Enrollment for the 2018-19 cohort of the Educators of Color Leadership Community is open!
Teacher diversity is a critical issue in the ESD 121 region, as well as across Washington State and nationwide. The Educators of Color Leadership Community (ECLC) is a program designed to support and retain our educators of color through community building, culturally responsive mentoring and coaching, and professional learning that builds on your strengths as an educator of color.
The quote above, “He Aupuni Palapala Ko’u” is attributed to King Kamehameha III of the Kingdom of Hawai’i. During his rule, Hawai’ians had an above 90 percent literacy rate–higher than the literacy rate of many other “developed” countries around the world. This concept was shared with us by Sui-Lan Ho’okano, one of our inaugural ECLC members, who conveyed wisdom of her indigenous ancestors and encourages us to believe that we already have the knowledge and resources to help our children–all our children–thrive.
When children are taught by those who believe in and can recognize their brilliance, and who understand their cultural context, and who model what they can achieve, they too can realize their hopes and dreams.
We are an educated kingdom.
“He aupuni palapala ko’u.”
Why is the ECLC Important? +
A diverse teaching pool is critical to our mission of eliminating the opportunity gap :
- Having teachers of color leads to strong educational outcomes for all students, particularly students of color.
- Teachers of color serve as positive role models that encourage persistence, resilience and the possibility of attaining college education or professional careers to students of color; and challenge stereotypes about the potential of people of color for all students, thereby better preparing them to succeed in a diverse world. (http://m.cedr.us/papers/working/CEDR%20WP%202015-9.pdf)
- All students benefit from having teachers of color, leading to better academic outcomes, regardless of race.
- Research tells us that retention for teachers of color is lower than it is for their white counterparts, due to a variety of factors. Research also tells us that teachers of color benefit from supports that value their “cultural resources” (their life experiences and connections to communities of color), from mentoring and professional development that honors their unique perspectives, and from having connections to colleagues that share their experiences and motivations to teach. (Achinstein, Ogawa & Sexton, 2010)
How Will the ECLC Support Teachers of Color? +
What to Expect as an ECLC Participant or Supporting Administrator +
Sept. 27: 8:30-12:30: Half-day orientation for Teacher and Principals
NOTE: You only need to attend ONE half-day orientation session!
Oct. 31: 8:30-3
Jan. 24 : 8:30-3
March 19 8:30-3
May 15: 8:30-3
Teachers will be expected to:
- Obtain the support of their principal and district
- Attend all ECLC sessions
- Develop a plan to interact with Mentors as recommended in the orientation session
- Develop a plan to share their experiences with ECLC with their principal
- Provide feedback about their experiences to PSESD in order to share with district leadership about needs of teachers of color in our region.
Administrators will be expected to :
- Attend a half-day orientation session on Sept. 27 to learn about the goals of the program and participate in professional learning about supporting educators of color
- Meet with their participant as requested to learn about their experiences and to strategize for their continued growth and support.
- Provide feedback about their experiences to PSESD in order to share with district leadership about needs of educators of color in our region.
- Attend the last session of ECLC on May 15 to hear from Educators about their learning and their needs for ongoing support.
Please note: The Vision and hope is that ECLC participants will continue to participate in the program for a total of THREE YEARS.
Year 1: Community building, leadership development
Year 2: Strengthening leadership role and relationships with administrators/central offices
Year 3: Serving as a coach/leader mentor for educators of color within your own district, with ongoing support from your cohort and PSESD.
Selected References for More Information and Research About Teacher of Color Retention +