more money, so Aurora must focus on other appeals to hire and retain diverse educators.

“We have to think about what’s the right atmosphere or what’s the right way that we can recruit or retain people in a way that makes them want to be part of what we’re doing here in APS,” Munn said. “Our ultimate winning advantage there is that we have a strong connection to the community. We also demonstrate to potential staff members that we are a district that has momentum. We are a district where there is opportunity. We are a district that can truly impact the community that we serve.”

Greer said she felt that draw to Aurora long before she applied for the principal position.

“I think because there was a public perception that Aurora was an underdog,” Greer said. “It’s a great opportunity to not only impact the school but the district and community.”

Though Aurora district officials are happy with how the principal process is playing out, they started working with a Virginia-based consultant last year to look at all hiring practices in the district. Munn said part of that work will include looking at whether the district is doing enough to increase diversity.

Like most school districts, Aurora has sent officials to recruit new educators from Historically Black Colleges and Hispanic Serving Institutions.

One thing that Greer said is in a district’s control is allowing a culture where issues of inequity can be discussed. In Aurora, she said she feels comfortable raising issues of student equity if she sees them.

For her, seeing other people of color in leadership positions in the district, including the superintendent, also made her feel welcome.

“In Aurora when I walk into leadership meetings, there’s a lot of people that look like me, so there’s that connectivity,” Greer said. “There’s open conversations and people listen.”

Earlier this year, Greer was reminded of the impact that leaders of color can have when her elementary students were asked to dress up for the job they hoped to have when they grew up.

Several of the students came to school dressed as their principal, Greer said.

“I want to make sure students of color can see someone that looks like them,” she said. “When they can see me in the specific role in education and they can say, ‘Wow, that can be something admirable and I want to aspire to that,’ it’s a big deal.”

Who's leaving?

63 teachers are leaving Detroit’s main district. Here’s a list of their names and former schools.

PHOTO: Getty Images

Is your child’s favorite teacher saying goodbye to the Detroit Public Schools Community District?

Last week, Detroit’s main district released the names of 63 teachers and 55 building staff members who retired or resigned by the end of June. We have a list of their names and the schools where they worked.

Rather than leave classrooms during the school year, teachers typically choose to retire or switch school districts while students are on break. This is only the first wave of departures expected this summer — one reason schools in Detroit are racing to hire certified teachers by the fall.

But for Detroit families, the teachers on this list are more than a number. Scroll down to see if an educator who made a difference in your child’s life — or your own — is leaving the district.

Teacher and staff separations in June 2018. Source: Detroit Public Schools Community District

teacher diversity

Memphis colleges are training more teachers of color, new study shows

PHOTO: Caroline Bauman
Shortly after creating its River City Partnership in 2017, The University of Memphis established is creating an urban teacher training track in its College of Education in partnership with Shelby County Schools.

Teaching degree programs at four-year institutions nationwide are disproportionately white, according to new Urban Institute data. But things look different in Memphis, where two local colleges, the University of Memphis and Christian Brothers University, are making strides to ensure their teaching programs reflect the diversity of the schools that house them.

Meanwhile Memphis’ LeMoyne-Owen College, a historically black institution, has a teaching training program whose student body is almost exclusively African-American. The program focuses on preparing  its students to teach in diverse settings.

“Minority-serving institutions,” like historically black colleges and universities, are “doing more than their fair share of preparing diverse teachers,” Constance Lindsay, a researcher at the Urban Institute, a Washington, D.C.-based think tank. “And then there’s lots of schools in urban settings that are sort of over-representing black and Hispanic students” in their education programs — noting that, in some places, the teaching programs have greater percentages of students of color than the schools as a whole.

The Urban Institute data was released Tuesday.

In Memphis, 68 percent of school-aged children are non-white, and teachers of color make up about 40 percent of the city’s educators. But across Memphis-area colleges, more black students pursue teaching degrees compared to other majors.

According to the study, the percentage of black education majors at the University of Memphis (40 percent) closely resembles the racial makeup of the public, four-year college. Alfred Hall, Assistant Dean of Student Success & Strategic Initiatives at the University of Memphis, said that those numbers are the result of new leadership “embracing the notion of being an urban education institution.”

“We continue to serve a metropolitan area, in which we have suburban and rural partners, and we continue to work to meet their needs,” he said. “But we have been more intentional in the past several years about serving an urban education school district and preparing teachers to have success in those settings.”

The university’s goal is to recruit and prepare teachers to “understand a local context.” Last year, the school established the River City Partnership, a student-teaching program, with Shelby County Schools. That program is centered around understanding concepts of equity and social justice, where teachers-in-training learn about the struggles of urban students as well as the best ways to unleash their potential.

“[We don’t want our teachers to just have] a deficit perspective of feeling sorry for them because they come from certain hardships, but to have an appreciation of the persistence and grit that these students have and how they can maximize those attributes to bring about student success,” he said.

At Christian Brothers University, a private religious college, black students make up 32 percent of the student body. But among students who study education, half are black. A CBU representative was unavailable Tuesday.

The Urban Institute report comes on the heels of an earlier study that found students of color were more likely to attend alternative licensing programs for teachers than to complete teacher training offered at four-year institutions. Some of these non-traditional programs, such as Man Up and Urban Teachers, target students from groups underrepresented among teachers.

But while states like Tennessee have begun to welcome some of these alternative programs, the majority of teachers still take traditional routes.

“I think we have to do a better job of just recruiting students to become interested in teaching across the board, from all racial and ethnic backgrounds,” Hall said. “[We need to help them] see the importance of having an increasingly diverse body of teachers to address an increasingly diverse body of students that have an understanding of certain cultural competencies.”

Cumberland College in Lebanon, Tennessee, is the only other school in the state that has a higher percentage of black students in its education program than it does schoolwide. Black students were underrepresented in 24 of Tennessee’s 27 listed teaching programs outside of Memphis. Here’s how they measured up:

Source: The Urban Institute

The full report allows users to search four-year programs and see how they compare to national trends in two key areas: black and white student representation upon enrolling in an education program, as well as black and white student completion rates. You can access that here.

Other teaching programs in Memphis, including Rhodes College, Southwest Tennessee Community College, and Memphis College of Art, are smaller and were not included in the Urban Institute study as a result.