In spring 2021, the Office of Charter Schools and School Redesign (OCSSR) conducted a case study on Massachusetts charter schools and identified four promising strategies for recruiting and retaining diverse and culturally responsive educators:
Hear from a panel of charter school leaders about lessons learned and how they have successfully recruited and retained educators. For questions about the report email Jacqueline Chavez .
Induction and mentoring programs are essential for supporting new and novice educators, and particularly for educators of color who face unique challenges navigating the profession given ongoing systemic racism and bias.
Equitable Student Assignment: As you assign new teachers, examine the presence of inequitable student/teacher assignment practices that may compound over time for individual students or specific student groups. Consider assigning students who are economically disadvantaged, persons of color, English language learners, and students with disabilities to teachers who have already demonstrated strength in order to narrow opportunity gaps, and ensure that these teachers are receiving equitable assignments, too. Taking the opportunity to assign students more strategically within schools can narrow critical equity gaps.
Resource: See the Student Learning Experience Report for your student assignment data.
As districts continue to manage staffing shortages, many school leaders are looking to support existing staff in accessing training (including coursework and/or practicums that lead to degrees and/or licensure) in specialized areas given the ongoing need for this expertise. This is particularly true with respect to meeting the needs of students with disabilities and English learners. Existing streams of federal education grant funding can be used to directly support educators, including:
Mentoring and Induction
AIR's Center on Great Teachers and Leaders
DESE Policy Brief: Teacher Equity Gaps in Massachusetts
Reaching Further and Learning More? Evaluating Public Impact's Opportunity Culture Initiative
Coaching for Equity: Conversations that Change Practice
For their contributions to this module, we’d like to thank the following individuals:
Darryl Delzie, 6th Grade History Teacher, Springfield
Ricardo Dobles, Assistant Principal, Barbieri Elementary School, Framingham
Dejour Hollins, Grade 7 ELA Teaching Fellow, Bridge Boston Charter School
Alicia Thomas, Manager of Teacher Development, Teach Western Mass
Jariela Cruz Caliz
Goldhaber, Dan, and Matthew Ronfeldt. "Sustaining Teacher Training in a Shifting Environment." EdResearch for Recovery, 2020.
Motamedi, Jason Greenberg, and David Stevens. "Human Resources Practices for Recruiting, Selecting, and Retaining Teachers of Color." 2018.
TeachPlus and The Education Trust. "If You Listen, We Will Stay: Why Teachers of Color Leave and How to Disrupt Teacher Turnover." 2019.
Gist, Bristol, Flores, Herrera, and Claeys. "Effective mentoring practices for Teachers of Color and Indigenous Teachers." Kappan, 2021.
Bacher-Hicks, Chi, Tichnor-Wagner, and Baloch. "Evaluating Emergency Licensure in Massachusetts," 2023.
Please contact us at firstname.lastname@example.org with questions, feedback, or for additional support and partnership around any of the practices and resources included in this guide.
Last Updated: November 17, 2023
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