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A s h l e i g h T h o m p s o n
A n g e l i t a A l v a r a d o - S a n t o s
P a t r i c e F e n t o n
O f f i c e o f A c a d e m i c A f f a i r s
T h e C i t y U n i v e r s i t y o f N e w Yo r k
N Y S AT E / N YA C T E F a l l C o n f e r e n c e
S a r a t o g a S p r i n g s , N Y
O c t o b e r 2 0 , 2 0 1 6
1
The Importance of Diversity:
Recruiting Men of Color into the Teacher Pipeline
www.cuny.edu/teachered
Agenda
www.cuny.edu/teachered
2 1) Setting the Context : What’s the Problem?
2) Table Talk Questions
3) CUNY NYC Men Teach
a) Goals & Objectives, Targets, & Timeline
b) Partners & Roles
4) Partnership – Who’s in the mix?
5) CUNY NYC Men Teach Program Model
a) Program Structure
b) Recruitment – Examples, Application, Selection
c) Support, Assistance, Resources, and Services for Participants
6) Recruitment Numbers
7) Implementation &Partnership Challenges
8) Recommendations
9) Table Talk Share Out
Setting the Context
www.cuny.edu/teachered
3
Problem: Significant demographic mismatch between teachers of color and students of color enrolled in public schools – it’s largely a white, female teaching profession and an increasingly diverse student population – nationally, statewide, and in NYC “Diversity” in terms of what? Many forms of diversity (race/ethnicity, socioeconomic
background, gender, language, disability status, religion, sexual orientation, etc.)
Sources: The State of Racial Diversity in the Educator Workforce, US DOE Report, July 2016 The State of Teacher Diversity in American Education, Albert Shanker Report, September 2015 Teacher Diversity Revisited, Ulrich Boser, May 2014, Center for American Progress
2011-2012 Percentage Distribution of Teachers and Students in Public Elementary and Secondary Schools in the US, by Race/Ethnicity & Sex
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4
0.5 4
82
51
8
24
7
16
2 5
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Teacher Student
Asian/Pacific Islander Black Hispanic White Other
Source: US DOE report, July 2016 ; US DOE, NCES CCD 1999-2000 through 2012-2013; NCES SASS 1987-88 through 2011-2012
23.7
51.4
76.3
48.6
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Teacher Student
Female Male
2011-2012 Percentage Distribution of Teachers and Students in Public Elementary and Secondary Schools in NY, by Race/Ethnicity & Sex
www.cuny.edu/teachered
5
24.9
51
75.1
49
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Teacher Student
Female Male
2 1.8
76
47.2
10
24
9
18.3
3.4 8.7
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Teacher Student
Asian/Pacific Islander Black Hispanic White Other
Sources: US DOE, NCES CCD 2002-03 and 2012-2013; NCES SASS 2011-2012; Center for American Progress paper (Ulrich Boser, May 2014); NYSED School Report Card 2011-2012; NYSED IRTS 2011-2012
2015-2016 Student and Teacher Diversity in NYC Public Schools
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Source: NYCDOE, 2015
CUNY Context
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CUNY is the largest public, urban University in the U.S.
24 campuses across NYC; nine senior colleges and six community colleges with Teacher Education programs (Associate, Bachelor’s, or Master’s)
275,000+ students enrolled; 16,000+ are Teacher Education students
Approximately 300 full time and 800 adjunct Teacher Education faculty
CUNY Total Enrollment by Race/Ethnicity & Sex: Percentages, Fall 2015
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0.3 0.4 0.3
21.9 16 19.8
23.4 28.4
25.2
24.1
39.9 29.8
30.3
15.3 24.9
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Senior Colleges CommunityColleges
TOTALUniversity
White Hispanic Black Asian/Pacific Islander Other
186 languages spoken (undergraduates) 44.5% of undergraduates (N=245,279) have a native language other than English
Source: CUNY Office of Institutional Research and Assessment (OIRA), Fall 2015
0%
2%
4%
6%
8%
10%
12%
14%
16%
18%
Fem
ale
Mal
e
Fem
ale
Mal
e
Fem
ale
Mal
e
Fem
ale
Mal
e
Fem
ale
Mal
e
Asian/PacificIslander
Black Hispanic White Other
10.4 9.4
15.5
9.8
17.8
12
14.1
10.8
0.2 0.1
TOTAL University
Table Talk
www.cuny.edu/teachered
9
Teacher Ed enrollments are down across the state
1) How does this make diversity recruitment more challenging?
2) How does diversity recruitment fit as part of a strategy?
3) What does this issue look like at your district/college?
4) Is this a topic that you discuss locally?
5) What kind of incentives would make a difference?
Addressing the Diversity Gap
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Federal & State
New York City
CUNY & NYCDOE
CUNY NYC Men Teach: Recruitment Goals by 2018
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Senior
colleges 430
Community Colleges
170
Teacher Candidates in Pipeline
600
CUNY NYC Men Teach: Partners and Roles
www.cuny.edu/teachered
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www.cuny.edu/teachered
CUNY NYC Men Teach: Central Partners and Roles
Large public bureaucracies with many points of contact Weekly meetings of core leadership team
The Office of the Mayor of
New York City Office of the Deputy
Mayor for Strategic Policy Initiatives
Young Men’s Initiative
Center for Economic Opportunity
Funder Policy Driver
Evaluator
New York City Department of
Education
Office of Teacher
Recruitment & Quality
Recruiter Trainer
Employer
The City University of
New York
Office of Academic
Affairs
Recruiter Pre-Service
Provider
13
CUNY NYC Men Teach: Program Structure
www.cuny.edu/teachered
14
Central Office
• University Dean for Education • Associate Director
Campus Counselors
• 15 College Counselors
Students
• Program Students • Pipeline Students
CUNY NYC MEN TEACH Program Model: Recruitment
www.cuny.edu/teachered
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Campus counselors develop strategic recruitment activities: 1) Info Sessions, Orientations and Fairs
2) Visiting classrooms
3) Promoting to key campus personnel
4) Engaging current NYCMT students
Outreach activities 1) Web (Mayor’s Office, CUNY Teacher Ed website, DOE, etc.)
2) Social Media
3) Subway Ads, radio campaign, networking events
CUNY NYC MEN TEACH Program Model: Support, Resources, and Services for Participants
www.cuny.edu/teachered
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All Students
• Monitoring progress toward course /degree completion
• Providing students with information on financial aid, academic supports, other eligible services
• Seeking out campus-specific supports
• Community Colleges: providing support for timely transfer
• Providing education-specific work/internship opportunities
Program Students
• Providing monthly metro cards
• Monitoring progress toward certification
• Senior Colleges: providing ALST and EAS practice tests
• Senior Colleges: providing EAS exam fee vouchers
Pipeline Students
• Determining pathway toward certification
• Referring to certification supports (i.e. workshops, tutoring, online resources, etc.)
• Pipeline students who meet Program criteria may be invited to re-apply
Recruitment Numbers
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AY 2015-2016 AY 2016-2017
AY 2017-2018
Target Number of Students 75 325 200
Applications Received 165 366 -
Accepted - -
Program Students 80 - -
Pipeline Students 24 - -
Total number of students in the program
104 - -
Number of colleges participating: 9 senior colleges and 6 community colleges
Number of counselors: 15
Challenges
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Program challenges
1) Lack of tuition/“real” incentives
2) Availability of funding
3) Demographic differences across colleges
Partnership challenges
1) Distinct leadership, philosophies, priorities, stakeholders, expertise
2) Lack of knowledge or understanding
Process for becoming a teacher
Faculty governance process/influencing curriculum
3) Independent vs. Interdependent
4) Levers of change vs. Status Quo
Recommendations
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Consideration: What does “diversity” mean at your college?
Anchor policy goals with careful planning and
implementation strategies
Hiring/personnel considerations
Establish clear lines of communication
Optimize economies of scale
Develop data capture mechanisms
Table Talk Share Out
www.cuny.edu/teachered
20
Teacher Ed enrollments are down across the state
1) How does this make diversity recruitment more challenging?
2) How does diversity recruitment fit as part of a strategy?
3) What does this issue look like at your district/college?
4) Is this a topic that you discuss locally?
5) What kind of incentives would make a difference?
F o l l o w u s o n T w i t t e r ! @ C U N Y Te a c h e r E d
w w w . c u n y . e d u / N Y C M e n Te a c h
A s h l e i g h T h o m p s o n - A s h l e i g h .T h o m p s o n @ c u n y. e d u
A n g e l i t a A l v a r a d o - S a n t o s – A n g e l i t a . A l v a r a d o - S a n t o s @ c u n y. e d u
P a t r i c e F e n t o n – P a t r i c e . F e n t o n @ c u n y. e d u
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Thank You
