News Briefs | FYI
May 27, 2024
Report identifies barriers to recruit/retain teachers of color
UCLA CTS and The UCLA Civil Rights Project have co-released a new paper detailing the systemic barriers to diversifying the teacher workforce in the state. The study explores obstacles to recruiting and retaining teachers of color and Indigenous teachers (TOCIT) in California’s schools.
Despite California’s recent, large investments toward improving educator diversity, persistently higher rates of burnout, turnover and early retirement among teachers of color and Indigenous teachers may indicate other factors at play.
At a time when a number of states are eliminating Diversity, Equity and Inclusion programs designed to foster positive race relations and genuine equity, the authors point to persistent discrimination in the training process and the enormous economic barriers that many students of color face in getting the educational and professional resources and support they need to become teachers.
Key findings include:
Financial challenges: Growing tuition fees, unpaid student teaching, mounting student debt, meager salaries, and the relentless rise of inflation and living expenses are disproportionately magnified for TOCIT.
Structural racism: Study participants report being underserved in overcrowded programs, undercompensated compared to other high-skilled professions, and their life experiences and perspectives devalued throughout the teacher pipeline and profession.
Culture & climate: Hundreds of respondents express feeling “silenced,” “ignored” and “dismissed” by their colleagues and administration when trying to discuss issues around race and racism. Conversations around DEI are seen as performative and not yielding tangible policy or action.
Curriculum & pedagogy: Participants report restrictions on their pedagogical autonomy that limit their ability to provide culturally responsive teaching and engage students in critical thinking.
Testing: Teacher licensure exams are reported as formidable barriers for workforce entry, imposing stress, time constraints and financial burdens, particularly on pre-service teachers.
The paper concludes with recommendations for improving the recruitment and retention of TOCIT, including: a “G.I. Bill” for teachers and debt-free pathways; fair compensation for student teaching, translation, discipline duties and mental health guidance for students; teacher education enrollment caps; ethnic studies offerings and culturally relevant curriculum audits; and alternative credentialing pathways for in-service teachers.
“Equity work in our schools requires that we actively interrogate and dismantle policies and practices that act as barriers for people of color entering and sustaining in the profession,” said Kai Mathews, director of the California Educator Diversity Project at CTS and lead author of the study, in a news release. “Essentially, our desire for equity must be driven by a greater — or at least equal — desire for justice. There is no uncoupling of the two.”
Read the report, “Barriers to Racial Equity for Teachers of Color and Indigenous Teachers in California’s Teaching Pipeline and Profession,” at https://transformschools.ucla.edu/research/barriers-to-racial-equity-for-teachers-of-color-and-indigenous-teachers/.
Number of paraprofessionals in schools may start to dwindle
The number of paraprofessionals in schools has steadily climbed in the last decade, but the end of pandemic-era funding may cause school leaders to reconsider funding these and other educator-support positions, according to a new analysis of national teaching data.
A recent article published by the National Council on Teacher Quality analyzed U.S. Department of Education’s Common Core of Data to compare changes in school staffing across different support and teaching roles from 2012 to 2022.
The analysis includes data visualizations and a breakdown of how staffing has changed in each state. For example in California, paraprofessional-to-student ratios went up by 55 percent from 2012 to 2022.
The proportion of paraprofessionals, counselors and other support roles grew fastest in the last five years, most likely due to pandemic-related Elementary and Secondary School Emergency Relief funds.
As that funding expires, the author states that districts may be forced to weigh their fiscal realities with retaining these positions that have been shown to have a positive impact on schools.
“Evidence has shown that educator-support roles, such as paraprofessionals and school counselors, may help reduce teacher turnover and improve student outcomes,” author Alex Ferro writes. “Support educators contribute to students’ feelings of connectedness at school, leading to positive academic and lifelong outcomes.”
The author suggests that districts facing budget cuts limit reductions to support educators or make reductions over time rather than make significant cuts in one year.
“Districts may also want to find creative ways to fill these positions in a sustainable manner,” Ferro writes. “For example, they could leverage student teachers to serve as paraprofessionals part-time or create supportive paraprofessional-to-teacher pathways.”
Read more at www.nctq.org/blog/Paraprofessional-and-educator--support-role-staffing-has-increased-to-the-benefit-of-students-and-teachers,-but-will-it-last.
CA releases guidelines for AI use by state agencies
California has issued guidelines addressing procurement, use and training related to generative artificial intelligence by state agencies, according to a recent client news brief from attorneys at Lozano Smith.
Authored by the California Department of Technology, Department of General Services, Office of Data and Innovation, and Department of Human Resources, the guidelines set out best practices intended to support agencies in implementing and overseeing the ethical, transparent and trustworthy use of GenAI.
Although these guidelines do not apply to school districts or other local agencies at this time, the concepts and limitations included in them may be a precursor to future GenAI guidelines, orders and/or legislation.
At the outset, the guidelines emphasize department accountability, warning that “State entities and their respective leadership will ultimately be responsible for evaluating and incorporating GenAI to support each entity’s unique structure and mission.”
As part of ensuring accountability, the guidelines specify agency responsibilities related to both incidental and intentional purchases of GenAI.
Read more about the state guidelines at content.acsa.org/california-issues-guidelines-for-state-agencies-purchasing-generative-ai-tools/.
FYI
Magazine seeks articles on instructional leadership
Leadership magazine is seeking submissions for its September/October 2024 issue with the theme “Instructional Leadership.” Subtopics include: leading and coaching teachers, using data to drive instructional practices, ideas for raising math/ELA scores, collaborative planning, developing a culture of learning, culturally responsive instruction and more. Articles should be no more than 2,500 words and include practical information written in an informal style. Email your article to Leadership Editor Michelle Carl at mcarl@acsa.org. Find Leadership online at leadership.acsa.org. The submission deadline is June 10, 2024.
Submit nominations for women’s award by July 15
Nominations are now being accepted for ACSA’s Exemplary Woman in Education Award, which will be presented at the 2024 Women in School Leadership Forum. ACSA is seeking nominations for outstanding women in educational leadership. Nominees must be an ACSA member to qualify. Visit acsa.org/womensaward for complete nominee criteria. The deadline for nominations has been extended to July 15.
ACSA seeks presenters for Personnel & Negotiations
ACSA invites you to submit a proposal to present at the 2024 Personnel & Negotiations Symposium, to be held Sept. 24-27 in Burlingame. Proposed presentations on the topics of HR and negotiations will be evaluated on how relevant and practical the presentation will be to members and attendees. In addition, presentations will be evaluated on description of clear, measurable learning outcomes. Proposals are due Friday, June 21. Visit bit.ly/PersonnelCFP for more information.