Diversifying the Educator Workforce

Documents/Forms

Increasing Educator Diversity Toolkit for District and School Leaders

Although gains are being made, the racial, ethnic, cultural, and linguistic diversity of Connecticut’s educator workforce does not reflect the diversity of its students. In school year 2021-22, educators of color accounted for only 10.8% of all Connecticut educators, while 89.2% of all educators identified as white. In contrast, in school year 2021-2022, 51% of Connecticut’s student population are students of color, and 49% of students identify as white. Persistent structural and systemic racial inequities remain in the recruitment, hiring, and retention of educators of color. Therefore, building a representative and inclusive educator workforce requires intentionality, innovation, and the elimination or transformation of the structural and systemic barriers that deny access to aspiring and credentialed educators of color. Although gains are being made, the racial, ethnic, cultural, and linguistic diversity of Connecticut’s educator workforce does not reflect the diversity of its students. In school year 2021-22, educators of color accounted for only 10.8% of all Connecticut educators, while 89.2% of all educators identified as white. In contrast, in school year 2021-2022, 51% of Connecticut’s student population are students of color, and 49% of students identify as white. Persistent structural and systemic racial inequities remain in the recruitment, hiring, and retention of educators of color. Therefore, building a representative and inclusive educator workforce requires intentionality, innovation, and the elimination or transformation of the structural and systemic barriers that deny access to aspiring and credentialed educators of color.

Creating an Action Plan and Sustaining Efforts to Increase Educator Diversity: Toolkit for District Leaders (“Increasing Educator Diversity Toolkit” or simply “Toolkit”), is intended to support districts and schools across Connecticut in their efforts to develop and implement a written plan not simply to increase educator diversity as required by Public Act 18-34, but also to retain a racially diverse educator workforce. The Toolkit was designed to complement the state’s document titled Creating a District Plan to Increase the Racial, Ethnic and Linguistic Diversity of Your Educator Workforce: A Guidebook for Hiring and Selection (which this Toolkit refers to as “the Guidebook for Hiring and Selection” or simply the “Guidebook”). The Toolkit guidance is informed by lessons learned from a pilot conducted with 12 districts between January 2020 and June 2021. Specifically, this guidance is designed to help district leaders develop an action plan that clearly defines and communicates data-informed goals, strategies, and indicators of progress, among other key elements of effective implementation, and that details how the district will engage in cycles of continuous improvement to sustain their efforts and achieve their goals. Importantly, the Toolkit also contains two fillable forms: (1) the Increasing Educator Diversity Plan Template designed to support the district’s and school’s actions to increase educator diversity (i.e., identification of goals, assignment of roles and responsibilities, and identification of strategies and key activities); and (2) the Increasing Educator Diversity Plan Progress Monitoring and Self-Evaluation Tool designed to support a team’s engagement in cycles of continuous improvement for achievement of the plan goals.


Hiring and Selection GuidebookCreating a District Plan to Increase the Racial, Ethnic and Linguistic Diversity of Your Educator Workforce: A Guidebook for Hiring and Selection is intended to support districts and schools across Connecticut to increase the racial, ethnic and linguistic diversity of the teacher and leader workforce per Public Act 18-34. Although the diversity of Connecticut’s educators is on the rise, it has not kept pace with the diversity of the student population. In 2008, 35.5% of the student population were students of color. Ten years later, the percentage of students of color has risen to 46%. The Connecticut State Department of Education (CSDE) has committed to addressing this inequity by setting an ambitious goal with a call to action for the CSDE, local schools and districts, and other education partners to strategically design and implement recruitment plans that will help to collectively achieve this goal. The importance of this work, which is undergirded by a growing body of research, cannot be overstated.


Minority Teacher Recruitment (MTR) Annual Reports:

In accordance with Public Act (P.A.) 16-41, An Act Concerning the Recommendations of the Minority Teacher Recruitment Task Force, Sections 2, 3, and 6, the Connecticut State Department of Education (CSDE) convened the Minority Teacher Recruitment (MTR) Policy Oversight Council and measured the effectiveness of MTR programs using participant surveys and results-based accountability measures.