Educator diversity

Aurora Public Schools’ principals more racially diverse this year, but district still lagging behind

File photo of kindergarten students at Laredo Elementary in Aurora.

In the most diverse city in Colorado, school district officials have struggled to hire and retain principals of color.

The issue isn’t unique to Aurora Public Schools. But one change made three years ago to how Aurora hires principals is now slowly increasing diversity among school leaders, officials say.

The revamped hiring process wasn’t aimed at increasing diversity, but rather at increasing quality and minimizing biased or preferential hiring decisions, officials say.

“Systems that are more likely to have bias are less likely to have diversity,” said John Youngquist, Aurora’s chief academic officer. “Systems that are engaging these kinds of processes that allow people to demonstrate behaviors they’ve practiced over time are ones that allow those high quality candidates to get to the top. I know is this is a practice that increases the level of diversity.”

This fall, 10 percent of Aurora principals are black, and 14 percent are Hispanic, up from 9 percent that were black and 7 percent that were Hispanic last year.

It’s an improvement, but the numbers still represent a gap with the diversity in the district and in the city. Eighteen percent of Aurora Public Schools students are black and more than 50 percent are Hispanic. The city of Aurora has similar demographics, according to the most recent U.S. Census estimates.

State data tracking both principals and assistant principals by race showed the Aurora district had lower percentages of school leaders who were black or Hispanic in 2016 than in 2013. Numbers for the current school year are not yet available.

This year, the numbers of teachers who are not white are smaller and farther from representing the student or community demographics than they are for principals.

Research has shown that students of color benefit from having teachers of color. Having diverse and highly qualified principals helps leaders in turn attract and hire high quality and diverse teachers, Youngquist said.

Aurora superintendent Rico Munn said that increasing diversity is a priority but said he isn’t sure how many educators of color Aurora schools should aspire to have.

“For our workforce to mirror the community, I don’t know that there’s enough educators in the state,” Munn said.

Elizabeth Meyer, associate professor of education and associate dean for undergraduate and teacher education at CU Boulder, said all districts should be striving to see an upward trend in the numbers, not necessarily trying to reach a certain percentage as a goal.

She said that issues in diversifying teachers and principal pools are similar, but that teachers of color who are supported can be the ones who can then go on and become principals.

“We’re already limited because teaching demographics are overwhelmingly white women,” Meyer said. “We do need to find ways to make teaching a more desirable profession, especially for people of color.”

Meyer said that while there are nationwide and statewide issues to be addressed, districts need to incentivize teachers by paying higher wages, create environments that are inclusive for teachers already in the district and have visible leaders of color.

“It’s not enough to just want to recruit people in,” Meyer said. “Retention is the other part of the problem.”

When Youngquist’s office led the change in how the Aurora district hires principals, the focus was to increase the quality of school leaders and remove bias that could allow a person to be invited into the process “just with a tap on the shoulder,” he said.

The new process requires a team of district leaders and other principals to observe candidates as they are asked to model practices through scenarios and demonstrations of situations they’re likely to confront as principals.

Yolanda Greer, principal of Aurora’s Vista Peak Exploratory was one of the first to go through that new hiring process three years ago.

Yolanda Greer, principal of Vista Peak Exploratory in Aurora.

“I will tell you at the end of it I certainly felt like I had been through a triathalon of some sorts,” Greer said. “But I do recall saying at every point, ‘I’m so impressed. I’m so appreciative that APS is taking the thoughtfulness that went behind creating this process to make sure we have leaders that are prepared.’ It made me want to be here even more.”

Speaking at a community meeting last month, Munn said the neighboring districts of Denver and Cherry Creek can offer more money, so Aurora must focus on other appeals to hire and retain diverse educators.

“We have to think about what’s the right atmosphere or what’s the right way that we can recruit or retain people in a way that makes them want to be part of what we’re doing here in APS,” Munn said. “Our ultimate winning advantage there is that we have a strong connection to the community. We also demonstrate to potential staff members that we are a district that has momentum. We are a district where there is opportunity. We are a district that can truly impact the community that we serve.”

Greer said she felt that draw to Aurora long before she applied for the principal position.

“I think because there was a public perception that Aurora was an underdog,” Greer said. “It’s a great opportunity to not only impact the school but the district and community.”

Though Aurora district officials are happy with how the principal process is playing out, they started working with a Virginia-based consultant last year to look at all hiring practices in the district. Munn said part of that work will include looking at whether the district is doing enough to increase diversity.

Like most school districts, Aurora has sent officials to recruit new educators from Historically Black Colleges and Hispanic Serving Institutions.

One thing that Greer said is in a district’s control is allowing a culture where issues of inequity can be discussed. In Aurora, she said she feels comfortable raising issues of student equity if she sees them.

For her, seeing other people of color in leadership positions in the district, including the superintendent, also made her feel welcome.

“In Aurora when I walk into leadership meetings, there’s a lot of people that look like me, so there’s that connectivity,” Greer said. “There’s open conversations and people listen.”

Earlier this year, Greer was reminded of the impact that leaders of color can have when her elementary students were asked to dress up for the job they hoped to have when they grew up.

Several of the students came to school dressed as their principal, Greer said.

“I want to make sure students of color can see someone that looks like them,” she said. “When they can see me in the specific role in education and they can say, ‘Wow, that can be something admirable and I want to aspire to that,’ it’s a big deal.”

Future of Schools

Chicago Schools sets community meetings on controversial school inventory report

Chicago Public Schools is hosting a dozen workshops for community members focused on a controversial report about local schools that offers an unprecedented window into the assets — and problems — in certain neighborhoods.

The district published report, called the Annual Regional Analysis, in September. It shows that, in many areas of the city, students are skipping out on nearby options, with less than half of district students attending their designated neighborhood schools.

The school district and Kids First, the school-choice group that helped compile the report, maintain that the analysis is meant to help guide investments and empower communities to engage in conversations about their needs.

The report divides the school district into 16 “planning regions” showing where schools are, what programs they offer, how they are performing, and how people choose among the options available.

The meetings will start with a presentation on the report. They will include small-group discussions to brainstorm how Chicago Schools can invest in and strengthen schools. The first workshop is scheduled for Wednesday at Collins Academy High School.

While the school district has touted the detailed report as a resource to aid planning and community engagement, several groups have criticized the document and questioned the district’s intent.  The document has sparked fears among supporters of neighborhood schools that the district might use it to propose more school closings, turnarounds, and charter schools.

The parents group Raise Your Hand, the neighborhood schools’ advocacy group Generation All, and the community organizing group Blocks Together penned a letter recently scrutinizing the report’s reliance on school ratings, which are based largely on attendance and test scores.

“Research has shown that test scores and attendance tell us more about the socioeconomic status of the students’ communities rather than the teaching and learning inside the school itself,” they wrote. Chalkbeat Chicago first reported about the analysis in August after obtaining a copy of it. Yet, the document has sparked fears among supporters of neighborhood schools that it could be used to propose more school closings, turnarounds, and charter schools.

Here’s a list of the 12 community workshops, all of which all begin at 6 p.m.:

West Side Region: Oct. 17, Collins Academy High School

Greater Lincoln Park Region: Oct. 18, Lincoln Park High School

Greater Calumet Region: Oct. 22, Corliss High School

South Side Region: Nov. 7, Lindblom High School

Greater Stony Island Region: Nov. 8, Chicago Vocational Career Academy

Far Southwest Region: Nov. 13, Morgan Park High School

Far Northwest Side Region: Nov. 14, Steinmetz High School

Greater Milwaukee Region: Nov. 15, Wells High School

Greater Stockyards Region: Nov. 19, Kelly High School

Pilsen/Little Village Region: Nov. 26, Benito Juarez Community Academy

Greater Midway Region: Dec. 6, Curie Metropolitan High School

North Lakefront Region : Dec. 11, Roger C Sullivan High School

Teacher votes

Memphis teacher groups want annual pay raises and more say in how they teach their students

PHOTO: Laura Faith Kebede/Chalkbeat
Keith Williams (left) and Tikeila Rucker lead the teacher associations representing licensed educators in Shelby County Schools.

Memphis teachers will soon have the opportunity to change compensation, work hours, health benefits, and how they teach if they vote to negotiate a new agreement with Shelby County Schools.

The district’s two organizations, which represent teachers and other licensed educators, say their priorities are restoring automatic pay increases and higher pay for educators with advanced degrees, and giving more flexibility to teachers in the classroom.

United Education Association and Memphis-Shelby County Education Association have been talking with district leaders about making these changes, but amending the employee agreement with the district — through a process known as “collaborative conferencing” in Tennessee law — would ensure the changes will take place with a written agreement.

The United Education Association plans to hold a teacher rally to talk about the process from 4:30 to 6 Tuesday evening at the district’s central office. Superintendent Dorsey Hopson is scheduled to be the guest speaker.

Collaborative conferencing replaced union bargaining rights in a 2011 law. The law tossed the requirement that districts and organizations representing employees have to reach an agreement. If there’s an impasse, the school board gets the final word.

The law also narrowed the topics that could be discussed between teacher organizations and the school district. Their agreements cannot address teacher evaluations, district decisions on bonuses and raises based on teacher performance, or requiring districts to base personnel decisions on tenure or seniority.

If educators vote to negotiate, it will be the first negotiation for the Memphis school district since 2015, and the first since the city’s teacher group split into two. Last year, the groups tried to get enough votes for talks, but fell short by about 10 percent. (The current agreement is still in effect.)


Related: Why the Janus Supreme Court case won’t have much impact in Tennessee


Garnering enough support to start talks requires two steps.

First, 15 percent of employees are required by state law to sign a petition requesting a district-wide vote on whether teacher representatives should negotiate a new agreement, also known as a memorandum of understanding. The two teacher organizations, which collectively represent about 4,500 members, have gathered at least 2,600 signatures, well above the number needed.

Next, half of the district’s licensed educators must vote by email to start negotiations. Educators will also be asked in early November to choose which organization will represent them at the negotiating table. The organizations will have a percentage of seats on a committee based on which organization educators voted for.

The resulting agreement would not be sent back for a vote from teachers, but Tikeila Rucker, the president of the United Education Association, said her organization plans to conduct surveys throughout the process “that ensures us that we really have teacher input.”

PHOTO: Laura Faith Kebede/Chalkbeat
Superintendent Dorsey Hopson answers questions from Memphis teachers at a town hall hosted by United Education Association of Shelby County on in March.

Hopson has tried for several years to switch teacher pay to a merit system based on evaluation scores that include student test scores. That would mean only teachers with high evaluation scores would be eligible for raises. But Hopson did not want to base those decisions on a state test that has experienced a multitude of problems. So, for the last three years, all educators have received 3 percent raises.

Keith Williams, the executive director of Memphis-Shelby County Education Association, said the district should combine merit pay and annual increases in base pay.

“I think we should do step and merit pay,” he said. “I think there’s a lot of issues to work out for teacher compensation, including advanced degree pay and people who are nationally board certified.”

Hopson also has brought back some pay for advanced degrees. But only teachers with high evaluation scores are eligible.


Related: The salary slide: as other professionals see growth, teachers’ pay stagnates, new report finds


Rucker said she also wants to push for more flexibility in how teachers use the district’s new curriculum, which more closely aligns with Tennessee’s new requirements for what students should learn.

“Teachers are mandated to teach based on district-selected curriculum and it’s kind of like a script,” Rucker said. “That takes away from a lot of the creativity for teachers to reach their students for academic success.”

Hopson did allow some flexibility based on feedback from Rucker’s organization, but said teachers had to earn that autonomy based on their evaluation scores.