RichardsonDEDL7025 -7

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1 Analyze a Professional Organization Diondra Richardson Northcentral University EDL-7025 Educational Policy, Leadership, and Research Dr. Jillian Skelton July 17, 2022, 2022

2 Introduction: Racial Justice and Educational Equity It has been over fifty years since Brown v. Board of Education and minorities in the United States are still dealing with some of the same issues. Especially, when it comes to educating the youth, systemic racism has been a major problem with our educational system. Students of color across the board have scored lower on math and reading assessments according to the National Assessment of Educational Progress (NAEP). In addition to the lower test scores, larger school districts that served a majority of students of color received almost two thousand dollars less per student as opposed to the districts that predominantly served white students. The systemic racism in education has created racial gap that extended beyond the math and reading scores but affected graduation rate and the transition into postsecondary studies. As a result of this data, several professional organizations analyze some of the issues plaguing our educational system and look for ways to help solve those problems. National Association of Secondary School Principals (NASSP) Position Statement To acknowledge the important role school leaders play in addressing systemic racism, which has often been perpetuated by our school systems, and to offer policy recommendations to help educators deliberately employ anti-racist practices as they work to dismantle those systems that create barriers and perpetuate race-based inequities for students of color. Reasons for the NASSP Position Statement According to the NASSP, there is roughly 51 million public schools students in the United States. Out the total, a little over 21 million are students of color (Black and Hispanic). The majority of the students of color come from low-income households. In addition to the income many of the neighborhoods are redlined, which causes a decrease in property value. This

3 decrease in property value typically results in few financial resources allocated to the students. The lack of financial resources usually manifest itself in several ways. 1. 1800.00 less funding pers student 2. Lower math and reading scores 3. Lower graduation rate 4. Increase expulsion rate 5. Problem with daily attendance 6. Lack of diversity training for the teachers 7. Inadequate access to experience teachers 8. Equitable to properly staff the school 9. Transition into postsecondary school Personal Statement on NASSP’s Stance The NASSP made a valid point. Systemic racism is a major problem in the United States. Personally, I have been affected by this issue. The schools that I attended when I was younger were not up to par, and some of teachers did not have my best interest in mind. Now that I am older, there are several other instances that I can recall throughout my school career that spoke directly to the systemic racism. The NASSP believe that effective leadership can help solve the problems face by minority students when dealing with some of those issues. As I have begun to transition more into a leadership role, I stand with the NASSP and their belief that effective leadership can help close the racial/equity gap in education. Conclusion Addressing systemic racism in education is a major hurdle to tackle. Especially, when it comes to funding and policy implementation for students of color. It is essential that the

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4 educational leaders consistently look at the data (test scores, graduation rate, etc.) and look for new and creative to help students learn. When it comes to funding, the educational leaders must make sure that the minority students receive all their funding. Closing this racial /equity educational gap will require the proper leadership, funding, policy and a majority of the stakeholder supporting the change. has always is a problem that has plagued and received about two thousand less funding per student then The minority student agenda has been consistently overlooked. Minorities have consistently dealt with that has presented itself in several different ways. dealing with some of those same issues. A few years ago it was hard to image a world where a middle or high school teacher can make up to ninety-two thousand a year under a specific program (TEAMS-Teacher Excellence and Accountability for Mathematics and Science), especially in the state of Alabama. Educators over past decades have been operating under the same expectations and standards. For instance, teachers’ salaries were usually based on degree and years of experience. However, with the onset of the pandemic, those traditional standards were challenge and teachers begin to leave the field of education in high numbers. This mass exit of teachers was not specific to one area or state, but this change happened throughout the United States. With the shortage of teachers, each state department of education begin to draft policy to aid in teacher recruitment and retention. The states of Alabama, Georgia, and Florida all drafted policies aimed at retaining experience teachers and increasing the number of new teachers. Alabama Department of Education

5 The Alabama State Department of Education (ALSDE) set out a plan to retained experience teachers and another method to address the teacher shortage. According to Cason (2022), the state department proposed implementing a one-time 10% to 20% raises for all seasoned teachers, which does not include the addition automatic one percent raise teacher receive each year. The intent of this raise is two-fold. First, ALSDE would prefer to retain highly qualified experience teachers because of the impact that they have on their classroom. In addition, the ALSDE would like to change the perception of the profession by providing larger salaries and make it more attractive to others. State Superintendent Eric Mackey endorsed the proposal, and it was approved. In addition the double digit raises the state department looked into other ways to address the teacher shortage. For example, a news segment on the radio recently reported that Birmingham City Schools were short by 160 teachers. Recently, this shortage has been talked about a lot in the different setting. As of this month (July, 2022), the Alabama State Department of Education approved a measure to immediately lower the teacher certification standards in-order to recruit more individuals to profession. As the State of Alabama look for ways to fix its problems, other states such as Georgia and Florida are facing similar crisises. Georgia Department of Education (GDE) According to Georgia Association of Educators, the president Lisa Morgan felt strongly that a teacher shortage has been looming and a great number of teachers were experiencing a burnout. This “burnout” drove teachers away from the profession in large numbers. As the statewide trend continued and the teacher shortage grew even larger, the Georgia Department of Education looked at several ways to address this issue. First, the GDE implemented House Bill

6 32 (Teacher Tax Credit). House Bill 32 provide a $3,000 tax credit over a period of five consecutive years, if the teacher agreed to teacher a high need subject area. In addition to this measure, the GDE implement House Bill 385 specifically to target teacher recruitment in Georgia. House Bill 385 in the initial stage seemed to be a little controversial based on what was proposed. However, the primary goal in Georgia was to address the teacher shortage. HB 385 was aimed at retired teachers. It would allow an already retired teachers to reenter the workforce and keep their pension. This piece legislative news drew criticism because many felt that these teachers would have been double dipping. But, despite those concerns, HB 385 was approved to help address the shortage problem. Similar to Georgia, the Florida State Department of Education has experienced the same problems. Florida Department of Education Over the past several years, the State of Florida has been experiencing a teacher shortage. According to Aragon (2016), around 10% of the teachers left the profession without an expectation of returning. In order to address the shortage, the State Department of Education in Florida begin to several job fairs aimed at increasing the number of teachers. The state of Florida did not take any drastic approaches to curb the teacher shortage problem. Compare and Contrast of State Departments In addressing the teacher shortage, Alabama and Georgia used a similar approach to try and solve the issue. Both state departments approve measure to incentivize experienced and retired teachers. The education departments in both state rationalized that showing apprepication to the seasoned teachers could possibly prevent them leaving their school system or having an early retirement. Further, these initiatives focus on retired teachers rejoining the school

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7 community and providing their services. On the other Florida, shared the same with having a teacher shortage, however, they failed to take and aggressive measures. Board Meeting (5/14/2022) During this particular meeting the issue of teacher shortage was placed on the agenda by state Board of Education member Tonya Chestnut. She wanted to know what was being done to address the issue. State Superintendent Eric Mackey responded by mentioning that the state department had already approved higher salaries for incoming teachers. Further, the superintendent talked about the TEAMS program and how 1100 teachers have already started participating and receive the increase in salary. Superintendent Eric Mackey wanted everyone to know that he fully aware of the problem and was taking the necessary steps to solve the problem. Conclusion Teacher shortage seemed to be an issue that most states are facing. There is a critical need for each state department of education to find the appropriate method to address the issue. The initiatives that Alabama and Georgia have implemented this year, hopefully will help with the problem of teacher retention and recruitment.

8 References “HB 32 Teacher Tax Credit Program” (n.d). Retrieved from http://gadoe.org Aragon, S. (2016, May). Commentary: Teacher shortages: what we know . https//www.FLDOE.org Cason, M. (2022, March 31). Commentary: Experienced alabama teachers would get double- digit raises under plan advanced in legislature. MikeCason/AL.com Powell, T. (2022, July 12). Commentary: Alabama lowers teacher certification, praxis requirements, effective immediately. TrishaPowellCrain/AL.com

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