Kim King, Connecticut’s 2022 state teacher of the year, speaking to a diverse group of future teachers, shared her personal perspective as a Korean American on the need to increase the diversity of the educator workforce in Connecticut.

Ms. King, an art teacher in Mansfield, spoke to more than 100 students attending an Educators Rising conference. The program provides classes and clinical experience to encourage high school students to pursue careers in eduction. Central Connecticut State University hosted the virtual event.

Following are excerpts from her remarks.

Feeling Hopeful

“Seeing so much diversity in our pre-service educators gives me hope. I went through elementary, high school, college, and graduate school without ever seeing a teacher who looked like me.

“This lack of representation was especially damaging because I’m an inter-country, transnational adoptee, which means I grew up outside of my race and culture. I grew up in a white family where I learned it was ungrateful to ask about being adopted or even being Korean. I was their kid. End of story.

“However well intentioned, it was extremely misguided. I was forced to shape my identity of what it means to be Asian in America based on inaccurate depictions in the media and commonly held stereotypes from the adults around me.

“I carried for the first part of my life shame in my identity. I didn’t see myself reflected in the American experience, our country’s history, or even my school. But hopefully, the next generation of students will see themselves reflected in their teachers and in the content being taught in their classrooms.

“Representation matters. It is critical during a time when some states are limiting their educators’ ability to teach the truth.

Teaching Is an Act of Hope

“Who we are – our histories, our experiences – all inform who we will be as teachers. Teaching is a radical practice. It is an act of hope. Whether you consider yourself an optimist or not, teaching is the ultimate act of optimism.

“You have to believe that what you are doing will impact future generations. You have to have faith that the seeds you are planting today will bear fruit years from now. Otherwise, why teach?

“Teaching is fundamentally about connections and the profound impact a relationship can have on a student. It is the small gesture or words that stick with a student long after the memories of a lesson have faded. It is making a student feel seen, heard, and empowered that matters.

Students at 22 high schools in 19 cities and towns are participating in Educator Rising, which provides coursework and clinical experience to students to encourage them to pursue careers in education.

Connecticut is seeing results from the Teacher Residency Program, which the state launched in 2019 to increase educator diversity.

Gov. Ned Lamont recently met with state and local officials at an elementary school in New Britain to celebrate the program, one of numerous initiatives in Connecticut to bring more teachers of color into the state’s classrooms.

“I think our schools are great. . . because we celebrate our teachers,” he said. “We love our teachers. We let our teachers teach, and we show the respect we need to generate and attract the next generation of teachers. “

Pathway to Teacher Certification

The Teacher Residency Program provides a pathway to teacher certification to individuals with bachelor’s degrees, many of whom are working in schools in non-certified roles, such as para-educators.

These individuals take college courses for 18 months (summer and evenings) and work for one year side-by-side with a mentor teacher while earning pay and benefits. They become eligible for a full-time, elementary teaching position in a partner school district upon completing the program and certification requirements.”

Program Is Growing

The program began in 2020 with 11 residents, including Blacks, Latinos, and mixed-race individuals. Since then, the class has grown to well over 40 residents including Blacks, Latinos, Asian Americans, Native Americans, whites, and mixed-race individuals serving in several schools.

“The data says all children in this country learn better when they’re taught by a diverse teaching population,” said State Senator Douglas McCrory. “So, if we want to be one of the best states in this country or educating our children, we need to follow the data and make sure we diversify our classrooms.”

As of the 2023-2024 school year, over 11 percent of the state’s public-school educators were persons of color. State leadership wants to make more progress as students of color account for over half of the state’s public-school students.