Strategies for Community Leaders

Leaders in this category include individuals who represent and lead organizations or networks that advocate for the inclusion and incorporation of views of education stakeholders.

To see strategies, make a selection below.

Cultivating an interest in becoming an educator


  • Lead, partner, advertise, and support efforts to develop comprehensive, region-wide initiatives to promote teaching as a profession. Work to ensure that materials and resources are culturally responsive and accessible.
  • Advocate for and support the creation and continuation of programs that welcome, train, support, and hire racially, ethnically, and linguistically diverse people to become paraeducators and substitute teachers; train and support these people in obtaining teacher certification. Support the success and identification of candidates by partnering with school districts to provide services such as childcare, grants, transportation, etc.
  • Reach out to school district, building, or classroom leaders about partnering with businesses to create opportunities for their employees to spend time in schools. Support such partnerships and provide training and resources to ensure they are productive and positive experiences for all involved.
  • Advocate for education career K-12 career and technical education programs and pathways. Support student success through advertising opportunities and supporting access for all students, particularly those who are racially, ethnically, and linguistically diverse.
  • Engage with racially, ethnically, and linguistically diverse communities around pathways to teacher education programs; partner with schools, districts, and institutions of higher education to remove barriers to those programs.

Providing access to and supporting the completion of education preparation programs


  • Advocate for removing barriers to accessing Pell Grants for adult education enrollees to participate in education courses leading to certification.
  • Insist that the district provides antiracist and anti-bias training for all educators; partner with schools and districts to provide antiracist and anti-bias training for educators.
  • Partner with institutions of higher education in the creation of a micro-credentialing or endorsement for culturally responsive teaching (either at the pre-service or inservice level).
  • Provide information and public resources around the cost to becoming a certified educator. Support and advocate for states and districts to pay the cost for paraeducators to become certified teachers.
  • Advocate for educator preparation programs to conduct stakeholder surveys of anyone who works with their candidates to gauge how well they are being trained in cultural competency. Partner with preparation programs, partner schools, and others to regularly review the data and improve cultural competency.
  • Support partnerships between institutions of higher education, districts, and schools to provide experiences in K-12 schools for college students in their first two years.
  • Facilitate partnerships and mentorship opportunities between current and prospective racially, ethnically, and linguistically diverse educators.

Streamlining certification and licensure


  • Advocate for shifting away from traditional examinations (such as Praxis) as requirements for certification toward alternative ways for candidates to demonstrate skills and competencies, such as portfolios, demonstrations, or expanded waivers.
  • Promote the implementing full certification reciprocity across the region.
  • Advocate for streamlining and making obtaining a license and endorsements easy and clear.
  • Provide and publicize resources explaining certification requirements in many languages and engage racially, ethnically, and linguistically diverse communities in understanding and accessing those resources.
  • Engage communities of displaced educators in understanding requirements and in becoming certified. Partner with districts and institutions of higher education to facilitate that process.

Recruiting and hiring diverse educators

  • Advocate for legislation to subsidize moving expenses for racially, ethnically, and linguistically diverse educators from other states.
  • Ensure that any new legislation you propose or support has clear and consistent accountability mechanisms and designates clear authority for ensuring it is implemented fully.
  • Support school boards, teachers, and administrators with anti-bias training and in rethinking hiring processes, procedures, and policies.
  • Insist upon the collection and reporting of demographic information of hired candidates and retirees in schools and districts. Publicize that data and work to help support districts, schools, and candidates in the interview and hiring process.
  • Encourage and support the creation of professional learning networks for people making hiring decisions; members of these networks should share ideas, strategies, resources, and support while also engaging in anti-bias education. Provide resources, support, and training to ensure that the networks are productive, helpful, and meet their intended outcomes.
  • Partner with schools and districts to share job postings and publicize open positions at schools and districts with racially, ethnically, linguistically diverse communities.
  • Support and participate in the design and implementation of a district plan to diversify the educator workforce.

Supporting, retaining, an promoting diverse educators


  • Connect and support engagement of community members and district leaders around changing the culture of schools and districts to ensure they are places where people want to work and live.
  • Partner with districts and institutions of higher education to support mentorship between current and future racially, ethnically, and linguistically diverse educators.
  • Provide resources and support around affinity groups.
  • Partner with state education agencies across the region to develop support and resources around becoming a teacher and advancing through a career.
  • Create spaces and facilitate opportunities for schools and communities to reflect on past practices, voice needs and concerns, and plan steps to support racially, ethnically, and linguistically diverse communities.

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