Dr. Miguel Cardona, U. S. Secretary of Education and 1998 Alma Exley Scholar, presented a strong case for educator diversity to an audience of more than 200 educators and aspiring educators on Thursday.

He spoke via video at the third annual Increasing Diversity Symposium at Quinnipiac University in Hamden, CT, sponsored the Connecticut Department of Education and Educators Rising, a program that encourages high school students to pursue careers in education.

Also speaking was Connecticut Commissioner of Education Charlene Russell-Tucker, who said that increasing educator diversity and strengthening the educator pipeline are among her agency’s strategic focus areas. (See story below.)

Diversity Is a “Must-Have”

“Educator diversity matters,” Secretary Cardona said. “It’s not only a good-to-have; it’s a must-have.

“The Biden-Harris team is moving toward a vision of public education that’s ambitious and inclusive when others want to privatize the public good—public education,” he said. “Our vision includes making sure that we have a beautifully diverse workforce of highly qualified teachers—a diversity that matches the diversity of our communities.

“I’m proud to say that Connecticut is leading the way. It’s one of only seven states with an educator diversity goal. From the 2015-16 school year to 2023-24, nearly 2,000 additional educators of color were hired across the state.

He noted that Connecticut has streamlined the process for educators from out-of-state to obtain Connecticut certification. He cited the NextGen program, which pays prospective teachers while they work to obtain credentials and connects them with experienced teachers as mentors. He also mentioned a new state program that provides scholarships to aspiring educators from diverse backgrounds.

National Priority

Secretary Cardona said the U.S. Department of Education is supporting educator-diversity efforts nationally. He said the Department is also fighting for teacher respect and teacher support. He cited what he calls the ABCs of teaching: A is for agency, treating teachers like professionals. B is for better working conditions, making sure they have the tools they need to be successful. C is for competitive salaries, since teachers are paid less than people with similar degrees in other professions. And he added D for diversity.

“Let’s demonstrate the courage to raise the bar for teacher diversity,” he said, “and let’s demonstrate the will to fight boldly and unapologetically for public education.

“At a time when people are attacking diversity, equity, and inclusion, at a time when people want to use vouchers to create a system of haves and have-nots, I tell you this is the best time to be in leadership. This is the best time to fight for diversity in our profession.

“We are fighting for public education,” he said. “We are fighting to lift up the great work of our public schools and our educators. We just have to make sure that they are as beautifully diverse as our country. I’m excited to continue to work together.”

Commissioner Cites Progress But Calls for More

Commissioner Charlene Russell-Tucker reported that the state’s educators of color increased from 7.8 percent in 2009-10 to over 11 percent this past school year. This represents an increase from 4,130 to more than 6,000 educators of color in the state’s public schools.

But she noted that students of color account for 58.8 percent of the total student body. This amounts to more than 275,000 students of color.

“We have a lot of work to do,” she said. “This work is critically important. Our collective actions demonstrate that we’re not just talking about the problem; we’re about effective solutions and we’re moving forward.

“Our goal is to create a universe of opportunities for all of our students,” she said, citing Educators Rising, scholarships for aspiring teachers, and certification reciprocity among the state’s diversity initiatives.

“We’re leading the charge to ensure that our educator workforce really looks like the students that it serves,” the commissioner said. “Together, we are changing the face of education in Connecticut.”

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Students at Mayberry School in East Hartford comprise many ethnicities, hail from many countries, and speak many languages. In fact, one-third of the students are English-learners who speak 15 other languages.

This rich diversity was celebrated last week at the school’s annual Multicultural Night.

“The purpose of the event is to invite families into our school to celebrate the community and its diversity,” said Ivy Horan, first-grade teacher and co-leader of the school’s Equity Team, which hosted the event.

The Alma Exley Scholarship Program honored Ms. Horan in 2019, when she was a student in the Neag School of Education at UConn.

Celebrating Diverse Cultures

Families were invited to wear clothing from their cultures, and they brought food representing their families. After dinner, students performed in a talent show, which included instrumental music, songs in Spanish, and the reading of a poem in Spanish.

Then everyone was treated to a performance by the Drill Team, composed of 25 fourth- and fifth- graders. “The Drill Team practices all year, while also meeting to discuss the importance of community, diversity, and equity,” said Ms. Horan, who helps lead the group.

‘Community’ Mural

Another highlight was an interactive mural, in which students spelled out the word “community,” which was the focus of the Drill Team.

Prior to the event, school staff members had created visual displays depicting the diversity of their own families and the community. Then, during the event, students and their families were invited to create similar displays. Also, the Family Resource Center hosted a table to share information about their services.The evening ended with a dance party.

Strengthening Bonds Within the School Community

“Multicultural Night is intended to help our students and their families to feel more connected to our school community,” Ms. Horan said. “Everyone has so much fun at the event, and since it’s towards the end of the school year, it is a great way to wrap up the year together.

“Our Equity Team’s main goal is to help ensure that equity is part of everything we do, and this event is a great showcase of that.”

Well over 200 people attended the event, including students, their families, school staff, and volunteers from the University of Saint Joseph, Mayberry’s educational partner.

Building Confidence

“I want to thank our Drill Team teachers for believing in me and helping me perform today,” a fourth-grader said. “I never thought I could do something like this, but they told me I could.”

A fifth-grader said, “I can’t wait to do the Drill Team again next year. This was the best experience. Thank you for helping me. Tonight was so much fun. I wish every single day at school could be just like today!”

Connecticut Commissioner of Education Charlene Russell-Tucker has been honored as the 2024 Diversity Champion by the Alma Exley Scholarship Program. She was recognized for her leadership in implementing a broad array of initiatives that have significantly increased the number of persons of color in the state’s educator workforce.

She was recognized at a virtual celebration held on Zoom to introduce the 2024 Alma Exley Scholars, Andrew Amaya, a student at Central Connecticut State University, and Brianna Bobo, a student at the University of Connecticut. Read more on the News page.

Commissioner Charlene Russell-Tucker

Commissioner Russell-Tucker is the third Diversity Champion the program has honored. The previous honorees are State Senator Douglas McCrory, 2022, and State Representative Robert Sánchez, 2023.

A Priority Focus

In accepting the award, Commissioner Russell-Tucker congratulated Mr. Amaya and Ms. Bobo and said: “Increasing diversity in the Connecticut educator workforce is one of the pillars of our work at the Department and certainly is a priority focus for me.”

She called the scholarship program “such an important part of this work” and added, “This award highlights the memory of Alma Exley and the incredible work she did throughout her life and career and serves as a living testament to her legacy.”

Many Diversity Initiatives

The Commissioner highlighted the results of some of the many programs implemented under her leadership to diversify the educator workforce.

• Some 175 school districts have welcomed 977 new educators from other states who are working in Connecticut because of enhanced reciprocity in certification.

• Aspiring teachers are getting help with licensing and testing fees through the allocation of $2 million in COVID federal funding to educator-preparation programs.

• Twenty-nine students have received scholarships in the first round of a diversity scholarship program for students from priority school districts who are enrolled in educator-preparation programs.

• Since 2020, more than 230 aspiring educators have received financial support while being placed in public-school classrooms in the NextGen program.

• More than 500 high school students  taking courses in the Educators Rising program to prepare them for teaching careers.

Better Academic Performance

“Why is this so important?” Commissioner Russell-Tucker asked. “We know from the research that all students—especially students of color—have better academic performance, improved test scores, higher graduation rates, and a greater sense of belonging and motivation when they are taught by educators who look like them.”

From the 2015-2016 school year to the present, educators of color have increased from 8.3 percent to 11.7 percent of the Connecticut educator workforce, which translates to more than 6,000 educators of color.

“We still have a lot of work to do,” she said, indicating that students of color account for 53 percent of the state’s student body. This is equivalent to more than 275,000 students out of a total of 512,652.”

“The need to create equity of access to a world-class educational system that supports all our learners is very clear,” the Commissioner added. “I’m so grateful for the work the Alma Exley Scholarship is doing to bring more educators of color into the pipeline and ultimately into the classroom.”

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