Compliments of the American Institutes for  Research (AIR).  Glad that growing your own (GYO) teachers is mentioned, as well as collaborating with teacher preparation programs, supporting new teachers, and increasing teacher salaries.  We definitely need systemic, comprehensive approaches rather than piecemeal ones.  Outsourcing it as we do to organizations like TFA is not a solution and is even harmful to the profession overall.  Not that there aren't some good teachers that come out of this, but for most TFA-ers, teaching is a pass though and not a destination.  They also average here in Texas little more than two years in the classroom.  Hence, our revolving door.

To this AIR report, I'd like to add the importance of having teachers that are culturally relevant and bilingual.  So very needed if our profession is to be responsive to current demands.  Fortunately, they cite these pieces that should be helpful to those of us concerned with such things of great importance. A whole bunch to digest here, my friends.

Angela Valenzuela

6 Apr 2016

Blog Post

August0603.jpg

What Will ESSA Mean for English Learners?

English learners (ELs) are an increasingly significant student population, outpacing the demographic growth of non-EL students by more than 40 percent nationwide, and growing by as much as 800 percent in some states. In this blog post, Diane August and Erin Haynes take a look at how the Every Student Succeeds Act (ESSA) helps or hinders this critical student population.

Topic: 

P-12 Education and Social Development, English Language Learners, Every Student Succeeds Act (ESSA)

13 Apr 2016

Blog Post

Haynes Erin.jpg

ESSA and Native American, Alaska Native, and Native Hawai'ian Students

A large body of research supports the idea that Native American, Alaska Native, and Native Hawai'ian students thrive in instructional environments that honor their unique cultural and linguistic heritages. In this blog post, Erin Haynes says the Every Student Succeeds Act (ESSA) promises unprecedented opportunities and funding for incorporating our nation’s many indigenous cultures and languages into public schools if implemented properly.

Topic: 

P-12 Education and Social Development, Every Student Succeeds Act (ESSA)

 

22 May 2017

Blog Post

Teacher Shortages: Top 10 Ideas from the First State ESSA Plans

Earlier this month, the first deadline for states to submit their Every Student Succeeds Act (ESSA) Consolidated State Plans passed. Seventeen state education agencies submitted their plans, laying the foundation for states’ educational priorities for years to come. American Institutes for Research (AIR) is conducting an analysis of the state plans as they are submitted, and this is the first in a series of summaries and analyses.

Here are the first 17 state to submit ESSA plans. Click on the state to see their plan:

·       Arizona
·       Colorado
·       Connecticut
·       Delaware
·       Illinois
·       Louisiana
·       Maine
·       Massachusetts
·       Michigan
·       Nevada
·       New Jersey
·       New Mexico
·       North Dakota
·       Oregon
·       Tennessee
·       Vermont
·       Washington, DC
Note: Vermont did not include strategies for filling teacher gaps.

Aug. 10-12: Current And Aspiring Teachers Of Color and American Indian Teachers Conference

Headed soon

Headed in August to Metro State University In Minnesota deliver a conference keynote and engage in a series of conversations with an array of folks there.  Many Thanks to both Dean René Antrop-Gonzalez and The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota for inviting me. I am very honored!

Looking forward to having a robust community conversation on how to improve the representation of teachers of color and American Indian Teachers in K-12 schools in the Minneapolis area.

Angela 

 

AUG. 10-12: CURRENT AND ASPIRING TEACHERS OF COLOR AND AMERICAN INDIAN TEACHERS CONFERENCE

JULY 8, 2016 STEPHANIE NEW-JOHNSON

The Coalition to Increase Teachers of Color and American Indian Teachers in Minnesota is hosting their summer 2016 conference at Metropolitan State. The conference begins at 7 p.m., Wednesday, Aug. 10 at the Saint Paul Campus, continues 8:30 a.m. until 8:30 p.m. on Thursday, Aug. 11 and ends on Aug. 12 with panel discussions from 8:30 a.m. until noon.

This conference honors the lived experiences and local knowledge of teachers of color and American Indian teachers by creating a safe and welcoming space in which current and future teachers are the primary participants. A core group of diverse coalition educators are planning the conference to include a series of general sessions and breakout sessions that seek to inspire, affirm, inform and energize. Participants are able to build power networks, develop legislative proposals and create action plans that remove barriers and transform state policy and local institutions to retain and increase teachers of color and American Indian teachers in Minnesota.

There is no registration fee but registration is required as space is limited to the first 300 people. Grant funding is available to support lodging and mileage expenses for those traveling from greater Minnesota. Learn more about the conference at the coalition website or Facebook page.

View and share the event flyer.

How to 'Grow Your Own' Teacher Workforce - SXSWedu Panel Proposal

Help us share our new text - Growing Critically Conscious Teachers - and promote the broader Grow Your Own Teacher movement before a global audience at South by Southwest—SXSWedu 2017. 

To support our work:  Create a PanelPicker account, and then Vote for our proposal.

The public voting period begins today—August 8, 2016.

Details:

While SXSW is known for showcasing new technology, research shows that all
too often, the excitement of innovation and constant change leaves many
Latino/a students, and other people of color stuck in the shallow end of
the tech pool.

Sadly, the same is often true for "innovation" within human resources, where market-based ideologies promote "efficiencies" that actually increase barriers between caring, committed, and critically conscious applicants within our communities, and school district hiring managers (Principals, HR Staff).

As a consequence, far too often our students of color are being led by
teachers who do not share their background, and are not prepared to
approach teaching from a critically conscious or culturally relevant
perspective.

However, within the SXSWedu conference, there are categories for both equality and leadership, and we plan to "share research and case studies that outline how innovative school districts disrupt traditional hiring practices to recruit and retain highly qualified, diverse teachers eager to embrace critical and culturally relevant pedagogies."

Please promote this important session, and hopefully you will be able to join us during Spring Break 2017 as we share this important research with a global audience of influential educators.

Thanks to EPP Doctoral student, Michael Barnes, for suggesting this together with this great under 2-minute presentation that I encourage you to listen to.

Angela Valenzuela, Ph.D., 
UT Professor and Director,
National Latino/a Education Research and Policy Project (NLERAP [pronounced "Nel-rap"]), the organization that originated this Grow-Your-Own Latina and Latino teacher education pipeline.

A teacher mispronouncing a student’s name can have a lasting impact—Why we need to grow our own teachers of color...

For many minority, immigrant and English-language learning students, a mispronounced name can be the first of many slights they experience in the classroom.

This is a truly powerful and important piece on just how basic it should be for teachers to be able to pronounce their students' names correctly.  And I really like that there is this long overdue national campaign called  “My Name, My Identity,” "that places a premium on pronouncing students’ names correctly and valuing diversity." 

I want to address this portion of the article:

If students have teachers who share their cultural backgrounds, they’re more likely to hear their names pronounced correctly. But while the diversity of the nation’s public school student body has exploded in the last few decades, the number of African-American, Latino, and Asian teachers hasn’t kept pace.

I sincerely appreciate the idea put herein of having teachers "expand their cultural limits," as suggested, but we need a research-based method and infrastructure for this.  To this end, I and many others propose that our cities, states, and nation consider and fund Grow Your Own  (GYO) teacher of color initiatives and in so doing, contribute to the development of historically-underserved communities in order to sustain the overall initiative.

Based on peer-reviewed and debated research by Texas A & M Political Scientist Professor Kenneth Meier and colleagues, among youth of color in Texas, there was a strong, positive, and consistent correlation of achievement and whether students had a teacher of their same race/ethnicity.  Diverse educational contexts correlated positively to achievement among Anglos, too. 

To use Dr. Meier's words as expressed to me, "This is an absolute finding." Dr. Meier and colleagues interpret this finding from the lens of representative democracy. Having a critical mass of teachers in school districts is an important component of this, too. All of this may be found in NLERAP’s anthology, GROWING CRITICALLY CONSCIOUS TEACHERS.  Here is the link to it at Teachers College Press.

NLERAP is a decades-old project to which we in the National Latino Education Research and Policy (NLERAP) Project have been dedicated. Our key initiative is our GYO Latin@ teacher initiative and we as scholars, academics, school and district representatives, policy makers and advocates have all learned and grown a lot in the process. In particular, NLERAP underscores the importance of a social justice perspective.

When such GYO teachers are present, children’s rights, cultures, world views, experiences and so on get acknowledged in ways that are constructive, affirming, and complete. Not that this happens all the time, but on average, this is the case.  And Meier and colleagues' findings are backed up by substantial, qualitative research that demonstrates as much. 

Since students' race/ethnicity, language, culture, and difference get better addressed when their teachers not only share, but also share in, their lives, communities, and experiences, then let’s create pathways and incentivize a teacher workforce along this path, growing them from our barrios, neighborhoods, colonias, and communities.  Community-based organizations (CBOs) working in partnership with universities and school districts is the optimal approach.  No need to outsource teaching when it should be organic anyway. Plus, it’s rewarding and personally transformative for all of us to do this work, to boot.

By definition, the lived experiences of U.S. minorities is an imbalance in power that has vast implications for them in a society that is profoundly divided by race and class and where they occupy the short end of the stick on both.

Increasing the representation of teachers that come from the students’ own communities through pathways that we—as community-based organizations (CBOs) working in partnership with universities and school districts—create is an excellent way for our communities to address the imbalance of power that exists in society in at least one important societal realm—education.

Much more to come on this as we move forward as an organization.  Just gave a talk at the University of North Texas Dallas on this.  Heading soon to New Mexico, Arizona, and  later to Minnesota.  It's all good.

Angela Valenzuela, Ph. D., Director, Professor
National Latino Education Research and Policy Project, Inc.
Texas Center for Education Policy
The University of Texas at Austin

__________________________________________________________________________________

A teacher mispronouncing a student’s name can have a lasting impact 

BY Corey Mitchell, Education Week  May 16, 2016 at 3:49 PM EDT

When people come across Michelle-Thuy Ngoc Duong’s name, they often see a stumbling block bound to trip up their tongues. The 17-year-old sees a bridge, one that spans her parents’ journey from Vietnam to the United States. It’s a bridge connecting the U.S.-born teen to Vietnamese culture, a bridge to understanding.
“My name is where I come from,” Michelle-Thuy Ngoc said. “It’s a reminder of hope.”
A junior at Downtown College Prep Alum Rock High School, a San Jose, California-based charter school, Michelle-Thuy Ngoc (pronounced ‘knock twee’) is among the students backing “My Name, My Identity,” a national campaign that places a premium on pronouncing students’ names correctly and valuing diversity.
The campaign—a partnership between the National Association for Bilingual Education, the Santa Clara, California, County Office of Education, and the California Association for Bilingual Education—focuses on the fact that a name is more than just a name: It’s one of the first things children recognize, one of the first words they learn to say, it’s how the world identifies them.
For students, especially the children of immigrants or those who are English-language learners, a teacher who knows their name and can pronounce it correctly signals respect and marks a critical step in helping them adjust to school.
But for many ELLs, a mispronounced name is often the first of many slights they experience in classrooms; they’re already unlikely to see educators who are like them, teachers who speak their language, or a curriculum that reflects their culture.
“If they’re encountering teachers who are not taking the time to learn their name or don’t validate who they are, it starts to create this wall,” said Rita (‘ree-the’) Kohli, an assistant professor in the graduate school of education at the University of California, Riverside. 

“If they’re encountering teachers who are not taking the time to learn their name or don’t validate who they are, it starts to create this wall.” — Rita Kohli, assistant professor at UC Riverside

It can also hinder academic progress.
A divide already exists between many English learners and immigrant students and their native English speaking peers. Despite a national increase in the overall graduation rate, the dropout rate for foreign-born and immigrant students remains above 30 percent, three times that of U.S.-born white students.
Before transitioning into K-12 administration, Santa Clara County Superintendent Jon Gundry taught middle and high school English as a second language classes for 16 years. Many of his students were newcomer English learners and he made it a priority to learn the proper pronunciation of each student’s name on the first day of class.
“I was their first connection to a new culture, a new country,” Gundry said. “As a teacher, I felt that if I didn’t make an effort to pronounce their name correctly, it showed I didn’t care about who they were.”

Rendered Invisible

Effort is the biggest obstacle to learning how to correctly pronounce a person’s name; teachers have to want to do it, said Jennifer Gonzalez, a former teacher and author of the education blog Cult of Pedagogy. To even suggest that a child’s name is difficult to pronounce is problematic, she said.
“Even the word ‘difficult’ is a pretty loaded word,” Gonzalez said. “It’s only difficult because it’s culturally different.”
As a kindergarten student in 1950s Brooklyn, Carmen Fariña, a native-Spanish speaker, had a teacher who marked her absent every day for weeks because she didn’t raise her hand during roll call. The teacher assumed Fariña was being defiant, but the future New York City schools chancellor never heard her name called; the teacher had repeatedly failed to pronounce it correctly, including rolling the r’s.
“Mispronouncing a student’s name essentially renders that student invisible,” Fariña said during a keynote address at the National Association for Bilingual Education annual conference in March.
Kohli produced a study with Daniel Solórzano, a professor of education and Chicano studies at the University of California, Los Angeles, on microaggressions, the subtle slights that are painfully obvious and hurtful to the person receiving them, but unintended and unnoticed by the person saying them. The work, “Teachers Please Learn Our Names! Racial Microaggressions and the K-12 Classroom,” is littered with stories of students who endured shame, anxiety, or embarrassment, and sometimes a mix of all three, when their names were called in class.
There’s the tale of a Portland, Oregon-area student with a traditional Chinese name who had her name garbled by a vice principal during an honors ceremony. Set to present the student with an award, the principal laughed at his mistake, drawing chuckles from the audience.
To avoid embarrassment, the student slumped in her seat, refusing to rise to receive the prestigious award. She later skipped her graduation.
The mispronunciation wasn’t an isolated event. Having endured years of slights, she felt the need to become invisible long before the principal’s laughter marked the tipping point.
The woman, who went on to become an educator, changed her first name to ‘Anita.’
“If someone mispronounces your name once as a high school student, you might correct them,” said Kohli, whose parents immigrated to the United States from India. “But if this has been your entire existence in education, what do you do?”
Kohli’s own brother had a teacher mispronounce his traditional South Asian name, Sharad (‘shu-rudth’) as Sharub during a ninth grade class. The teacher and the students decided it was easier to call him Shrub, and it stuck for the rest of high school. The nickname forced him to check part of his identity at the door.
Michelle-Thuy Ngoc didn’t always embrace her full name, figuring that it would make other people uncomfortable. For years, she ignored the Vietnamese half of her first name, simply going by Michelle. The order in which Vietnamese names are spoken differs from English.
“I came to accept [my full name] over time,” she said.

Building Bridges

If students have teachers who share their cultural backgrounds, they’re more likely to hear their names pronounced correctly. But while the diversity of the nation’s public school student body has exploded in the last few decades, the number of African-American, Latino, and Asian teachers hasn’t kept pace.
Gonzalez, a former teacher in school districts in Kentucky and Maryland, said she often observed a ‘these people’ attitude from her mostly white female colleagues.
“They approached it like, ‘It’s your fault for having a weird name,'” Gonzalez said.
To some degree, Gonzalez understands the struggle students face. She grew up with a Russian surname, Yurkosky, that befuddled teachers and classmates. She said it rhymes with “her-pots-ski,” minus the “t” sound in pots.
“But I did not experience all the other stuff and other ways that a person can feel discriminated against,” said Gonzalez, who is white.
Kohli, a former Oakland Unified School District teacher, recommends that K-12 educators identify and expand their cultural limits and recognize the influence they wield over a student’s sense of self. While frustration or confusion may seem like a natural response when a teacher faces an unfamiliar name, it can leave a “lasting impact on the way that child sees themselves and their culture,” the study’s authors argue.
Butchered names are not just a problem for English learners and immigrants; students from a number of cultural backgrounds have their names garbled or ridiculed. Hawaiian and African-American students, with names that link to their ancestry, also shared stories of how constant mispronunciations made them feel uncomfortable with their names.

Mocking Names?

In an extreme case, a teacher in Wayne Township, New Jersey, lost her tenure status and job in 2015 for mocking a student’s name on Facebook. Several letters in the student’s name spelled out a profane word, legal documents show.
More often, the mocking is more direct and reflexive: laughing off pronunciation, asking the student to take on a nickname, or making a spectacle of their name, Kohli said.
“It matters what you do when you’re in front of a child and struggling with their name,” Kohli said. “Is it framed as my inability to say someone’s name or is it framed as the student doing something to make your life more difficult?”
Michelle-Thuy Ngoc attends Downtown College Prep, a 210-student high school that primarily serves first-generation, low-income Latino students.
“We’re taking the time to understand each person’s story,” said assistant principal Moises Buhain. “It’s as simple as starting with a name.”
As part of a social media campaign, the “My Name, My Identity” initiative is seeking name stories with the #mynamemyid hashtag. The push is personal for Yee Wan, the national association’s president and the director of multilingual education services for the Santa Clara County, California, office of education.
Wan came to the United States as an adolescent English learner, and almost immediately faced pressure from instructors to adopt an “American name” to replace her given name, which means “warm friendship” in Cantonese.
Gundry and Wan developed “My Name My Identity” after hearing a principal share a story about his effort to build connections with English-language learners in school, then feeling the push fall flat when he mispronounced the students’ names at graduation.
“As educators, we have the power to bring awareness to valuing diversity … so that all of our students will feel included,” Wan said.

This story was produced by Education Week, a nonprofit, independent news organization with comprehensive pre-K-12 news and analysis. Read the original post here.

Book Announcement: Valenzuela, A. (Ed.) (in press). Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth

   

Blog Readers, Friends, and Colleagues:

I am happy to announce this edited volume, currently in press with Teachers College Press and the National Latino/a Education Research and Policy Project (co-pub.) (April, 2016, expected publication date) with a Foreword by Dr. Sonia Nieto and an Afterword by Christine Sleeter.  It is titled, Growing Critically Conscious Teachers: A Social Justice Curriculum for Educators of Latino/a Youth. View the wonderful endorsements below by Antonia Darder and Linda Darling-Hammond.

Thanks to all of the contributors (see Table of Contents below).  This has truly been a labor of love.

Many thanks, as well, to the gifted Latina artist, Tanya Torres, for her permission for me to use "Cacibayagua," this symbol of a Taino goddess, for the book cover.

It represents well what this volume conveys, namely, that growing critically conscious teachers isn't simply about creating pathways for them into the teaching profession, but also about growing consciousness—or concientización, as expressed by the late Brazilian educator, Paolo Freire.

Here are artist Tanya Torres' words about "La Cacibayagua."

Cacibayagua
by Tanya Torres

"From Cacibayagua came the majority of
the people who settled the island."
Fray Ramón Pané

I thought the cave Cacibayagua, from which the Taínos are said to have come, might be a place of earth and river water from whose veins flows life.

Cacibayagua is earth, and she is also water.
Like the Black Virgin, she is the color of the Earth.

Water, cave, virgin goddess, like the ancient
Goddess, mother of all.

The Relación of Fray Ramon Pane

Contents

Foreword Sonia Nieto 

Acknowledgments

Preface: Uses of the Handbook

1.   True to Our Roots: NLERAP and the Grow Your Own Teacher Education Institutes Initiative
Angela Valenzuela

2.   Teacher Capacities for Latino and Latina Youth
Carmen I. Mercado

3.   Teaching for Critical Consciousness: Overarching Topics, Themes, Frameworks, and Instructional Activities
Adele Arellano, José Cintrón, Barbara Flores, and Margarita Berta-Ávila

4.   PAR Entremundos: A Practitioner’s Guide
Julio Cammarota, Margarita Berta-Ávila, Jennifer Ayala, Melissa Rivera, and Louie Rodríguez

5.   Social Justice Education Project (SJEP): A Case Example of PAR in a High School Classroom 
Julio Cammarota

6.   Conclusion: El Árbol/The Tree: Returning to the Root 
Angela Valenzuela 

Afterword Christine Sleeter

---

 
Endorsements:

Growing critically conscious teachers: A social justice curriculum for educators of Latino/a Youth provides the elemental sparks for essential conversations about culturally responsive teaching and the well being of youth in our communities. Through a variety of critical perspective the volume raises significant questions that must be at the forefront of Latino education. This excellent volume is a must read for teachers truly committed to educational practices of social justice in schools today.

-->

Antonia Darder

Leavey Endowed Chair of Ethics and Moral Leadership

Loyola Marymount University

In this wonderful book, Angela Valenzuela and her colleagues have condensed a wealth of knowledge about how successful teachers of Latino/a children and other students of color, can be prepared and supported to transform their students’ lives.  Addressing some of the most pressing problems in teaching and teacher education, this inspirational collection is a must read for all who care about teaching for social justice.
 

-->

Linda Darling-Hammond

Charles E. Ducommun Professor of Teaching and Teacher Education

Emeritus at Stanford University and President of the Learning Policy Institute

You may learn about my other books and publications here.