In 1999, when I was a new teacher, I had a colleague who was also new to the profession. We shared stories, strategies, and challenges. However, our paths diverged as she was asked to lead a team while I was assigned to head Black History Month activities. These early leadership roles aligned with our skill sets but did not fully prepare us for future leadership positions.
Unfortunately, educators of color, especially male educators, are often directed towards disciplinary roles rather than instructional leadership positions. This can lead to burnout as they take on extra responsibilities without proper support or compensation. As a result, the turnover rate for educators of color is higher than the national average, which hinders efforts to recruit and retain diverse talent in schools.
To address these challenges, I co-founded the nonprofit Men of Color in Educational Leadership to support educators of color in their leadership journeys. We conducted focus groups with over 300 principals, assistant principals, and superintendents of color to understand their experiences and challenges. Based on their insights, we developed a framework and toolkit called Resilient, Representative Leadership to help educators of color navigate their careers and overcome obstacles.
One key aspect of our framework is identity-conscious professional development, which creates safe spaces for leaders of color to reflect, learn, and plan for their leadership needs. Additionally, pairing leaders of color with same-race mentors provides valuable support and understanding. By identifying pain points, setting goals, and tracking progress, districts can address issues and improve working conditions for educators of color.
As a former superintendent, I urge school officials to take bold action in supporting educators of color and addressing injustices they face. By implementing evidence-backed strategies to strengthen and diversify leadership, schools can create a more inclusive and supportive environment for all students.
Overall, it is crucial to provide educators of color with the necessary support and opportunities for growth to prevent burnout and promote diversity in school leadership. By implementing strategies like identity-conscious professional development, mentorship programs, and tracking progress, school districts can create a more inclusive and supportive environment for educators of color. Through these efforts, we can work towards closing the leadership representation gaps in education and ensuring that all students have access to diverse and effective leadership.
