BRIDGEPORT — City public school officials hope to increase the diversity among the district’s staff by overhauling how educators are hired and introducing new opportunities for paraprofessionals to become teachers.
Nearly one in every three of Bridgeport's certified teachers identifies as a person of color, making the district teaching staff among the most diverse anywhere in Connecticut. However, the vast majority of city teachers are white. That figure stands in contrast to the more than 91 percent of students who identify as people of color, most of whom are Hispanic or Latino.
Local officials want to increase the diversity to ensure the teaching staff better reflects the student body. To that end, a collection of district teachers, administrators and other school officials have developed a proposal to close the gap by changing the hiring and interview process for candidates.
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“This plan is about increasing educator diversity and bringing in more teachers of color into our district,” Michael Brosnon, a teacher who helped draft the plan, told the school board’s policy, personnel and contracts committee on Tuesday.
A little less than 31 percent of the district’s more than 1,600 teachers identified as a person of color during the 2023-24 school year, according to data published online by the state Department of Education.
Specifically, the district reported that 15 percent of educators were Black, nearly 12 percent were Hispanic or Latino, 2.6 percent were Asian and 0.5 were American Indians or Alaskan Native. About 0.7 percent of teachers identified as two races.
The figures show the school system’s teaching staff was the second most diverse in Connecticut last year after Hartford Public Schools, which reported that more than 31 percent of its staff were teachers of color.
“I think it is a point of pride though that Bridgeport is representing our community better than most in the state,” Brosnon said.
The state data also reveals teacher diversity in Bridgeport has largely trended upwards over the last decade. Less than a quarter of educators were people of color in 2014-15, and the percentage has increased almost each year until hitting its highest point last fall.
Brosnon said the district wants to build on that momentum by adjusting the hiring process of candidates. He noted the current system relies on individual school principals to make hiring decisions, an approach he suggested prevented the school system from coordinating hiring decisions.
The district-wide plan presented by Brosnon would instead establish a hiring committee that would be responsible for vetting potential teachers and referring the individuals to specific principals if the committee believes they would be a good fit for the school.
Among other benefits, Brosnon said the hiring committee could help encourage candidates of color to join the district by introducing them to a diverse panel of local school officials, as opposed to meeting with a single principal who may not represent the makeup of school staff.
“The committee that was proposed here in terms of hiring and selection was so that outside applicants who hadn’t necessarily trained with us will walk into an interview and see a diverse panel with people in multiple roles and representing multiple communities,” Brosnon said.
The group of district staff members that developed the proposal — a committee that includes five administrators, four teachers and a couple of central office officials — was formed by the previous human resources director. Under Connecticut law, school district’s must submit staff diversity plans to the state.
In addition to changing the approach to hiring, Brosnon said the proposal would also introduce new opportunities for paraprofessionals who support educators in the classroom to earn a teaching certificate, as well as pathways for teachers to climb the ranks to an administrative position.
“We’ve got some really good paraprofessionals who are interested in entering the teaching profession that we can help along that way,” Brosnon said, noting the district’s staff of paraprofessionals is more diverse than the teaching staff.
At the meeting, Board Chairperson Christine Baptiste-Perez asked Brosnon about the district’s relationship with the nation’s historically black colleges and universities, which are largely located in the South.
Brosnon said the school system has reached out to virtually every HBCU on the eastern seaboard, but noted recruitment can be difficult across state lines because each state sets different standards for obtaining a teaching certification.
“We have engaged with several (HBCUs) but realistically we don’t have a great package to offer applications in terms of bringing in certified teachers,” Brosnon said.
Brosnon said the district hopes to narrow the diversity gap between staff and students by continuing ongoing recruitment efforts, including partnerships with the University of Connecticut, the University of Bridgeport and Sacred Heart University to prepare students for teaching positions.
For example, a teacher residency program at Sacred Heart, which launched in 2020, prepares candidates for a full-time job by matching them with veteran educators for a school year. Participants must commit to working in the district for at least three years after graduating.
“The model is designed after what you might think of as a medical model, where a resident is paired with a mentor for a full year and they co-teach alongside that mentor,” Rene Roselle, the director of Sacred Heart’s residency program, said.
Roselle said the program, which expanded to Stamford this year, aims to lower the barriers to becoming a teacher by providing candidates with modest living stipends during their yearlong residency.
She noted the school system also covers the cost of 30 credits of graduate level tuition, and that candidates take Sacred Heart courses during the evening. Classroom mentors are also provided additional training.
“It's really hard to be a teacher and we recognize that,” Roselle said, adding that at least 20 percent of candidates recruited for the program each year are people of color.
The university was recently awarded a $3.4 million grant from the U.S. Department of Education to help fund the program through 2029. Roselle said she hopes to use the funds over the next five years to focus on teacher shortages in specific subject areas, including math, science and special education.
“Principals tell us that when they receive a resident as a first-year teacher, they are more like third-year teachers,” Roselle said. “Our candidates are better prepared and they're going to stay in the field longer because of it.”
The board committee, which Baptiste-Perez also chairs, voted to advance the teacher diversity plan to the full board.
Oct 28, 2024
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Richard Chumney is a reporter for the Connecticut Post, covering the Bridgeport Board of Education and the town of Stratford. He previously covered the city of Norwalk for The Norwalk Hour and the city of Lynchburg, Virginia for the News & Advance.