The need for the African-American teacher continues to increase. What do we need to do to protect the lifeline of the African-American teacher candidate? Demographics of the teacher workforce are a mismatch with student demographics. At the same time, teacher preparation has not done nearly enough to increase the diversity of the teaching ranks to get African-American teachers into classrooms. Far too many African-American students fail to achieve academic success.
Of course, I am not naive. I do not believe that only the African-American teacher can lead African-American students to academic achievement. As I sit in university and board meetings, there is most oftentimes a slight mention of the national conversation on the need to diversify the teacher workforce. Meetings engage in heartfelt rhetoric. Yet a definitive plan of action is omitted.
Teachers transform lives. My African-American advocates were Mrs. Luck, Miss Kirpatrick, Mr. Enard and Miss Brown. They were aware of who they were and who they were teaching. Their style of communication and teaching methods strengthened my confidence, gave me courage to take risks, instilled a conviction in the power of my academic skills and filled me with a sense of integrity that now enters all interactions. For these teachers, commitment was fundamental. They encouraged pride. Not an arrogance or egotism, but of self-worth. Mutual respect and trust in our relationship was natural to learning.
These teachers worked jointly with my family to educate me. My family graciously accepted their support. They were a team on a specific mission. Each identified and strengthened my academic gifts, nurtured my nonsense and demanded excellence.
Mentoring was the genius in our relationship. For example, Mrs. Luck commuted to my hometown to teach at the local elementary school. On many occasions, she took me to her hometown where I participated in community and professional activities. I accepted my first job on the West Side of Chicago to teach fifth grade. My teaching was formed from their modeled behaviors. I knew my role and responsibility.
During my second year of teaching, Mrs. Luck phoned to say that she was coming to Chicago to visit relatives. She wanted to visit. She followed me through college where I joined her sorority and checked on me at my first teaching job.
What can we do to increase gradation of the African-American teacher candidate? Teacher education programs must move into strategic actions. Our classrooms are filled with African-American students who may live in ill-omened (e.g., dismal, grim, dreadful) situations; however, they own abilities to contribute to strengthening the quality of our society.
