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Journal Prompts for Black and Brown Educators

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Journal Prompts for Black and Brown Educators

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Journal Prompts for Black and Brown Educators

1. “Roots and Wings”:

Reflect on your cultural heritage, the stories passed down through generations. How do these roots shape your teaching philosophy? How do they give you wings to soar beyond challenges?

2. “Navigating Dual Worlds”:

Describe moments when you’ve straddled two worlds—the one within the classroom and the one outside. How do you balance cultural authenticity with professional expectations?

3. “Strength in Resilience”:

Share a time when you faced adversity as an educator. How did you draw strength from your identity and community to overcome obstacles?

4. “Unspoken Battles”:

What are the unspoken battles you fight daily? The microaggressions, the stereotypes, the weight of representation? Write about them—the raw, unfiltered truth.

5. “Student Voices”:

Listen to your students. What stories do they carry? How can you amplify their voices, especially those of Black and Brown students? Reflect on your role as an advocate.

6. “Self-Care Rituals”:

Educators often neglect their own well-being. Describe your self-care rituals—whether it’s sipping tea, dancing, or meditating. How do you recharge to keep pouring into others?

7. “Legacy”:

Imagine your legacy as an educator. What footprints do you want to leave? How will you inspire future generations of Black and Brown educators?

Remember, your voice matters. These prompts are spaces for healing, growth, and empowerment.

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Journal Prompts and Affirmations Archives - BEAM

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Wellness Tools > Journal Prompts and Affirmations

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Why Are Racial Affinity Groups Necessary? Learn how to get started!

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Why Are Racial Affinity Groups Necessary? Learn how to get started!

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The U.S. educator workforce does not fully reflect the diversity of the student population. While over half of public school students are children of color, educators of color represent only about 20% of the workforce.

A racially homogeneous educator workforce perpetuates bias, stereotypes, and inequitable systems. Everyone benefits from having a diverse educator workforce.

Increased teacher diversity leads to culturally relevant teaching techniques, higher expectations for students of color, and a reduction in the racial achievement gap.

Racial affinity groups serve as retention tools, supporting educators of color and encouraging them to stay in the profession.

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Racial Affinity Groups: Guide for School Leaders | Great Schools Partnership

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Racial Affinity Groups: Guide for School Leaders Download this tool as a printer-friendly PDF "Before I found affinity groups, I struggled to breathe. For 15 years, my tank was empty. I was exhausted beyond measure. Being the only African American educator and administrator in my predominately white institution had almost worn me down completely."

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Strategies for Retaining Teachers of Color and Making Schools More Equitable

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Strategies for Retaining Teachers of Color and Making Schools More Equitable

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Strategies for Retaining Teachers of Color and Making Schools More Equitable

In the realm of education, Where minds are shaped and futures unfold, A critical exploration beckons, Of retaining teachers of color, bold.

Black and Latinx educators, unsung heroes, Their presence a beacon, a vital thread, Yet systemic challenges persist, As they navigate a path less widely tread.

1. Ofer Preferential Placement: - Ensure equitable distribution of teachers. - Prioritize placing teachers of color where they can make the most impact.

2. Broad Professional Development: - Offer opportunities beyond school funding constraints. - Nurture growth, empower educators to thrive.

3. Local Recruitment Programs: - Bring alumni back to their alma maters. - A reflection of community, a bridge to connect.

4. Disrupting Notions of White Supremacy: - Retaining educators of color dismantles barriers. - Fosters inclusivity, enriches the educational sphere.

5. Supportive Environments for All: - Students benefit from diverse perspectives. - Teachers flourish when embraced by community.

Now, more than ever, let us champion diversity, Stand alongside these educators, unwaveringly, For in their classrooms, seeds of change are sown, A symphony of voices, harmonizing the unknown.

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However, schools can develop solutions to better retain these teachers by confronting systemic issues related to why they leave. Bristol's latest research unlocks effective strategies schools can apply to keep Black and Latinx teachers engaged in their practice and committed to K-12 teaching. The former New York City educator explains that retaining and supporting educators of color can disrupt notions of white supremacy and foster inclusivity. "Now, more than ever, we need people of color standing in front of our children in our classrooms," he says, and what's really at stake is creating a supportive environment for teachers and students alike.

A school staffed for success

Bristol says there are different levers to engage in order to retain Black and Latinx educators. One of those levers is teacher preparation programs. Teachers of color in predominantly white teacher certification programs often struggle with feeling like their identity is not reflected in their coursework with curriculums that overlook their experiences and privilege the preparation of white middle-class educators. These conditions often prevent teachers of color from showing up as their full selves, and make them more likely to grow weary or disengaged with K-12 teaching.

Another element of teacher prep programs relates to how they perceive students of color. Students are better supported when teacher prep programs prepare all teachers to engage with Black and Latinx learners by actively challenging deficit perspectives about students of color. Too often, educators are reluctant and even fearful when it comes to talking about race. However, developing school-wide racial and cultural literacy through professional development opportunities can equip them with some level of competency. Even among teacher-to-teacher relationships, a discomfort with race often leads to "typecasting" teachers of color as solely responsible for caring for, disciplining or supporting students of color and creating a disproportionate burden that also contributes to leaving the profession.

And the pandemic has only exacerbated the pressures teachers of color are experiencing because Black and Latinx people have been harmed by coronavirus at higher rates than other groups. "The burden is both the weight of experiencing this virus in ways that their white colleagues may not, then also having to worry about that for their own students," Bristol says.

It has become increasingly important that when Black and Latinx teachers choose to teach in lower performing schools, which usually serve predominantly Black and Latinx children, school leaders need to make sure there are additional investments in services such as social workers, counselors and school nurses to support teachers and keep them from burning out. Additionally, there needs to be a feedback mechanism to keep administrators informed about any necessary changes they may need to make to positively shape school working conditions.

While many schools are rushing to reopen, Bristol advises that districts must make sure to attend to the mental and emotional supports that all teachers - especially teachers of color - need in order to teach. That includes taking time before school reopens to provide professional learning opportunities that prepare teachers to help students make sense of the pandemic. "Before we bring children back, we have to bring teachers back," he says.

Thought partnership and affinity groups

Teaching has never been an easy or straightforward profession. With the added nuance of being a teacher of color who is already underrepresented in the profession, it's no surprise that having a support network can provide serious relief. Even though each classroom poses dynamically different challenges, gathering with a workplace affinity group where members share a key identity offers community and comfort. Within the intimate confines of an affinity group, educators can address challenges, engage in honest dialogue and cultivate critical thought-partnership with colleagues and trained facilitators.

Bristol also says affinity groups should be part of professional development requirements and participants should be compensated for attending. "Too often, we place extra responsibilities on people of color, and this can't be something extra."

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Strategies for Retaining Teachers of Color and Making Schools More Equitable - MindShift

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The majority of K-12 students in the U.S. are people of color but the teaching profession is about 20 percent. UC Berkeley professor Travis Bristol has research into how teachers of color benefit all students and the work schools must do to retain them.