Creating a more inclusive and diverse teacher workforce is a primary objective for educational leaders and advocates nationwide. School districts have the potential to play a pivotal role in driving these changes and making a real difference.

A diverse teacher workforce, one that includes teachers of color, has numerous benefits for all students, particularly students of color. Not only do teachers of color have higher expectations for students of color, but the data also shows that students of color achieve higher attendance rates, greater academic success, and have higher rates of high school graduation and college enrollment when taught by teachers of color. Additionally, recent research reveals that teachers of color have a positive impact on the performance of their white colleagues.

However, there remains a significant lack of access for students across the nation to teachers who share their racial and ethnic backgrounds. While students of color comprise more than 50% of the student population, the teaching workforce is still predominantly white at 80%. This stark disparity highlights the need to address the current system, as potential teachers of color often drop out of the pipeline at various stages, starting from high school through teacher preparation. A recent report by NCTQ State of the States delves into the actions taken by several states to establish a more diverse teacher workforce. It is important to note that the responsibility of building a diverse workforce does not solely rest with the states; district leaders also play a pivotal role in leading the way.

A recent article from NCTQ’s District Trendline, offered a thorough examination of four significant ways in which districts can enhance the diversity of their teacher workforce.

1. Establish a Strong and Sustainable Pathway
To create a more diverse teacher workforce, the process must begin early on in the teacher pipeline by inspiring individuals to consider a career in teaching. School districts have the opportunity to cultivate a group of teachers from their own community by implementing programs like high school pipeline programs or partnering with local preparation programs. These initiatives, such as Grow Your Own programs, teacher apprenticeships, and residencies, often attract a larger number of candidates of color compared to traditional routes to teaching. However, it is important to note that teachers of color believe that alternative pathways and policies, such as student loan forgiveness, scholarships, and expanding teacher preparation programs at Minority Serving Institutions, are more effective in attracting teachers of color than Grow Your Own programs.

Apprenticeships are rapidly gaining popularity as a promising avenue for professional development for educators of color. These apprenticeships not only provide apprentices with nationally recognized credentials but also ensure worker protections such as minimum pay rules. Moreover, approved apprenticeship programs have the advantage of accessing state and federal workforce funding, making them financially viable. For aspiring teachers, apprenticeship programs offer a unique opportunity to acquire job skills through a combination of coursework and practical experience under the guidance of experienced mentor teachers. What makes this even more appealing is that apprentices earn a competitive hourly wage that increases as they gain proficiency. Tennessee took the lead in establishing the first federally approved Registered Apprenticeship for teachers, which was integrated into the state’s extensive network of Grow Your Own programs across 73 participating districts. This innovative approach is paving the way for a more comprehensive and effective teacher apprenticeship model.

2. Provide Financial Incentives 
For individuals from diverse backgrounds considering a career in the teaching profession, the financial burden of preparation can be a significant deterrent. This is particularly true because graduates of color who pursue teaching often face higher levels of student loan debt compared to their white counterparts. The combination of lower wages in the teaching profession and the burden of student loan debt can make the prospect of teaching less appealing for aspiring teachers of color.

To help alleviate this financial burden, scholarships and loan forgiveness programs can serve as powerful motivators to attract individuals to the teaching profession, particularly in underserved areas and challenging roles that are difficult to fill.

Several districts have already implemented these initiatives, particularly for teachers who are recruited through local Grow Your Own programs. For instance, Chicago Public Schools (IL) offers financial assistance to high school students who enroll in their five-year pipeline program, Teach Chicago. Additionally, Montgomery County Public Schools (MD) is launching a pipeline program in collaboration with Bowie State University, a historically Black university, which will award $5,000 scholarships to students pursuing a secondary education certificate with a commitment to return to the district. These programs aim to attract and support aspiring teachers while addressing the financial barriers they may face. 

Furthermore, various states provide additional programs that districts can leverage to their advantage. For instance, Connecticut offers a housing down payment assistance program specifically designed for individuals who have graduated from historically Black colleges or universities, as well as Hispanic-serving institutions.

3. Focus Efforts on Retention
Retaining teachers of color in the classroom is vital for promoting teacher diversity and maximizing their effectiveness in impacting students’ lives. As experienced educators continue to teach, their skills improve, allowing them to make a more significant difference in the lives of their students.

In order to provide effective support for teachers of color, districts must prioritize long-term retention as a key goal.  One study found that attrition for Black teachers peaked in their fourth year of teaching, when teacher retention efforts generally begin to wane. Ensuring teacher retention goes beyond just providing mentoring and affinity groups; it also requires a strong focus on school climate and effective school leadership. The aforementioned study highlights the crucial role that support from school administration plays in Black teachers’ decision to remain in the classroom. It is evident that creating a supportive and inclusive environment for teachers of color is essential in nurturing their intention to stay and continue making a positive impact on students’ lives.

In addition, it is crucial for districts to review and revise their policies to avoid undermining the progress they have made. One policy that may have a detrimental effect is the implementation of “last-in, first-out,” or “LIFO,” layoff policies. Basing layoff decisions predominantly or solely on seniority may disproportionately impact teachers of color, as several studies have found that more novice teachers are more likely to be teachers of color.

Districts have the power to address this issue in multiple ways. Firstly, they can modify layoff criteria to give more weight to factors such as teachers’ effectiveness or evaluation ratings. Secondly, they can implement safeguards to protect certain groups of teachers from layoffs. Minneapolis Public Schools (MN) has already taken this approach by exempting teachers in certain schools or programs from layoffs. These include teachers in Racially Isolated Schools, teachers in Native and Heritage language literacy programs, graduates from Grow Your Own programs in the district, teachers who are members of underrepresented populations among licensed teachers, and teachers who are alumni from Historically Black Colleges and Universities, Tribal Colleges and Universities, and/or Hispanic Association of Colleges and Universities programs.

4. Track progress to identify needs and successes
Increasing the number of teachers of color not only benefits their students but also plays a key role in diversifying the overall workforce. However, achieving this goal requires districts to diligently track relevant data and statistics.

Developing a comprehensive and unified data system is most effectively achieved with the state backing, although the availability of data infrastructure varies greatly among states. However, even in the absence of state support, individual districts can still make significant strides by setting clear objectives for increasing teacher diversity and closely monitoring their progress in achieving these goals.

Districts should prioritize the tracking of various key data points to ensure a diverse and effective teacher workforce:

• Demographic data: It is important to gather data on the current teacher workforce, including demographic information, to understand the level of diversity within the district.
• Preparation route: Tracking demographic data specifically by preparation route provides valuable insights into the effectiveness of different pathways to teaching in attracting and retaining teachers from diverse backgrounds.
• Certification area and grade span: Analyzing demographic data by certification area and grade span helps identify any disparities in representation among teachers in different subject areas or grade levels.
• Teacher advancement: Monitoring teacher advancement data, such as participation in leadership roles or pathways, allows districts to identify and nurture potential leaders from diverse backgrounds.
• Teacher hiring pool: Where possible, tracking data on the teacher hiring pool can help districts assess the diversity of the applicant pool and make efforts to attract a more diverse range of candidates.
• Teacher effectiveness: Collecting data on teacher effectiveness helps identify any disparities in performance among teachers from different backgrounds and informs professional development initiatives.
• Teacher retention: Tracking teacher retention data is crucial to understanding the factors that contribute to the long-term retention of teachers, particularly those from underrepresented groups.

By diligently tracking these data points, districts can identify areas of improvement, set clear objectives for increasing teacher diversity, and make informed decisions to create a more inclusive and effective teacher workforce.

As previous research has confirmed, establishing a strong and diverse teacher workforce requires deliberate and comprehensive efforts. School districts that prioritize this goal must consider every aspect of teachers’ career journeys, from cultivating an interest in teaching, to providing clear pathways for licensure, to actively recruiting teachers of color, and finally, to creating a supportive work environment that encourages teachers of color to stay and thrive.