Diversity in Ed Magazine Fall 2022 Issue

FALL-OCTOBER 2022 ISSUE
Job Search Resource Guide for Teachers
Schools, Districts
& Higher Ed
Career Opportunities
[pages 56-81]
The 7-Day
2022 Job Search
NATIONAL Success Plan
TEACHERS
OF THE YEAR
WINNERS Fashion Hacks &
Financial Planning
for Teachers
Pre-register for
Virtual
Recruitment
Fairs
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www.DIVERSITYinEd.com
Fall 2022 Issue / DiversityInEd.com | 1
Table of Contents
IN EVERY ISSUE
Diversity Recruitment Partners
42
(Schools, Districts & Higher Ed)...............4
Publisher’s Note................................................ 6
President’s Message....................................... 8
COMMUNITY CHATTER
What Schools Are Saying About
Diversity & Equity........................................... 10 FEATURE ARTICLE
Letter to the Editor from a KIPP Making Diversity Your Mission and
Charter School.................................................. 12 Why It Matters...................................................18
Letter to Editor from a Teacher............. 13
CAREER SEARCH
IN THE SPOTLIGHT Hashtag I Am a Teacher (of Color)...... 22
Teachers of the Year..................................... 14 7 Steps to Effective Goal-Setting......... 24
7-Day Job Search Success Plan............. 26
18 Fashion Hacks for Teachers..................... 28

How Job Seekers Can Make the
Most of Virtual Career Fairs...................... 32
Networking Your Way to Your
Dream Job........................................................... 35
IN THE CLASSROOM
Lowering the Affective Filter When
Managing Multiple Languages and
Cultures in the Classroom......................... 36
2 | DiversityInEd.com / Fall 2022 Issue
SCHOOL LEADERSHIP
A Word of Wisdom from an HR Hiring Manager.....38
DIVERSITYin Ed DIVERSITY RECRUITMENT PARTNERS
Connecting Teachers, Schools & Organizations
7 Principles for Hiring Principals..................................40

A Guide to Equitable Leadership for 2022 FALL ISSUE
Superintendents....................................................................42
Volume 17 — Issue 3
How Principals Can Champion Change...................44 PUBLISHER

Trina W. Edwards
PRESIDENT
TEACHER RESOURCES Preston J. Edwards, Jr.
EDITOR-IN-CHIEF
How to Achieve Financial Goals on a Caitlin Corrigan
Teacher’s Salary.....................................................................46 ONLINE EDITOR
Rann Miller
The Side Hustle and How It Can
Work for You.............................................................................48
COPY EDITORS
Dave Baker, Super Copy Editors
SOCIAL MEDIA COORDINATOR

Ericca Victoria
HIGHER ED
SALES COORDINATOR
Higher Education Fact and Fiction............................50 Roldan Jandayan
CUSTOMER SUPPORT
How to Find Fully Funded Ph.D. and Gerry Seymour
Master’s Programs in Any Discipline.........................52 MANAGER OF ACCOUNTING
Graduate Fellowships for Minorities..........................54

Jenice Thomas
DESIGN & PRODUCTION
October 26, 2022 Virtual Fair Exhibitors..................63

Leo Lipsnis
VIRTUAL RECRUITMENT FAIRS

vFairs
CALENDAR OF EVENTS COPYRIGHT 2022

DIVERSITY IN ED MAGAZINE
is published three times a year,
How New Features Facilitate Job Seekers in March, June and October.
and Employers at Virtual Job Fairs.............................60 All rights reserved.
For subscription orders,
manuscript submissions
SCHOOL & DISTRICT RECRUITMENT PARTNERS and advertising opportunities
contact us at
Job Opportunities for Teachers....................................64

editor@DIVERSITYinEd.com.
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Ph. (281) 265-2473

ADVERTISERS INDEX
Diversity Recruitment Partners
Alaska Sarasota County
Alaska Teacher Public Schools................................78
Placement......... Inside Front Cover School District of Indian River....78
Georgia
Arizona Gwinnett County
Flagstaff Unified School District.... 77 Public Schools............................... 68
Forsyth County Public Schools.... 75
California
Latino Education & Illinois
Advocacy Days (LEAD)................. 79 Alma Advisory Group....................76
Mills College................................... 59 Chicago Public Schools............... 72
Santa Clara University.................. 57 School District 161......................... 77
Rosalind Franklin University
Connecticut of Medicine and Science............ 58
Hartford Public Schools............. 70
Westminster Public Schools....... 77 Iowa
University of Iowa,
District of Columbia Tippie Collegeof Business.......... 59
American University.................... 59
D.C. Public Schools........................ 72 Maryland
Department of Defense Anne Arundel County
EducationActivity (DoDEA)........ 65 Public Schools................................76
George Washington University.... 57 Maryland University, Applied
Graduate Engineering.................. 57
St. Coletta of
Greater Washington......................76 Maryland University of
Integrative Health......................... 57
Florida St. Mary's County
Public Schools................................ 74
Duval County Public Schools.....73
The Y of Maryland.........................80
Florida Virtual Schools................. 77
Massachusetts Pennsylvania
Harvard University...............................59 Drexel University.................................. 58
Massachusetts Partnership Melmark................................................... 71
of Diversity in Education University of Pittsburgh,
(MPDE).................................................... 79 School of Education........................... 58
South Middlesex Regional Vocational South Carolina

Technical School District.................. 75 Charleston County
Public Schools........................................64
Missouri
Lee's Summit R-7 School District.... 78 Tennessee
Vanderbilt University,
Nevada Hearing and Speech Sciences.........59
Clark County School District... 73, 76
Texas
New York Garland ISD............................................ 67
KIPP Capital Region Public Schools....... 1
Syracuse University, Vermont
School of Education........................... 57 Burlington School District............... 69
University of Buffalo,
Graduate School of Education........ 58 Virginia
Fairfax County Public Schools........ 66
North Carolina Loudoun County Public
University of North Carolina, Schools.......................Inside Back Cover
School of Education........................... 58 Prince William
County Schools.................................... 74
Ohio Virginia Commonwealth
Kent State University..........................59 University...............................................56
Oregon Wisconsin
Pacific University, University of Wisconsin,
Graduate School.................................. 57 School of Education........................... 58
Publisher’s Note
G reetings, and welcome to the return of
DIVERSITY in Ed’s print edition! Like all of us,
I’ve had some big learnings over these last two years.
embody to do our part in working toward a vision of
excellent, quality education for all students. Part of this
work, I believe, is helping connect a talented teaching
It’s been a pleasure to build our presence in the digital force that reflects the diversity of our students with
space through virtual recruitment events and online the schools and districts that need it.
issues of our magazine, but returning to a print issue Together, we have the power to make an impact. To
is a truly exciting moment. I’m delighted to imagine shine forward our influence. Whoever we are, wher-
these copies in the hands of hardworking teachers, ever we are, whatever we do — we can support the
student teachers, school leaders and education stake- bigger picture by centering diversity as an essential
holders across the country. I hope this note finds you piece of education excellence.
well — wherever you are and whatever you do! One of the best lessons a teacher can give a group
This year, I’ve been thinking about the important of diverse students is that all voices matter. A rising
role we all have in working to uplift our children’s tide lifts all boats. Virginia Rodriguez provides a
futures by improving our schools. From the classroom powerful example of this idea in her piece about inno-
to the boardroom, there are limitless roles we can vative teachers and leaders near the Texas border,

“I believe our work is in helping connect a talented
teaching force that reflects the diversity of our students
with the schools and districts that need it.”
“Lowering the Affective Filter When Managing

Multiple Languages and Cultures in the Classroom,”
on page 36.
We also recognize that teachers have been faced
with — and met — unprecedented challenges this
year. We are humbled and amazed by the innovation
and passion of our frontline educators, which is why
we’re uplifting some powerful teacher voices from
across this country. Be sure to check out our roundup
of the Council of Chief State School Officers’ Teacher
of the Year recipients, including recent national
honorees Kurt Russell (2022) and Juliana Urtubey
(2021) (see “Teachers of the Year,” page 14).
And, of course, we are honored to shine a light on
some of the excellent hiring and recruitment prac-
tices of leadership and administrative staff to attract,
onboard, and support teachers from diverse back-
grounds (“Feature Article,” page 18).
Thanks so much for picking up this issue and
for doing your part to help us all move forward —
together. 
Trina Wilson Edwards

Publisher

“In this issue
of DIVERSITY in Ed
Magazine, we are
excited to showcase
some of the good news.”
President’s Message
“Teachers of color are needed to In this issue, schools and districts have partnered with
address past educational inequities us as one way to target and hire these highly sought-after
and to inspire the next generation professionals — talented teachers of color who are being
hired to “hit the ground running” to ensure students get
of students.” a world-class education. These schools are showcasing
their commitment to hiring top talent and retaining and
When it comes to education for all, the American promoting that talent like never before.
educational system has a documented history of To our job seekers, thank you for supporting our
systemic racism, miseducation and poorly funded services: our magazine, job search, job fairs and more.
schools, all of which have contributed significantly to Please reach out to our school partners and support
generations of underachievement for students of color. them as you look to make a greater impact in your career.
In this issue of Diversity in Ed magazine, we Best of luck as you make your upcoming career
are excited to showcase some of the good news. choices, and we look forward to your feedback on our
Nationwide, a historic number of schools are start- social media channels. Please feel free to share your
ing to redress many of these inequities. However, to journey and stories of attainment and success. 
properly meet the many challenges faced by today’s
diverse student body, we need a greater diversity of
highly skilled, committed teachers who can uniquely Preston Edwards, Jr.
reach and inspire all students. President

What DIVERSITY in Ed School
COMMUNITY CHATTER
Partners are Saying About Their

Diversity, Equity and Inclusion
Education isn’t one-size-fits-all. Neither is the right
career. As the largest charter high school network
i si on s fo r in NYC and partner to a large network of district
New V chools secondary schools, we can help you find a position

that is tailor-made for you! New Visions teachers
Public Sk )
are dynamic and innovative pedagogues who
are committed to urban students and the issues
they face every day. Every teacher can expect to
(New Yor receive enhanced instructional support, a range of

professional development opportunities, the data
tools they need to succeed and the opportunity to
be part of a passionate team of colleagues.
Big Pictur
Philadelphia e
BPP challenges systemic inequities in education by
providing transformative learning experiences at
two public high schools — El Centro de Estudiantes
and Vaux Big Picture High School. Our integrated,
(Pennsylvan
community-focused approach to education and
personal development is rooted in our belief that
ia)
all students deserve educational opportunities that
inspire and prepare them to set and achieve ambitious
goals for themselves and their communities. The
surest path to this goal starts with a recognition of the
strengths within every student, family, and community.
If community is the heart of Cary Academy, then

the richness of our diversity is what makes it
beat. As one of the most diverse independent
schools in the South, the unique voices,
y
experiences, and perspectives that comprise our
A c a d e m community are one of our greatest strengths.
Ca r y n a )
But diversity alone is not enough. That’s why,
i
together, we work tirelessly to create an
C a r o l equitable and inclusive environment—one where
(Nort h everyone can fully participate, lend their voice, be

heard with respect and compassion, and thrive.
Importantly, we recognize that achieving this
vision requires an action-focused commitment to
the work of equity and anti-racism.
e C o m m u n i t y
Ligh t h o u s )
s ( C a l i f o r n i a
u b l i c S c h o o l
P At Lighthouse Community Public Schools, we are engaged in an
educational movement that goes beyond our classrooms working to
disrupt inequities by providing our students and families exceptional
educational opportunities every day. Grounded in our core values of
community, integrity, agency, love, and social justice rooted in the
EL Education Model, LCPS is a leader in fostering innovative schools
achieving exceptional student outcomes where each child is at the
center of their own learning.
Since it began operating in 1997, the

See Forever Foundation’s mission has
Maya Angelou
been to create learning communities
in lower-income urban areas where all
students, particularly those who have
Schools and See
not succeeded in traditional schools, can
succeed academically and socially. The
foundation operates the Maya Angelou
Forever Foundation
Public Charter Schools in D.C., as well
as the Maya Angelou Academy at New (District of Columb
Beginnings’ secure facility for committed
youth in Laurel, MD. Our students develop
the academic, social and employment
ia )
skills they need to build rewarding lives
and promote positive change.
r e A r t s &
Berkshi Charter
“BART” is a nationally recognized, award-winning,
college-preparatory public middle and high
school located in Adams, Massachusetts. We
Te c h n o l o g y believe that recruiting, supporting and retaining a

diverse faculty, and staff is essential to providing
h o o l
an excellent, and representative, education to
Publi setts)c S c our students. We welcome applications from

members of communities that have historically
not been represented in teaching and leadership
(M a s s a c h u positions in Berkshire County schools.

Equity: Resources to Counter Racism
Promoting
Dear Editor, the
era l hi- pro file eve nts bro ught widespread attention to
Last school year, sev our students and
ic ra cis m pre sen t in the U.S. and the injustices that sis. It is our
system
nea rly all peo ple of col or — experience on a daily ba and prepare
families —
sib ilit y to bu ild a mo re just world for our students med and
pon
mission and res
. We ar e out ra ged by the long list of victims, both na by
me
them to do the sa
rde red bec au se of sys tem ic racism. We will not stand
unnamed, tragically mu
anization
silently.
of our "he ar tbe at " — the core values that our org
The central ten ets ts will
our com mu nit y sha res a deep belief that our studen ression
lives by—are that ar e res pon sib le for dismantling systems of opp
tha t we
change the world and m achieving their full potential
. Above all, the
our stu den ts ba ck fro sibility to build
that hold sa cre d. It is our mission and respon
ke to the m ar e
promises we ma to do the same.
students and prepare them
a more just world for our tions about race, identity, ste
reotypes and
ing in pro du cti ve con ver sa do year-round —
Engag t our teachers and families
ess ion s is som eth ing tha t experience,
microaggr ugh t-p rovoking literature, a studen
ar e init iat ed by tho d lead by
whether they s. We mu st confront our own biases an
nt on the new nities
or a racist incide iza tio n in ser vic e of our schools, our commu
our org an
example everywhere in ts and their individual and col
lective futures.
imp ort an tly , our stu den t — we offer
and, most na ger , parent, caregiver or studen
an edu ca tor , ma as a
Whether you’re
ses sou rce d by our tea chers and staff) that serve
resources (in many ca mbers
se con ver sa tio ns. We hop e you will share them with me
starting point for the ful as we work
com mu nit y net wo rk wh o’ll find them actionable and use
of your
itable and just world.
toward building a more equ
Sincerely,
Miami
KIPP New Jersey and KIPP
Dear KIPP New Jersey and KIPP Miami,

We recognize the important role we all have in working to uplift our children’s futures by improving
our home communities as well as school communities. There are limitless roles we can embody to
do our part in working toward a vision of excellent, quality education for all students. Part of
this work, I believe, is helping connect a talented teaching force that reflects the diversity of our
students with the schools and districts who need it.
As stated in the publisher’s message on page 6, together, we have the power to make an impact. To
shine forward our influence. Whoever we are, wherever we are, whatever we do, we can support the
bigger picture by centering diversity as an essential piece of education excellence.
Kind regards,
Trina Edwards

Ms. Stewart: A Grateful Teacher Hire
Dea r Edito r,
The year 2020 will be know n as the year COVI
D-19 shook Amer ican daily life to its core. Our
syste m was no diffe rent . Like many teach ers, educ ation
I bega n to evalu ate my care er path . Altho ugh
a pass ion to educ ate our kids, COVI D was robb I still had
ing me of the secu rity of havin g a profe ssion
Whe n I reen tere d my class room for the 2021 al comm unity .
schoo l year , I had a sens e of warin ess about
comm unity and learn ing would look like unde r the what
secon d year of COVI D proto cols. As the days went
I got used to even t restr iction s, socia l distan cing, on,
mask ing, teach ing from a restr icted area and
meet ings with my collea gues . The new routin es Zoom
allowe d me to be at ease — at the mome nt.
Just when I thoug ht I would be harn essin g my
craft as a gifte d teach er for middle schoo l Engli
the teach er short age requ ired me to step inside sh,
an elem enta ry class room to serv e as a fourt h-gr
teach er. Like count less other educ ators , I put ade
my profe ssion al desir es aside to meet the need
camp us. My stude nts exce lled in the class room, s of my
but I still felt a void.
As if copin g with the ongoi ng unce rtain ties of
COVI D and the teach er short age at my schoo l
enou gh, Hurr icane Ida rippe d throu gh my city were n’t
and my home . The destr uction devas ted and exha
even more . I had had enou gh, so I decid ed to usted me
sear ch for a new teach ing job in Texa s wher
tions were n’t a week ly thre at or occur renc e. e evac ua-
I am writi ng this lette r to than k DIVE RSIT Y in
Ed for help ing me find my drea m job in a distri
is highl y covet ed in the comm unity in whic h I ct that
grew up. The care er coach at DIVE RSIT Y in
upda te my résu mé and prep ared me for the Ed help ed
inter view.
Altho ugh our count ry is facin g a major teach er
short age, I am confi dent that organ izati ons like
DIVE RSIT Y in Ed will help grea t teach ers find
grea t schoo ls — like you help ed me.
Than k you,
Lydia Stew art
Dear Lydia, chers like

nk you for sha ring you r sto ry and sen tim ents with our readers. We recognize that tea
Tha years. We
hav e bee n fac ed wit h — and met — unp recedented challenges over the past couple of
you
the inn ova tion and pas sion of our fron tlin e educators, which is why we’re
are humbled and amazed by 14). We are
ftin g som e pow erfu l tea che r voic es from across this country inside this issue (page
upli want to be.
py you hav e foun d a gre at com mun ity to teach and that you are back home where you
hap board and
wis h you well and the tho usa nds of oth er successful educators who have used our job
We
ching opportunities.
virtual job fair services to find amazing tea
All the best,
Trina Edwards

IN THE SPOTLIGHT
Teachers of the Year

BY CAITLIN CORRIGAN, STAFF WRITER
E very year, we are delighted to join with

the Council of Chief State School Officers
(CCSSO) in celebrating the national- and state-
and cheerleaders. Today, more than ever before,
as Virginia Rodriguez explains in her editorial,
“Lowering the Affective Filter When Managing
level teachers of the year, and this year, it feels Multiple Languages and Cultures in the Classroom,”
especially powerful. on page 36, teachers are called on to respond to a
We acknowledge that our nation’s teach- range of student needs and support students from a
ers are called to go above and beyond time and range of diverse backgrounds.
time again. We recognize teachers’ impact and We invite you to learn more about the 2021
influence on our nation’s children, families and and 2022 teachers of the year. Whether you are
communities, day in and day out. We believe that a teacher, teacher candidate or a school leader,
teachers should have a clear voice — within the we believe these teachers can help us all feel the
classroom and district, and in policy and legisla- inspiration and drive to keep doing great work
tion that informs their daily experiences. and inspire our future leaders in classrooms
Teachers are our great communicators, prob- across the country.
lem-solvers, social workers, interpreters, caregivers
2021 Teacher of the Year:
Juliana Urtubey
Photo credit:
Melissa-Esparza
O riginally from Colombia, Juliana Urtubey, or

“Ms. Earth,” as she is known to many, is bilin-
gual, holds dual citizenship and has been an educator
who holistically embrace diverse communities has the
power to change and transform lives.”
As a special education teacher and instructional
in Clark County, Nevada, for 11 years. strategist, Urtubey applies her considerable skills with
In 2021, Ms. Urtubey became the first Latinx Nevada the students in her classroom and finds innovative
state teacher of the year in almost two decades. Her approaches to build community and relationships
creative, passionate and inspiring work speaks for itself. between immigrant families and her school. Her
She also acknowledges the impact her own identity as a many celebrated projects include a community garden
first-generation immigrant has in the classroom: “The where students not only grow produce but also engage
importance of teachers of color like me and teachers in critical thinking about the parts of the brain and

“Teachers are our great
communicators, problem solvers,
social workers, interpreters,
caregivers and cheerleaders.”
what it takes to have a “growth” mindset. Families and

other community members are then invited to partic-
ipate in garden market events and purchase produce
with volunteer hours that further connect them to the
school community.
This focus on families and communities makes we must continue to courageously center students,
Juliana Urtubey an excellent, caring educator and a families and communities with love and action. …
powerful advocate for all students, regardless of their [We must] lead and advocate for students, families
background, language or status. Says “Ms. Earth,” “To and teachers with a focus on equity, access and … the
achieve a just and equitable education for all students, diverse identities reflected within each of us.”
2022 Teacher of the Year:

Kurt Russell
Photo credit: CCSSO

V eteran Ohio teacher Kurt Russell remembers
when he first saw an educator who looked like
him, a fellow Black man: “It was in the eighth grade
that I first saw someone who looked like me stand-
ing in front of the classroom. Mr. Thomas wore a tie
to school every day and addressed each student as
brother or sister.”
This impression stuck with Russell and fueled his
desire to become an educator. Now, 25 years into a
celebrated career, he continues to create supportive
spaces for students and school communities to deeply
engage in some of the most complex issues facing our
country. As Russell puts it, “Teachers are responsible
for equipping students with the tools to combat the
“Teachers are responsible for

maltreatment of oppressed groups.”
This is why he created additional courses to
provide important perspectives to his Ohio high equipping students with the
school students of all backgrounds: African American
History; Black Music in the African Diaspora; and
tools to combat the maltreat-
Race, Gender and Oppression. ment of oppressed groups.”
Russell also engages in far-ranging efforts to
improve the school’s culture and provide examples of
anti-racist community work in action. For example,

he implemented restorative practices and professional
development for teachers around empathy and relation-
ship-building that resulted in a significant reduction of
suspensions issued to Black high school students.
Russell sees the path forward amid these turbu-
lent times as twofold: Students must feel safe and
supported, and teachers and school leaders must
promote equitable practices, including accurate
representation of teachers of color in the classroom.
“Students deserve an education that’s impartial, caring
and holistic. … Education is more than brick-and-
mortar; it’s personal, with humanistic emotions that
transcend race and class as it alters and shapes one’s
future,” Russell says.
Please join us in celebrating these two excellent
teachers of color, as well as all the outstanding teach-
ers across the country who have been recognized for
their hard work! 

FEATURE ARTICLE
Photo credit: University of Buffalo
Making Diversity Your

Mission and Why It Matters
T he past several years have brought signifi-

cant challenges — and opportunities — to
us all. Schools have taken on so much community
of Recruitment and Retention, the secret
seems to be spreading the word to the broader
community and looking from within to find
responsibility while continuing to provide a quality great talent.
education through recruiting and retaining talented, According to Pendergast, the county engages
qualified teachers from diverse backgrounds. in close to 100 recruiting events each year at
As we look ahead into the exciting 2022-2023 HBCUs and diverse local colleges. This work
school year, we hope to shine a light on some targets those graduating teacher candidates who
of the efforts happening around the country to are ready to make a difference in classrooms
center diversity — and improve schools and right now. But Gwinnett County is also investing
districts in the process. in the educators of the slightly further-off future:
“We host a yearly Teacher Signing Day with our
GWINNETT COUNTY PUBLIC SCHOOLS (GCPS) GCPS students. We are proud of the current
Like many schools and districts around the diversity of our student population — 33%
country, GCPS in Georgia is working to fill Hispanic, 32% Black, 20% white, 11% Asian, 4%
vacancies in classrooms and keeping an eye on other. This year, 67 GCPS students signed letters
diversity initiatives as it does so. According to of intent to come back to GCPS in four years to
Patrice Pendergast, SHRM-CP, PHR, Director teach.”
“We hope to shine a
light on some of the
efforts happening
around the country to
center diversity — and
improve schools and
districts in the process.”
GARLAND INDEPENDENT SCHOOL

DISTRICT (GISD)
Kishawna P. Wiggins, Ed.D., Recruitment
Coordinator for GISD, says, “The best
recruitment is retention.”
While GISD has been hard at work
hitting the pavement to colleges and
hosting weekly job fairs to spread the word
about their vacancies and diverse student
Photo credit:
University of Pittsburgh

“There is power in seeing
other teachers across the
district who look like you,
to see an assistant principal
who does district personnel.
It’s a way for new teachers
especially to really see these
pathways to leadership.”
needs, they are also looking internally to promote a tional candidates who face barriers to standard aspects
supportive culture amid ongoing challenges. This is of teacher training, like the time-intensive (and
accomplished through mentorship programs, profes- unpaid) student teaching rotations.
sional learning communities and bigger-picture From working on finding student teaching stipends
visions that Wiggins describes as a needed “mind shift to celebrating teachers and uplifting them in the
for everyone, everywhere.” community, GISD is invested in not only a quality
“We need to highlight the many different ways to experience for students but also making teaching a
experience leadership in education and all the facets meaningful and rewarding career for teachers from
and benefits — you can be a coach, a facilitator, a diverse backgrounds with the skills to serve the increas-
trainer — we don’t talk about it as much as we should. ingly complex needs of GISD’s diverse student body.
But universities are catching on and starting to prepare
students for how to extend their knowledge beyond DUVAL COUNTY PUBLIC SCHOOLS (DCPS)
the classroom.” Wiggins notes that opportunities for If you follow diversity in education news nationally,
advancement and further learning can help teaching you may have already heard about Duval County’s
remain a competitive career, especially for nontradi- ambitious plan to add 1,000 BIPOC men to their

teaching force by 2025. The idea has generated exciting
partnerships already and originates from the authen-
tic excitement sparked by the district’s recent meeting
of all Black-identified men employed at DCPS.
The group, which quickly became known as “The
Ones,” has led to informal networking and peer
support for teachers at every level of their careers.
Sekou A. Smith, Director of Diversity Recruitment,
HR Staffing, notes that this kind of cultural affinity
and support can make all the difference to an educator
looking to build a sustainable career path.
“There is power in seeing other teachers across the
district who look like you, to see an assistant principal
who does district personnel,” says Smith. “It’s a way
for new teachers especially to really see these path-
ways to leadership.”
The subsequent supports for teachers include
informal and formal monthly meetings, where district
staff like Smith offer development within four differ- KIPP CAPITAL REGION
ent “pillars”: connect, develop, recruit and retain. As the largest public charter network in upstate New
Smith, himself an experienced educational profes- York, the newly launched KIPP Capital Region unites
sional with almost two decades under his belt, says three public charter school systems in an ambitious
the process has been exciting and, at times, surprising: new network working to center diversity in hiring and
“It’s great seeing how many people want this — not retention practices.
just Black and Hispanic males, but people from all The shift has been thoughtful and intentional,
backgrounds are supporting this, which aligns with including an equity audit that resulted in direct
research that shows that all students can benefit from support to the barriers teachers were facing, like an
teachers of a diverse background!” on-site childcare center.
Dani Brown, M.B.A., SPHR, Managing Director
of Talent and Organizational Culture, says, “We have
Unorthodox Teacher engaged in external partnerships focused on diverse
Recruitment Strategies populations, including race, gender, veterans, neuro-
diverse and beyond. We are seeking candidates who
For additional resources that tackle the are interested in showing up as their fully authentic
selves, with an unyielding belief that every child will
best but unconventional strategies for
succeed inside and outside the classroom.”
recruiting teachers of color, visit the
In addition to these partnerships, KIPP Capital
link below. Sometimes, there are other
Region has also leveraged the knowledge and
avenues by which an HR professional or connections of their existing teaching force and,
hiring staff can source potential can- working together as a community, filled 80% of their
didates with exceptional qualities from vacancies in just three months. “Our collaborative
different walks of life. work environment fosters communication and feed-
https://www.diversityined.com/ back,” says Brown. “We believe all team members are
blog/2022/09/hr-newsweek/ positive contributors to the overall strategic growth
of the organization.” 

THE CAREER SEARCH
Hashtag I Am a Teacher
(of Color)
A s we move forward into a new decade,

21st century education will continue to be
shaped by not just politicians and policymakers
just that, with a new partnership at Worcester
State University to help offer additional profes-
sional development and training for current school
but also individual classroom teachers who have employees of color who are already playing a role
the potential to have a real impact on the students in the classroom as instructional assistants. This
they teach. grassroots approach is happening nationally, with
Across the nation, school administrators are additional efforts in place to help recruit high
applying a critical eye to “business-as-usual” school graduates pursue teaching certification and
approaches to education, which means they return to their home community and teach.
are also analyzing diversity in the schools they But the reality is that many communities will
oversee. Some leaders are already taking correc- expand their teacher search beyond their back-
tive steps to actively recruit — and work to retain yard to help broaden their talent pipeline. It’s an
— teachers of color, especially in districts where ideal time for new teacher candidates from diverse
teachers from diverse backgrounds have histori- backgrounds to explore their options. One major
cally not been represented. tip: Prepare to be comfortable discussing how
In Worcester, Massachusetts, schools are doing your personal background has helped shape your
“Be proud of who you are,
and don’t feel the need to
check your identity at the
interview door.”
educational and professional goals in the classroom. In

other words, be proud of who you are, and don’t feel
the need to check your identity at the interview door.
“HOW TO”: ACE THE INTERVIEW

Understand Your Value. In the not-too-distant past,
the going advice for young teachers of color was to
leave your personal opinions and background entirely
out of the interview process, and even out of your
personal expression as well. But staying mum about approach the work of teaching and learning through
who you are and where you came from actually means your unique eyes.
giving up an opportunity to talk about what makes
you a great teacher. Tell your story, and communicate Focus on Professional Growth. As important as it is to
that your personal history is one of many compelling acknowledge and appropriately share your background
reasons you should be hired. story, it’s also key to not lose sight of your future. Be
up-front and open about your strengths, as well as the
Communicate What Makes You Unique. Take advan- aspects of professional development you’ll want to focus
tage of the application process to highlight your on as you continue to gain skills in the classroom. Be
individual strengths. Tailor your résumé to share not clear about the kind of support and collaboration you
only your academic and professional accomplishments are looking forward to professionally. This will show
but also a broader sense of who you are as a person. It’s that you’re serious about committing to the school and
appropriate to include examples of your involvement staying engaged in your teaching career for the long run.
in the community, including artistic, athletic or faith- Improving schools from the inside out simply
based pursuits, as well as clubs or activities that provide cannot be done without shifting how new teacher
opportunities to celebrate your cultural diversity. candidates are hired and supported in classrooms
both urban and rural, all across this country. When
Speak from an Authentic Voice. Remember that your schools and districts remain open to discovering best
job is to be the best teacher that you can be, which practices for diversity recruitment, hiring, inclusive-
means being the best version of your own authentic ness and retention, administrators will have a better
self. When you share pieces of your story and path, do time filling vital staffing gaps, and new teachers will
so from a place of authenticity. Focus on what really find more options to share their authentic self in the
makes you stand out in the classroom and how you classroom and throughout their careers. 

CAREER
SEARCH
PROCESS
7 Steps to Effective Goal-Setting

BY LINDA PRICE
G oal-making is a means to an end. The long-term

vision required to identify a goal is a critical part
of success. Goals make accomplishments meaningful.
1. DEFINE YOUR GOAL
Answer these questions:
• What exactly do you want to accomplish?
They invigorate the process. They provide definition • What achievement would be worth your very best
and direction and help launch your success. effort?
Unfortunately, people’s goals are all too often • What would you attempt if you knew it was
made incorrectly. If you are interested in setting impossible to fail?
some goals, or even reevaluating your current goals, • What would you go for if you knew this was your
follow these seven steps for proper goal setting. The very last chance?
most important thing is that you see your goal in
front of you. You always have to see it in front of you Make sure your vision is clear and powerful, one that
because that will become the motivating force for you would follow despite whatever setbacks and fail-
you. Everything you do throughout the day should ures that might arise along the way. The goal has to be
move you closer to achieving your goal of finding the very specific (e.g., “My goal is to interview for my three
job you want. top desired positions”), rather than vague or general

“Everything you do through-
out the day should move you
closer to achieving your goal
of finding the job you want.”
to work toward reaching my goal?” For each area that

you identified in step 3, write out at least three or four
specific actions that you can take. Write them as “I”
statements and in the present tense. For example, if
you need to improve your mental confidence, you can
write and recite personal affirmations.
5. MAKE AND WORK ON SHORT-TERM GOALS

The goal that you set in step 1 may take a long time
to reach, perhaps weeks or months. Set short-term
goals to keep you motivated throughout this time.
Achieving these goals will give you feedback on your
progress toward your ultimate goal. They should be
(e.g., “I want to be invited to an interview”) so you can process-oriented and reflect that achieving your goal
tell whether or not you have actually reached it. is an ongoing process.
2. EXAMINE WHERE YOU ARE RIGHT NOW 6. YOU MUST COMMIT!

Carefully examine where you are right now in terms It is easy to say you’re going to do something — actu-
of your goal. Have you been just “getting by” or do ally doing it is another story. This is analogous to
you train to reach the next level? Are you willing to do people who make New Year’s resolutions to exercise
things you may not want to do in order to reach your more; seldom do people actually go through with it.
goal? Identify when you commit your best and what Second-guessing yourself, missing opportunities and
creates that kind of situation. being hesitant will only delay your eventual success.
Keep reminding yourself to enjoy the journey along
3. BE HONEST ABOUT WHAT YOU NEED TO DO the way!
In order to get where you want to go, you have to
know how to get there. What are your strengths and 7. MONITOR YOUR PROCESS
weaknesses? In what sort of situations do you thrive or Every day ask yourself, “Am I getting closer to my
deteriorate? Identify at least one aspect in each of the goal?” Is your goal plan actually working or does it
following skill type categories that needs improvement: need adjustment? If your answer is “I’m not sure,”
communication (e.g., managing lengthy answers), then you are not really making progress. Write down
organization skills (e.g., develop a system for presenta- your small successes and lessons learned along the
tion) and mental (e.g., higher confidence). way or make a checklist that charts your progress. In
times when it seems like your goal is too far out of
4. FORMULATE A DAILY IMPROVEMENT PLAN reach, you can look at your progress list and visually
This is the most important step of the goal-setting see how far you have come, and how much closer you
process. Ask yourself, “What can I do on a daily basis are to your goal. 

CAREER
SEARCH
PROCESS
7-Day Job Search Success Plan

BY LINDA PRICE
DAY 1 negotiables vs. nonnegotiables to guide your

job (career) search process.
ORGANIZE YOUR THOUGHTS, IDEAS AND TIMELINE
• Your values list may include the proximity of
The objective on Day 1 is to start putting yourself in a your work location to your residence, desired
mindset of being intentional about how you conduct salary and the culture of the workplace
your job search. Finding the ideal job, interviewing for (deal-makers and deal-breakers).
it and getting a job offer will take time and commit-
ment on your part.
• Start the process by creating quiet time in a DAY 2
private, uninterrupted space to think and plan. DEVISE YOUR PLAN OF ACTION
• Have a planning journal. • Create a file and folder system on your
• Write out your personal and professional goals computer. Pull all your job-search documents:
for the next two years. Yes, two. latest résumé, portfolio, past performance
evaluations, honors, awards, accolades, etc.
• Consider your family budget, operating
expenses and desired future investments. • Organize physical documents in one folder.
• It’s highly encouraged to have an expert — could • Have a calendar on your phone that syncs with
be a fellow teacher or other professional — to your computer and all other devices you use.
help you assess desired bargaining compensation • You’ll need to keep track of your personal life
aligned to your skills and experience. schedules (kid’s events, parent meetings, family
• Write out your values. Determine your obligations, grocery store trips, and now job
interview schedule).

“72% of recruiters spend less
• Pull together all your social media usernames than 60 seconds reading
and passwords.
each résumé.”
• Find at least one professional teaching
organization to join. Free or paid membership.
Local or national.
DAY 3 your calendar or have a set time you’ll be able to

schedule an interview with the recruiter.
RESEARCH 10 SCHOOLS AND/OR DISTRICTS
• Goal is to find three top positions you qualify at
each of 10 schools or districts. DAYS 5 & 6
• Research and cut and paste notes about each APPLICATION DAYS
school/district and place them in the files you’ve • Go to https://www.diversityined.com to conduct
created. your job search. The jobs you'll see there are in
• You need to know key players, superintendents, schools and districts committed to recruiting and
and principals of the schools at which you may hiring teachers of color and diverse languages
teach. If you’re a high school teacher, visit all the and backgrounds.
high schools in the district and see which ones • Revise your résumé and cover letter to match
you resonate with and know the principal’s name. each of the jobs to which you intend to apply.
• You’ll also be able to use some of this YES, EACH! No more than three per school/
information in the interview. district.
• This is a time for you to learn about your options • TIP: USE A SUMMARY INSTEAD OF AN
and to make comparisons so that you can decide OBJECTIVE on your résumé. Remember what
the order of importance of the jobs for which was discussed in the webinar — 72% of
you’ll apply. recruiters spend less than 60 seconds reading
each résumé. Capture their attention in your
• Visit schools' social media pages to get a feel for
header and summary. Let your uniqueness and
their culture, which will tell you about the leader
diversity shine.
ship styles used there.
• APPLY, APPLY, APPLY.
• Decide on the top 10 schools and the best three
jobs for which you’ll apply.
DAY 7
DAY 4 INTERVIEW PREP
IMPLEMENT THE PLAN • Get your interview wardrobe ready and have a
winning mindset.
• Start with updating all your social media pages
to appear professional. DELETE ANYTHING A • Pull together your interview notes for the
BOSS, STUDENT OR PARENT SHOULDN’T specific school and district and start preparing
SEE OR READ!!! to interview.
• Create or update your LinkedIn page. (Repost • Pre-write a follow-up email to recruiters to send
articles of topics you genuinely support related out three days after you apply to jobs.
to the workplace or write one of your own.)
Once you accept and sign a job contract, send thank-
• Put together an e-portfolio to organize lesson
you emails to recruiters for their time and consideration
plans, supportive documents, materials, etc.
— to go to those schools/districts from which you
(video links to actual teaching sessions are a plus).
withdraw your application. (You never want to appear
• Block “interview availability” slots on rude and always want to keep doors open.) 

CAREER
SEARCH
PROCESS
Dress for Success:

Fashion Hacks for Teachers
BY ANITA JANUARY
TIP #1: SIMPLE AND POLISHED
The Interview
As a general rule, when you show up for an interview
(in person or virtually), you want to make sure you
You’ve gotten the job interview look polished. Your image plays a role in your inter-
view process, so do your best to make sure your image
— now what? matches your wonderful personality and résumé.
M any of us have experienced — or will experi-

ence — pre-interview jitters. You’re nervous,
you’re not sure what to say and you don’t have the
This includes your choice of makeup, hairstyle and
accessories.
I’m all for wearing dramatic makeup, but for the
slightest idea what you’re going to wear. As a personal purposes of the interview, natural makeup is the way to
stylist, I often hear from my clients seeking jobs a go. Ladies and gents, whatever your choice of hairstyle,
lack of knowledge regarding how they can incor- just make sure it’s nice and tidy. Lastly, I’m an accesso-
porate style into their interview outfits. This can be ries girl and can go a bit over the top, but I assure you,
an overwhelming process, but I’m going to share an interview is not the time to over-accessorize. Keep
some tips to help take the guesswork out of what you them simple: A watch, a necklace and a ring should
should wear. suffice. The last thing you want to do is distract your

“Your image plays a role in
your interview process, so do
your best to make sure your
image matches your wonder-
ful personality and résumé.”
these accessories, but remember: Keep it simple.

There’s one last accessory that people tend to forget
about. It’s the most important accessory of all: confi-
dence. When walking into an interview, you have to be
confident in yourself and your abilities. Your clothing
and accessories can help you feel confident, but a posi-
tive mindset is a must — you simply have to “own it.”
interviewer or yourself with too many bracelets, neck-

laces, earrings or rings.
TIP #2: NICE AND NEUTRAL

Personally, I find that sticking to the basics is best
when it comes to an interview. Let’s start with colors
that work best when interviewing. My personal favor-
ites, in order, are navy blue, black, gray and white/
off-white. Any variation of these colors in shirts, pants
or blazers will work well together no matter how you
pair them — it’s practically foolproof. I like to start
with picking out my primary piece of clothing (say,
a blazer or shirt) and build the rest of my outfit from
The Job
there. For example, if I were to pick out a navy blue
blazer, I could pair that blazer with black pants, a
white shirt and some nice black pumps. Again, you Congrats on getting your new job! Now let’s learn how
have free rein on how you would like to switch up the to be stylish on a budget so you’ll have a sustainable
color combination on tops and bottoms. and easy wardrobe to pull from daily as you get ready
to go to work.
Assuming you don’t have a job that requires
TIP #3: ACCESSORIES AND COLOR uniforms, we can start having a bit more fun with your
Now that we have the basics out the way and you know work wardrobe. I’ve found that most companies in the
how to mix and match your clothing options, let’s add United States follow a “business casual” dress code.
a little “dazzle” to your outfits. Accessories like purses, Honestly, it’s one of the dress code policies I prefer
briefcases, belts, socks, necklaces, rings, ties, cufflinks because you can dress appropriately and still be stylish.
and handkerchiefs can easily play up your outfit. I Here are a few tips to help you save more of that new
absolutely encourage you to add a pop of color with salary instead of spending it on your wardrobe.

TIP #1: EVALUATE AND REMOVE clearly: Go ahead and get rid of them! I can promise
Do not shop until you know what’s already in your you won’t miss those items at all.
closet. (Read that again.) Thoroughly examine your
clothes and remove all the articles of clothing that
Bonus Tip: If your items are in great condition,
no longer fit, clothes that are dingy and clothes you
you can sell these items and then use those funds
haven’t worn in a long time. We all have what I like to to purchase new clothes. Your second option is
call the “one day” outfit that we keep hanging in the to donate them to a shelter/Goodwill donation
closet (“One day, I’m going to be able to wear those center of your choice.
jeans and shirts again”). Ladies and gents, read this
TIP #2: ORGANIZE AND PAIR can’t pair because you’re missing a piece of clothing
Now that you’ve removed all the articles of clothing that would make the outfit complete. Pay attention to
that no longer serve you, let’s take a look at what’s what your wardrobe lacks and put those items on your
left over. Separate your pants, shirts, jeans, blazers, shopping list.
etc. Now, you can start to pair your tops and bottoms
together. If done correctly, you should be able to Bonus Tip: I find it easy to organize a closet similar
match several outfits together. If you can’t, that means to what you would see in a store. For example, hang
you’re missing some basic pieces. This is also a good your pants together and organize them by color.
time to pull out your accessories to match with your Repeat this process for your jeans, blazers, shirts,
outfit combinations. To help you stay organized, take skirts, etc. This will make it so much easier for you
pictures of the combinations of clothes. At this point, to find items and also know what’s in your closet.
you’ll start to notice that you have some items that you

TIP #3: REPLENISH AND SHOP
This is by far my favorite part of the process because you “Your clothing and accessories
get to shop, or you can hire someone like me to shop can help you feel confident, but
for you. It’s important to make a list of what you need
to buy — this prevents you from overspending, impulse
a positive mindset is a must —
shopping and duplicating purchases you’ve already you simply have to “own it.”
made. After making your list, utilize the Google search
bar and search for sales at the mall or clothing stores you
frequent. Don’t be afraid to shop around! For example,
I found this amazing white blazer from Rag & Bone for
$595 at Nordstrom. Now, I know what you’re thinking,
and you’re correct: I did not pay $595 for that blazer. I
found a blazer very similar to that one at Nordstrom
Rack on sale for $89. This is why I encourage you to
shop around for the best prices and sales. Remember,
the goal is to stick to the list you made, so resist the urge
to buy something just because it’s a good price.
Bonus Tip: If you’re not a person who likes to shop,

you can check most stores’ websites and order
what you like for curbside pickup, shipping or easy
in-store pickup. Also, don’t be afraid to look at
the clearance section; I find plenty of gems there.
Stores like T.J.Maxx, Marshalls and Nordstrom
Rack are great places to shop if you’re on a budget.
These discount retailers also offer the option to
shop online. If you shop through Rakuten, it offers
cash back with a lot of retailers. This is another way
for you to save and get more bang for your buck.
BONUS TIP FOR STYLE-CHALLENGED INDIVIDUALS:

If you have no idea what your personal style is or you
feel you’re just terrible at style in general, seek the
help of a stylist like me. Most stylists will do consul-
tations to determine your needs and if you’re a good
fit for them. A stylist can work with you to figure out
what your personal style is and make recommen- AUTHOR BIO:
Anita January
dations. If your budget doesn’t allow for a stylist, I
recommend getting on sites like Pinterest and getting Anita January is the founder, CEO, and lead stylist of M’Brace
Personal Styling. Anita believes that developing and maintain-
some style inspiration. You can even make a collage
ing your personal style is vital to the psyche of a person. She
of all the looks you like and start to gradually build takes pride that her company is all about uplifting, elevating
your wardrobe from that collage. Remember, anyone and embracing individuals through personal style. Anita really
can build a sustainable wardrobe on a budget by makes an effort to learn who her clients are, what their goals
are and how she can educate and add value to their lives. She’s
sticking to the basics and accessorizing. Stay away
been featured in VoyageHouston Magazine and has spoken at
from “trendy” items, which can lead to an underde- a host of seminars relating to style after weight loss.
veloped wardrobe.  Visit https://stylistanitaj.wixsite.com/website.

CAREER
SEARCH
PROCESS
Career Fairs
How Job Seekers Can Make the
Most of Virtual Career Fairs
BY VFAIRS
V irtual career fairs are taking the recruitment

industry by storm. They’re an effective way
of connecting employers with potential candidates
If you’re interested in multiple positions, don’t rely
on a standard résumé. A winning strategy would
be to align your résumé with the job and company
to help both parties find the right fit. Among the requirements.
benefits they offer are increased reach for the event
and enhanced return on investment (ROI), not to SET A REMINDER
mention the eco-friendly nature of virtual events. Virtual events often get forgotten because they do not
For job seekers, virtual career fairs are a cost-effec- require extensive travel planning. Make sure you set a
tive, time-saving and convenient way to find the right calendar reminder to attend it on time.
job. But how can job seekers make the most of virtual
career fairs? We’ve got you covered. Here’s everything CHAT WITH COMPANY REPRESENTATIVES
you need to know and do to enhance your online During the virtual career fair, reach out to the repre-
career fair experience. sentatives of your shortlisted companies. Asking
questions, whether through text, audio or video chat,
will help you to make the right decision. Ask about
Research Employers Beforehand everything from company culture to employee bene-
CAREER FAIRS fits. Preparing your list of questions beforehand will
Prior to the event, go through the list of employers
attending the virtual career fair. This will enable you to
shortlist the companies you want to work for. Your list
Pre-register for December 7,
will save you a lot of time on the day of the fair. Also,
check out the event landing page for details of any 2022, K-12 Virtual Job Fair
jobs published ahead of time. Study the exact wording
in the job requirements, so you can customize your Who should attend? Job-seeking teacher
résumé accordingly. If you apply, keep in mind the candidates.
event site might lead to an external site to complete
the application. Don’t forget to bookmark that site so
Meet and greet the HR representatives
you can return to it at a later time. and principals. COLLECT THE NAMES AND
NUMBERS OF THOSE WHO MATTER! Get the
UPDATE YOUR RÉSUMÉ answers to all your questions. Apply to
Make sure you submit a well-formatted and relevant open jobs "in virtual person." Visit over 100
résumé to the jobs posted. An outdated résumé will school district booths on the same day.
only decrease your chances of landing a good job.

Tips for Job Seekers
save you a lot of time in the chat room. If you notice LEARN ABOUT EMPLOYERS
an interesting piece of information in the group chat Browse employer booths and access company
room or webinar, make a note on another app like content for more informed interactions.
Evernote to avoid forgetting it.
SEARCH JOBS
ATTEND WEBINARS Search the available jobs and submit résumés
Virtual career fairs also offer webinars. For example, on the virtual job board for quick employer
DIVERSITY in Ed will host several webinars (see response.
page 01 for agenda) for job-seeking candidates. You
can use the webinar as an opportunity to learn more CONNECT WITH EMPLOYERS
about the career search process and engage in the Discuss the positions with employers using chat
Q&A to converse with the presenter. tools, so you can better match your expertise
against the job.
DOWNLOAD MATERIALS
You can save brochures, forms and other docu-
ments for future viewing and sharing.
EXPLORE EMPLOYER RESOURCES

Another benefit of virtual career fairs is the elimina-
tion of paper-based documents such as brochures and
flyers. For the attendees, it’s a hassle to tote so many
documents around after a physical career fair. Online,
all documents are digital and can be downloaded at
your leisure. You can use them later in your job search.
CHOOSE A CALM, COMFORTABLE PLACE

Distractions can ruin your experience during a virtual
career fair. Make sure you’re sitting somewhere quiet
with no interruptions. You’ll also need to make sure
that your internet connection is stable and your device
is compatible.
THANK-YOU NOTES
After the event, a good practice is to send thank-you
notes to the employers you spoke with. It will help
reinforce the relationship and build strong ties while
enabling you to stay on top of the employers’ minds.
Virtual career fairs make it easier for you to find
and connect with potential employers. It’s time for
you to benefit from virtual career fairs. 

Networking Your Way CAREER
SEARCH
to Your Dream Job

PROCESS
BY LINDA PRICE
W heather you’re looking to move up in your

career or are just starting out, one of the best
ways to get things moving is by networking. The
Being visible on social media and creating your
own brand in this digital space can help you leverage
your talents and be seen. According to Dr. Sheena
employment landscape looks very different than it did Howard, this is “how you can increase your visibility,
three years ago, thanks to the evolving digital trans- brand recognition and social presence.” Do you have
formation. In fact, networking is one of the keys to published work? Are you sharing your talent with the
landing the job of your dreams. While jobs are contin- world? Your knowledge? It all counts. 
uously being posted, the “sweet-spot” jobs can only be
found and accessed by knowing the right people.
Become a mem
ber of relevant
and organizatio associations
Here are a few suggestions: Supervision an
ns such as the
Association for
d Curriculum
Association of D evelopment,
American Edu
National Educa ca tors (AAE),
TS: tion Associatio
ATTEND PROFESSIONAL EVEN Federation of T n (NEA), Amer
workshop or network- eachers (AFT), ican
This could be a local seminar, of Black School National Allian
ce
and your network by Educators (NA
ing event. You could also exp Leaders of Col BSE), Education
and even applying to or and Associat
going to annual conferences in Higher Edu io n of Black Wom
et and interact with cation (ABWH en
be a speaker. This helps you me designed to hel E), which are al
l
e interests. While an p with networki
professionals who have the sam résumé-buildin ng, teaching an
d
have more personal g.
in-person event allows you to
very popular too.
interaction, virtual events are
STAY READY:
Stay ready so you won’t have to get ready. You
PLUG INTO THE CONNECTIONS YOU HAVE: never know when someone will drop your name
Staying connected to the people you already know is in a room. Always have your materials prepared.
a must. They are just as valuable a resource because Don’t keep people waiting.
they may be tapped into where you want to be.
Make a list and consider those who can be most
NURTURE YOUR RELATIO
helpful to you, even if it’s just introducing you to NSHIPS:
Don’t meet someone and
someone in your desired field. then disappear.
Make sure you’re sendin
g them a message
periodically or even havin
ASK QUESTIONS: g lunch. If you
say you will follow up, ke
Listen intently and alway ep your word.
s ask questions. This
helps people remember
you. Always keep an
open mind and be recep
tive. You never know EXPAND YOUR SPACES:
how that person might he
lp you in the future. Join meetups, Facebook groups and other hangouts
where you can meet professionals.

IN THE CLASSROOM
Photo credit: Loudoun County Public Schools
Lowering the Affective

Filter When Managing
Multiple Languages and
Cultures in the Classroom
BY VIRGINIA RODRIGUEZ
I n ESL studies, it is widespread knowledge that

numerous strategies exist to support language
acquisition. One strategy that deserves the spot-
that if the student just arrived in the country, no
one expects that to happen instantly (and if it
does, it’s a most welcome surprise).
light on this list is lowering the affective filter, which This is not a license to lower your expecta-
refers to an invisible set of variables that impact tions. On the contrary, your expectations should
second-language acquisition. You are in control remain high. This is an invitation to permit your-
of one of the most important of these variables: self to prioritize language development over
yourself. When the teacher’s affective filter is high, content instruction. Students need time to acquire
obstacles hinder progress for all parties involved. language, and though you may not see the fruits of
your labor, you can equip them with language for
MANAGING EXPECTATIONS their journey ahead. When you shift your focus,
At any point in the school year, you will likely your affective filter is lowered. You can then pack
welcome students who are new to the country your patience and empathy for the next steps.
and do not yet speak English. Due to myriad
expectations, you may worry when you realize a A POSITIVE CLASSROOM CULTURE
student cannot access instruction because of the Now, focus on managing students’ affective filters.
language barrier. Before you grow alarmed, know Suppose you’re lucky enough to begin the school
“Create a safe space where
students embrace their dis-
tinctiveness, share the com-
mon goal of acquiring lan-
guage, encourage one another
and equally respect diverse
cultures to ensure a positive
classroom environment.”
Photo credit: Prince William County Public Schools
year with a class full of emergent bilinguals with A GENUINE INTEREST

varying degrees of language proficiency. In that case, You’ve likely been advised to “build relationships” with
you can at once lay solid foundations for a positive students. This is vital: Approach students with a sincere
classroom culture. Emergent bilinguals come from interest when learning about their language, cultures
exceptionally diverse backgrounds and have unique and stories. While they may not yet speak English profi-
languages and experiences. Create a safe space where ciently, students recognize if you’re not taking a genuine
students embrace their distinctiveness, share the interest in their progress. Nonverbal language is univer-
common goal of acquiring language, encourage one sal, and one cannot conceal frustration — not even with
another and equally respect diverse cultures to ensure children — regardless of how many ingenious steps one
a positive classroom environment. takes to disguise it. Students recognize facial expres-
Part of maintaining an inviting space entails sions, tone and hostility in all languages and cultures.
deliberate planning and a degree of self-reflection. To summarize, welcome a newcomer as an oppor-
Integrate resources into your curriculum that expose tunity to grow your craft. Remember that students are
students to diverse languages and cultures. Strive for not empty vessels ready to be filled with the English
equal representation, so you don’t inadvertently vali- language and to become acculturated into your class-
date one culture over another. room community. To prepare them, strive to manage
In a safe space, students view errors as necessary both your and your students’ affective filters to
parts of the learning process. Confer frequently with increase the effectiveness of second-language devel-
students to communicate feedback on content already opment. As students become increasingly proficient
taught, being careful not to overwhelm them with in English, their motivation and confidence will soar,
rules of new instruction. and they will gradually be ready to tackle their grade-
level curriculum. 
A SILENT PERIOD
Recognize the symptoms of culture shock. Silence, isola-
tion and/or lack of motivation in a newcomer may be AUTHOR BIO:
Virginia Rodriguez
signs of an elevated affective filter, a hindrance to language
development. Assume that students who recently arrived Virginia Rodriguez has worked for over 17 years in the field
in the U.S. are proud of their language and culture and of education in a variety of capacities, including elementary
and high school teacher, reading interventionist, and college
may feel that by speaking English they are betraying their instructor of English. She continues to be a lifelong learner and
values. Find time to frequently engage students during mentor to teachers in CFISD as an elementary bilingual/ESL
small-group instruction to encourage them to take risks. curriculum coach.

SCHOOL LEADERSHIP
Expert Advice
A Word of Wisdom from
an HR Hiring Manager
BY BETH CRISAFULLI, M.ED.
each candidate as possible to build your talent

DEAR BETH, bench. Stay in contact with candidates through
their college years so you can build your relation-
Q: HOW SHOULD I PREPARE FOR A SUCCESSFUL ship and continuously send the message that your
RECRUITING FAIR? school district is the only choice!
A: Branding, then marketing! All stakeholders
should be able to share your vision and mission. Q: WHAT IS YOUR STRONGEST RECRUITING
How do you want to be perceived? This can all STRATEGY FOR ATTRACTING HIGHLY QUALIFIED
be done by creating a consistent message that CANDIDATES?
engages potential candidates. In SDIRC (School A: The power of positive relationships from the
District of Indian River County), WE PROMISE! onset is essential. School choice has become
We promise to listen, support, be inclusive and increasingly popular. Choice of schools is not
equitable, build instructional leaders and work just for students and parents, but for the candi-
STRONGER TOGETHER! Once you have date too. We must work to match the strengths
your message, follow the five P’s: Proper Prior of the candidate with the needs of the school,
Planning Prevents Problems. The smallest details and vice versa. Every recruiter should be aware
can make the difference. Be organized and have of all open positions and what characteristics and
a system of greeting, processing and engaging qualifications would “make a match” for each
candidates. Capture as much information about school site. This starts by building positive rela-
“Prepare for a successful
recruiting fair by branding
and marketing.”
Additional Hiring Considerations
To broaden one’s knowledge in hiring

teachers of color is a skill every hiring
manager should be able to learn. Step-
tionships with each principal or supervisor. Trust is
ping out of their comfort zones when
paramount, as they need to trust your judgment. So
recruiting for a specific teaching po-
build positive relationships with the hiring managers
sition should not always be too formal.
as well as the candidates and university career office
representatives. We built a recruitment dashboard,
Ticking all the usual boxes may not al-
which is updated daily with information about staff ways be the way to go; rather, being able
and students at each school. Our goal is to have a staff to correlate one’s working experience
that mirrors the demographics of the student body. and how it can contribute to the organi-
So use your data when recruiting to provide the most zation may be the best thing to identify
engaging experience for each student. #bestbykids when interviewing applicants.
Q: HOW DO I INCREASE COMMUNITY INVOLVEMENT

IN RECRUITING EFFORTS? you? How may we help? What would make your stay
A: Each community deserves safe, engaging, high-per- more enjoyable? Listen to the needs of recruits. What
forming schools! Share your message through social would make the transition to your school district
media, city or county meetings, athletic events and easier? We expanded our We Promise Recruitment
more. Ask community members and business part- Program by adding the Keeping the Promise
ners to join a committee or group. Feedback from Relocation Assistance Program. Now you ask,
your community stakeholders will help drive the work "Where does the money come from?" Again, turn
of your school district and make everyone feel part of to your community. Remember, every community
the team. We have succeeded in this area by growing deserves safe, engaging, high-performing schools.
our 12-year partnership with The Learning Alliance. The local education foundation saw the importance
This community partnership has been recognized of retention and now is the predominant fundraiser
by the Campaign for Grade-Level Reading and has for the Keeping the Promise Program. We also offer
received seven Pacesetter Awards for the goal of 90% certification reimbursement, mentors for the first
literacy by third grade. three years, the highest new teacher salary and a
district wellness center. 
Q: HOW DO I GROW MY RECRUITMENT PROGRAM TO
INCLUDE RETENTION?
A: Retention is the other half of recruiting. Why AUTHOR BIO:
do teachers stay? Remember, stay consistent with Beth Crisafulli
your message. I think of the recruitment team as Beth Crisafulli is Director of Recruitment, Retention, and
the concierge desk at a hotel. What can we do for Professional Practices at School District of Indian River County.

SCHOOL
LEADERSHIP
7 Principles for
Hiring Principals
BY DR. SANTARVIS BROWN
T he unique qualities of a school principal are born

from managing adults and developing children
simultaneously. A principal must have the skills of
2. HOW TO HANDLE STAFF DISPUTES
In a school, staff disputes can trickle down to student
performance. After all, children look to adult behav-
organization, development, patience and the oft-for- ior as their model. So one skill set I want to know is
gotten adaptability to change. dispute resolution, and this is what I ask: “What do
So what do you look for when hiring a principal? you think are the fundamental challenges in resolving
Here are seven principles for hiring a principal. disputes, and how do you remedy them?”
1. BUDGET-MINDED 3. EXPERIENCE IN CHILDREN’S EDUCATION

A principal is given a small pool of money allocated This is a must. In my eyes, the career path of a prin-
by the school district. One of my favorite questions to cipal should be evolutionary, with several years spent
ask is, “If you were given $250,000 in additional funds as a teacher and administrator. Sound obvious?
for your school, how would you use the money?” This Many people believe that management performance
is a great way to gauge where your potential principal outweighs a principal’s need to identify with children.
identifies areas of improvement as well as where their
priorities for the school exist. 4. UNDERSTANDING OF MODERN DISCIPLINE
Discipline has come a long way in education, from

“Tell me about times when
corporal punishment to positive parenting skills, you have adapted to change,
which are still in early development and practice and, more importantly,
across the country. This is one area where parents
have strong feelings. And I want to know whether
how do you stand out as
the school is going to be led by a general or an empa- a change leader?”
thetic mentor.
5. CHANGE AND ADAPTABILITY

Changes abound in curricula, interpersonal conflict,
inconsistent budgets, new technology and more.
A potential principal should be adaptable and the
driver of change, so this is what I ask of them: “Tell
me about times when you have adapted to change,
and, more importantly, how do you stand out as a
change leader?”
6. FORWARD-THINKING
Each item on this list leads to a forward-thinking
principal (budget, disputes, education, discipline
and change). A stagnant school creates stagnant
results, so I always ask, “Can you give me five
improvements that you can implement for five years
that build upon each other?” It’s a critical-thinking
question but one that may separate your good from
your great candidates.
7. APPROACHABLE DEMEANOR
Approachability is key to becoming a successful
principal. So what I want to know is, “When do you
keep your door open? And when do you keep your
door closed?” Simple questions, yes, but you may be
surprised by the answers.  At a glance …
This article addresses the fundamental

AUTHOR BIO: skill sets every principal should have.
Dr. Santarvis Brown These skill sets address budget, dis-
Dr. Santarvis Brown is a scholar and changemaker who putes, education, discipline, adaptabil-
brings 20 years of experience in the education space. He is ity, outlook and approachability. From
the President of Edu-Techure LLC, an education consultancy.
He currently teaches leadership at the University of Virginia straightforward questions to critical
and Cornell University. He has earned numerous awards thinking, take your time to challenge a
and recognition, including being noted as one of the Top 100 potential principal. After all, they will be
Global Leaders in Education, a Lifetime Achievement Award
from President Biden, and an Innovator and Change Maker challenged every day.
in Education Award.

Photo Credit: National Alliance of Black
SCHOOL School Educators (NABSE)
LEADERSHIP
A Guide to Equitable
Leadership for Superintendents
BY LINDA PRICE
T he Akron, Ohio, district school board declared

racism a public health crisis affecting the commu-
nity, families and students. The board committed itself
HOW CAN EDUCATIONAL LEADERS IMPLEMENT
EQUITABLE PRACTICES?
The five leading practices that can support education
to racial equity. leaders to build equity in schools and districts include:
Superintendents have been called upon to develop 1. Adopting transformative systems to make equity
equitable and diverse frameworks in their districts’ leadership a priority.
day-to-day decisions and, more so, staffing. Training 2. Doing the intellectual and emotional groundwork to
is therefore a priority for the superintendents to prepare educational leaders and teachers for equity.
develop their capacity as decision-makers to drive 3. Creating leadership teams to drive collective equity.
equitable districts. 4. Identifying gaps and equity needs, and driving
Why is their training critical? Their voice in systemic change by developing equity-centered systems.
the community is valuable, making it essential for 5. Committing to sustaining equity.
promoting equitable school communities. Through
training, the consistency of their voice in the drive for The five practices build on each other and cultivate
equity will be amplified, drumming up change. equity in school and district systems.

“Training is therefore a priority for the
superintendents to develop their capacity as
decision-makers to drive equitable districts.”
EQUITY-FOCUSED TEACHERS’ RECRUITMENT

INITIATIVES
One of the gaps that exists in education systems
when it comes to equity is the presence of equity
teams and systems.
The gaps can be narrowed by recruiting teachers
from diverse backgrounds. Here are some initiatives
that can help take that step.
1. FORMING INSTITUTIONAL PARTNERSHIPS

Institutional partnerships can facilitate education leaders
to cultivate relationships between educator preparation
programs and districts to recruit diverse talent.
For instance, partnerships with alternative certi-
fication programs can assist schools with access to
nontraditionally trained teachers that would serve
minority groups. 5. PARTNERSHIP WITH MINORITY-SERVING
INSTITUTIONS (MSIs)
2. INTENTIONAL RECRUITMENT AND PLACEMENT Districts should partner with MSIs to evaluate candi-
Education leaders should factor in a school’s organiza- dates before applications are received. Schools and
tional conditions and diverse needs and use the data districts that have partnered with MSIs succeed in
to place new educators. recruiting diverse teachers.
For instance, schools with poor leadership that Education leaders play an instrumental role in
lack an equitable culture would require diverse talent implementing equitable practices in learning institu-
to strengthen the overall leadership. tions. Training superintendents amplifies their voice
in addressing systemic educational inequities.
3. EARLY HIRING Recruiting diverse teachers provides education leaders
Institutions should start hiring early to access diverse with an opportunity to build equitable systems. 
educators, as many in-demand teachers are usually
available earlier in the year. Essentially, schools can
To do …
hire more diverse teachers if they start recruiting early.
4. IMPROVE WORKING CONDITIONS Develop a definition of “equity” that

Poor working conditions will repel diverse candidates will guide your internal and external
and cause high attrition of diverse educators in the thinking, actions, programs, policies,
school. Creating a positive working environment and mission, beliefs, partnerships and com-
giving the teachers mentoring support will promote munications.
an inclusive and diverse workforce and climate.

Photo credit: University of Pittsburgh
SCHOOL
Lead with Impact and Transform LEADERSHIP
Your School:
How Principals Can Champion Change
BY MARSHA LYNN HUDSON, ED.S.
T he principal’s role is of great importance and

responsibility within the field of education.
Principals are responsible for championing change,
nity members. To lead with impact, principals must be
passionate about their work and committed to making
a difference in the lives of others. They must also be
driving instructional improvement and setting the effective communicators, strong decision-makers and
tone for their schools. To be successful in this role, excellent problem-solvers.
principals must lead with impact. There are many ways that principals can champion
Leading with impact isn’t easy, but it is essential for change in their schools. One way is by being a role
principals who want to transform their schools. By model for others. Principals can set the tone for their
being a role model, building relationships and devel- schools by modeling the behavior they expect from
oping a shared vision, principals can champion change their staff and students. They can also lead by example
and create a positive, lasting impact in their schools. when it comes to instructional practices and profes-
Leading with impact means having a positive influ- sional development. Additionally, principals can use
ence on those around you. Principals can profoundly their positional power to advocate for change within
impact the lives of their students, staff and commu- their schools and districts. Another way that princi-

AUTHOR BIO: “By developing positive relation-
ships with students, staff, par-
Marsha Lynn Hudson
ents and community members,

Marsha Lynn Hudson is a college professor and educa-
tion consultant with over 30 years of teaching experience.
Marsha is also a writer, author, speaker and trainer. She is
the founder of Hudson Education Consultants, which offers principals can create a sense of
signature programs to train educators how to use strategies
that increase classroom engagement and diffusers to elimi-
trust and mutual respect.”
nate behavior issues in the classroom. You may reach her at
www.hudsoneducationconsultants.com.
pals can champion change is by building relationships assess your school’s current climate and culture. What
with those around them. are the strengths of your school? What areas need
Strong relationships are essential for effective improvement? Next, develop a shared vision for your
leadership. By developing positive relationships with school with your staff. This vision should be based on
students, staff, parents and community members, the needs of your students and community. Finally,
principals can create a sense of trust and mutual create a plan for how you will achieve this vision. Be
respect. These relationships will also provide the sure to involve your staff in this process and allow
foundation for open communication, which is critical them to support you.
for driving change. With these tips, you can get started on your journey
If you’re a principal looking to transform your to transforming your school into a place where teach-
school, you can do a few things to get started. First, ers and students thrive! 
The Three C’s of Your School’s Success:

Communication, Culture and Community
T he success of a school depends on the leaders,
the teachers and the community. Success means
something different to all people. When it comes
parents and community members.
Culture is another component of school success.
The culture of a school should promote learning and
to the success of a school, the main concern for all respect. A positive school culture can make all the
involved should be the students. How can you make difference for students. It’s important for everyone to
sure your school is successful? The importance of a feel like they belong and are part of something bigger.
school’s success cannot be overemphasized: A success- Community involvement is also essential for
ful outcome is the bedrock of every child’s future and school success. When the community is involved in
the goal of every parent. When it comes to a school’s the school, it shows that its members care about the
success, three key components play a role: communi- students and their education. Community involve-
cation, culture and community. ment can take many forms, from volunteering in the
Leadership, teachers and school staff need to be on classroom to attending school events. It gives students
the same page regarding school success. They all play a sense of pride and belonging.
a role in how the school is run and how well students By focusing on the three C’s, you can make sure your
do. Communication is key in making sure everyone school is doing everything it can to help teachers feel
agrees on what the goals are. There must be open empowered and help students enjoy the learning process
communication between school staff, leadership, — and that is what true school success looks like. 

TEACHER RESOURCES
Financial Planning:
How to Achieve Financial
Goals on a Teacher’s Salary
BY SCOTT GLENN, ED.D., M.B.A.
S uccess in life is about making choices and

learning from them, realizing that each
person is unique and that we all have a different
choice between exclusive options about how to
make use of a resource. So often opportunity cost
is about keeping only the one choice that one
path in life. Therefore, to have any success with considers best for now.
money and investing, be true to yourself and Knowing how to make choices in line with one’s
know yourself. It is about the not-so-easy path values can free up needed and wanted money,
of not being unduly influenced by the media and both in terms of current saving and investing for
commercial world. To understand the trade-off tomorrow. There are so many variables.
of one’s decisions, the opportunity cost and the Consider Maslow’s pyramid of needs: physi-
time value of money must be considered. Time ological, safety, love and belonging, esteem and
value of money can be described as forthcoming self-actualization. Be careful not to confuse one’s
money equivalent to current money when time wants with one’s needs. Being clear about what
is added. Opportunity cost involves making a is a need will enable one to make the difficult
choices, often of being less extravagant. Wants are process. What one does today has a profound effect
those extras that one can survive without. on tomorrow. Waste not today, invest for tomorrow
We all need food, water, warmth and rest. No matter and be sure to diversify financial vehicles to be safe.
what we do in life, these are a daily part of our exis- Consider investments in securities such as stocks,
tence. We need to understand what will help keep us bonds, mutual funds, ETFs, real estate and proper use
alive and safe but not be unnecessarily extravagant. of a 401(k), 503(b), Roth IRA and various alterna-
Think nutritious food versus junk food. Think basic tive investment ideas, including hot cryptocurrency,
clothing versus branded clothing. Think transport website flipping and various commodity investments.
and housing — both in terms of what is needed versus Balance every step of the way ensures long-term
what is wanted. Overindulgence and extravagance now financial well-being. 
mean less for long-term investments and continued
physical and emotional well-being.
AUTHOR BIO:
Other Maslow needs are a sense of belonging,
Dr. Scott Glenn
love and esteem. In terms of personal relationships,
beware spending simply to please others. Love that Dr. Glenn is known as an exceptional author who explores,
dissects and reviews such topics as religion, education, diver-
requires an excessive need for prestige or accomplish-
sity, business, governmental facets and educational issues. A
ment comes at a high monetary cost: Overspending proud United States Marine, Dr. Glenn is a diverse individual
now leaves you with fewer opportunities later. with a well-rounded background that includes teaching and
Life today can be completely enjoyed without administration in both the private and public school sectors
in secondary and postsecondary academia, coaching, a career
going overboard. Always balance out income, savings
in the military (United States Marines) as well as the enter-
and expenses, which involves a trade-off — opportu- tainment industry and involvement in sports.
nity cost — with our daily financial decision-making

The Side Hustle and How
TEACHER
RESOURCES
It Can Work for You

BY DR. SANTARVIS BROWN
O ne common myth regarding teaching is that

teachers are paid for 12 months a year — even
though they only work nine months.
The reality is that a teacher is paid for nine months
of work but is given an option to stretch those nine
months of salary into 12 months. It’s a catch-22: You
can either not be paid for three months or reduce your
paycheck by 25% each month so you receive money
every month. The dynamics of a teacher’s salary are the
reason why side hustles are so important to teachers.
THE SIDE HUSTLE

When I think of a side hustle, the first thought that
comes to mind is college and a friend who was all PASSIVE INCOME SIDE HUSTLES
about the hustle. He had two schools of thought on Passive income is income acquired with minimal
the side hustle: effort. Passive income is great because you can
1. The side hustle should generate passive income, and/or continue earning income when you’re back to teach-
2. Your side hustle should reduce monthly costs while ing with little disruption to your career. Typically, any
earning you money. hours you put into the hustle is at your leisure.

“One common myth regard-
ing teaching is that teachers
are paid for 12 months a year
— even though they only
work nine months.”
and earn income. For example, that $7 mocha you get

PASSIVE INCOME HUSTLES: every morning is about $200 a month. Get a job at
• A vending machine route a coffee shop, and you can eliminate that cost with a
• Selling digital goods and printouts free mocha every day, as well as be paid for your work.
(popular on Etsy) Restaurants, movie theaters, game stores and coffee
• Selling handmade goods shops are all great ways to run this side hustle.
• E-commerce thrift business
FREEBIE SIDE HUSTLES:
FREEBIE SIDE HUSTLES • A restaurant you regularly eat at
The freebie side hustle is all about reducing your • A coffee shop
monthly expenses while at the same time creating an • A movie theater if you’re a movie buff
income stream. To find a freebie side hustle, turn to • Airbnb rental party manager
your spending. Do you stop by the coffee shop every
morning? Do you eat at the same restaurant for lunch Teachers have one of the most challenging pay struc-
every day? Are you a movie fanatic? tures to maintain a workable lifestyle. And side hustles
The goal of the freebie hustle is to lower expenses play as important a role as the school district in a
teacher’s income. There are hundreds of side hustle
opportunities available to you. But your goal is to find
At a glance… one that works for you with minimal work and consis-
tent income, or a hustle that reduces your expenses
“The Side Hustle and How It Can Work and improves your checking account balance. 
for You” provides insight into two types
of side hustles that teachers can man-
age with unique hours and inconsistent AUTHOR BIO:
annual workdays. This article discusses Dr. Santarvis Brown
passive income opportunities and what Dr. Santarvis Brown is a scholar and changemaker who
I call “freebie hustles.” Passive income brings 20 years of experience in the education space. He is
the President of Edu-Techure LLC, an education consultancy.
hustles provide long-term income with He currently teaches leadership at the University of Virginia
minimal effort. And freebie hustles help and Cornell University. He has earned numerous awards
to reduce expenses while also earning and recognition, including being noted as one of the Top 100
Global Leaders in Education, a Lifetime Achievement Award
an additional income. from President Biden, and an Innovator and Change Maker in
Education Award.

HIGHER ED
Photo courtsey of Kent State University
On Becoming Faculty:
Higher Education
Fact and Fiction
BY DR. DENISE TALIAFERRO BASZILE
M ore than a few times, I have listened to

people outside of the university talk about
how wonderful it must be to have a job where
room or maybe as a school principal or both,
and you are now entertaining the idea of taking
your years of experience and wisdom to the
you teach one or two classes a day. I always college classroom. There are likely a whole set
respond with a smile and then run down the list of assumptions driving your desire to become
of other things faculty must do to both succeed faculty at a college or university. From my expe-
in the university and help the university itself rience, people’s assumptions about being faculty
succeed. As a professor and an Associate Dean are always a little fact and a little fiction. Let’s see
who has been navigating higher education for the what’s mostly accurate or what’s mostly not.
past 25-plus years, I have prepared and supported
many in their pursuit of the coveted faculty posi- ASSUMPTION #1: YOU HAVE TO HAVE A PH.D.
tion. I have recruited, participated in and led TO BE FACULTY AT A COLLEGE OR UNIVERSITY.
searches, and mentored plenty of folks on this While most faculty at four-year colleges and
journey. Over the years, the conversations I’ve universities have a Ph.D., there are several faculty
had about the ins and outs of higher education who may not have one. The overall rule in most
have taught me that, nine times out of 10, the universities is that you must have completed at
more you understand before landing a faculty least one degree higher than the one your students
position, the better. are seeking. As such, there are faculty with Master’s
So you’ve spent several years in the K-12 class- degrees who, for instance, teach undergraduate
courses. Another important aspect of this is that some- the challenges are different. When I started teaching
times, especially in professional fields like education, graduate students, for instance, I tried to use the same
what’s needed is a faculty person who has several years structure I emphasize in undergraduate classes. It
of experience in school-based practice rather than one took me some time to realize that less structure was
who has mostly professional research experience. more advantageous for graduate students. A better
way to think through this one is to know that every
ASSUMPTION #2: INTERVIEWING FOR A FACULTY group of students is unique, so if you want to teach
POSITION IS JUST LIKE INTERVIEWING FOR OTHER them well, take some time to get to know them first
EDUCATION-RELATED POSITIONS. and then adjust your approach accordingly.
What the interview process looks like will depend on
the position, the particular institution’s search protocols ASSUMPTION #5: TEACHING IS THE ONLY
and the home department’s interview process. There RESPONSIBILITY THAT COLLEGE AND
are a variety of faculty positions in the university that UNIVERSITY FACULTY HAVE.
include adjunct faculty, visiting faculty, clinical faculty Once again, it depends on 1) the type of institution
and tenure-track faculty. Adjunct faculty are part-time you are considering, and 2) the type of faculty position
educators and hired on a per-course basis. These faculty you are pursuing. Adjunct and visiting faculty primar-
usually have a basic interview with the department chair. ily have teaching responsibilities. Clinical faculty
Most other faculty positions require at least a two-day usually have significant teaching and service respon-
on-campus interview process, which typically includes sibilities. Tenure-track faculty have responsibilities in
several rounds of conversations with a variety of faculty, teaching, research and service. However, whether the
staff and students; a candidate’s research and/or teach- institution is primarily a teaching institution or one
ing presentation; and an opportunity for the candidate where research is also a major part of its profile will
to ask questions and perhaps tour the campus. However, impact these expectations. Another important thing
since the outset of COVID-19, many universities are to remember is that the university or college greatly
conducting their interview processes virtually. depends on faculty service on committees, curricu-
lum development and all kinds of strategic initiatives
ASSUMPTION #3: HIGHER EDUCATION FACULTY SAL- that help the institution continue to evolve and inno-
ARIES ARE HIGHER THAN K-12 SALARIES. vate to keep pace with changing demographics and
This is not necessarily accurate. Again, it depends societal circumstances. The key is to learn how to best
on what kind of faculty position you’re seeking and align your teaching, service and/or research such that
what kind of K-12 job you may be leaving behind. they support one another.
Theoretically, the highest-paying entry-level faculty These are some of the most common assumptions
position in the university is usually the assistant that people have when they pursue a faculty position
professor position, which requires a Ph.D. or some in higher education. Thinking and talking through
other terminal degree. If you are seeking a position these four assumptions should help you generate a list
without the Ph.D. and based on your years of expe- of questions to ask before, during and even following
rience in practice, then you may be surprised to find the faculty search and interview process. Good luck! 
that these faculty positions are often paying signifi-
cantly less than K-12 administrative or teaching
positions with many years of tenure. AUTHOR BIO:
Denise Taliaferro Baszile
ASSUMPTION #4: IT’S EASIER TO TEACH AT THE Dr. Taliaferro Baszile is the Associate Dean of Diversity and
COLLEGE LEVEL THAN AT THE K-12 LEVEL. Student Experience for the College of Education, Health,
and Society at Miami University. She is an internationally
This also is not necessarily true. Of course, it depends
renowned scholar in the field of education, particularly the
on many factors. Teaching is challenging work regard- area of curriculum studies, and has been honored with the
less of the context; depending on the student group, 2022 Benjamin Harrison Medallion.

GRADUATE & PROFESSIONAL SCHOOLS
How to Find Fully Funded

Ph.D. and Master’s Programs
in Any Discipline
BY DR. VICKI JOHNSON
WHAT ARE “FULLY FUNDED” PH.D. to say, these are extremely valuable opportuni-
AND MASTER’S PROGRAMS? ties. You will primarily see full funding offered
Fully funded Ph.D. and Master’s programs are in full-time, on-campus, research-based gradu-
graduate programs that offer all or more accepted ate programs. (At this time, online and part-time
students a full funding package at acceptance. graduate programs rarely ever offer graduate
Full funding typically comes in the form of a assistantships, but this may change!)
graduate assistantship, which is a part-time job
with the university that includes a stipend (aka HOW DO I FIND FULLY FUNDED PH.D. AND MAS-
salary) for 10-20 hours per week of research and TER’S PROGRAMS IN MY DISCIPLINE?
teaching support and the employment benefit of At ProFellow.com, we offer a free database
a full tuition waiver. A graduate assistantship for where you can search and bookmark hundreds
a two-year Master’s program can have a value of of fully funded Ph.D. and Master’s programs, as
$75,000 or more. A graduate assistantship for a well as professional and academic fellowships.
five-year Ph.D. program can have a value ranging More are being added each week! To view these
from $250,000 to more than $400,000! Needless awesome opportunities, log in or sign up for a
At a glance…
AUTHOR BIO:
ProFellow Founder Dr. Vicki Johnson
Dr. Vicki Johnson is Founder of ProFellow, the world’s leading
online resource for professional and academic fellowships. She ProFellow Founder Dr. Vicki Johnson
is a four-time fellow, top Ph.D. scholar, Fulbright recipient and describes how you can find hundreds
award-winning social entrepreneur. She is the creator of the
of “fully funded” Ph.D. and Master’s
Fully Funded course and mentorship program for graduate
school applicants seeking to find and win full funding for their programs! Full funding includes a full
Master’s or doctoral degree. tuition waiver and an annual stipend
for the duration of your studies. These
free ProFellow.com account to access the database: programs provide the opportunity to
https://www.profellow.com. Be sure to sign up for the achieve your graduate degree without
ProFellow mailing list when you join for announce- student debt.
ments about newly posted opportunities.
The ProFellow database currently lists more than
600 fully funded graduate programs, but there are they’re more likely to write that Master’s students can
still many more! To find fully funded Ph.D. programs, receive a graduate assistantship. Therefore, try this
start with a Google search that includes: PhD + your Google search: master’s + your target discipline +
target discipline + “full funding” (in quotations). For “Assistantships” (for example, type in master’s educa-
example, type in phd education “full funding” and tion “Assistantships” and press the search button).
press the search button. At the Master’s level, univer- We hope you’ll join the ProFellow community —
sity websites typically don’t mention “full funding”; we are rooting for your success! 

GRADUATE &
PROFESSIONAL
SCHOOLS
Graduate Fellowships for Minorities

AAUW SELECTED PROFESSIONS FELLOWSHIPS award is up to $20,000, and the maximum amount of
AAUW Selected Professions Fellowships provide a graduate award is up to $30,000 in an academic year.
opportunities for women to pursue graduate and
first-professional degrees in architecture, computer FORD FOUNDATION DISSERTATION FELLOWSHIPS
and information sciences, engineering and math- The Ford Fellowship seeks to increase the diversity of
ematics, fields where women traditionally have the nation’s college and university faculties by increas-
been underrepresented and where the employment ing their ethnic and racial diversity. This fellowship
outlook and earnings potential are strong. To address provides one year of support to 30 individuals
the underrepresentation of women of color in prom- working to complete a dissertation leading to a Ph.D.
ising professions and encourage cultural diversity or Sc.D. The awards will be made to individuals who
in these areas, fellowships in business administra- have demonstrated superior academic achievement,
tion, law and medicine are also available, but only to are committed to a career in teaching and research at
women of color. Recipients must be U.S. citizens or the college or university level and show promise. The
permanent residents. fellowship pays a stipend of $21,000. Applicants must
be citizens, nationals or permanent residents (holders
AMERICAN INDIAN GRADUATE CENTER FELLOWSHIP of a Permanent Resident Card) of the United States.
Graduate fellowships are monetary awards made
to American Indian and Alaska Native graduate GEM FELLOWSHIP: M.S. ENGINEERING AND SCIENCE
or professional full-time, degree-seeking students FELLOWSHIP PROGRAM
currently enrolled in a university. AIGC administers The goals of the GEM fellowships are to increase
a Bureau of Indian Education contract to provide the number of underrepresented minority students
financial assistance in the form of scholarships to (African Americans, American Indians and Hispanic
eligible American Indian and Alaska Natives seeking Americans) pursuing graduate degrees in engineering
undergraduate, graduate and professional degrees in and natural science and to promote the benefits of a
science, technology, engineering and mathematics graduate degree within these industries. GEM M.S.
(STEM). The maximum amount of an undergraduate Engineering Fellows receive a $4,000 living stipend

per full-time semester up to four semesters ($8,000
At a glance…
per academic year — three quarters), up to two paid
summer internships with a GEM employer member,
and full tuition and fees provided by a GEM univer- Looking for ways to fund a graduate
sity member. Applicants must be a U.S. citizen or U.S. degree in a STEM field? These gradu-
permanent resident. ate fellowships are for minorities and
women in graduate school and provide
MELLON MAYS UNDERGRADUATE FELLOWSHIP (MMUF) grants to increase diversity in fields
The MMUF program aims to increase diversity in including nursing, architecture, mental
the faculty ranks of institutions of higher learning. health and technology — among others!
The MMUF program is coordinated on each of its
member campuses by faculty members and academic
administrators who select their institution’s under- Mentoring and continued early career support. The
graduate fellows, typically in the sophomore year. fellowship is open to minorities pursuing a Ph.D. who
Fellows have demonstrated academic ability and an are U.S. citizens or who have permanent U.S. residency.
aspiration to pursue a doctoral degree in selected
humanities, social sciences and physical sciences. U.S. LATINO LEADERSHIP FELLOWSHIP
The fellowship provides fellows with many forms of The U.S. Latino Leadership Fellowship is a game-chang-
support, including regular, structured programming; ing opportunity for practitioners, scholars and activists
faculty mentoring; term-time stipends for research ready to lead the transformation of U.S. Latino and
activities; support for summer research and repay- other underserved communities. The fellowship aims
ment of undergraduate loans up to $10,000. to create sustainable changes and innovative ideas to
revolutionize local and national policies toward these
NBCC MINORITY FELLOWSHIP PROGRAM FOR communities while also giving the fellow networking
MENTAL HEALTH COUNSELORS (MASTER’S) opportunities and leadership training. The fellowship is
These are fellowships of $10,000 for applicants study- open to all Harvard Kennedy School graduate degree
ing for a Master’s degree in mental health counseling. programs and includes full tuition, health insurance and
Eligible applicants must demonstrate knowledge of a $25,000-per-year stipend for the degree’s duration.
and experience with racially and ethnically diverse
populations and commit to providing mental health HEALTH POLICY RESEARCH SCHOLARS
services to underserved minority transition-age youth Health Policy Research Scholars is a national change
(16-25) populations. U.S. citizens and permanent resi- leadership development opportunity for full-time
dents are encouraged to apply, especially those from doctoral students from underrepresented popula-
underrepresented minority groups in the field. Eligible tions or historically disadvantaged backgrounds who
applicants must be enrolled in an accredited counsel- are entering the first or second year of their doctoral
ing Master’s program at the time of application. program in any academic discipline, are training to be
researchers and are interested in health policy research.
SREB-STATE DOCTORAL SCHOLARS PROGRAM The program is led by Johns Hopkins University, with
The program’s goal is to produce more minority participants completing their doctoral programs at
Ph.D. students who seek careers as faculty on college their home institutions across the U.S. Participants will
campuses. The Doctoral Scholars Program provides attend at least one annual gathering (travel funded by
multiple layers of support, including financial assis- the program); participate in leadership development
tance, academic/research funding, career counseling training, coursework and mentoring; and receive an
and job postings, scholar counseling and advocacy, annual stipend of up to $30,000 for up to four years.
a scholar directory for networking and recruiting, Participants are also eligible for a competitive disser-
invitation to the annual Institute on Teaching and tation grant of up to $10,000. 

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CALENDAR OF EVENTS
How New Features

Facilitate Job Seekers and
Employers at Virtual Job Fairs
BY RIDA STEPHEN
I f you’re seeking a job or are on the lookout for

the best talent, then virtual job fairs might be
the perfect place to find your next job or your
advantage of virtual job fairs.
SEARCH EXHIBIT BOOTHS AND RÉSUMÉS

next hire. Hybrid and remote work have revo- AHEAD OF TIME
lutionized work culture, so virtual job fairs are Virtual job fairs allow attendees access before the
your go-to. event goes live, so this is a great time to explore
employers and craft your résumé.
HOW CAN YOU BENEFIT FROM VIRTUAL JOB Virtual job fairs do not restrict you by
FAIRS? location, and you don’t have to worry about
Want to know more? These insights can help find traveling or finding exhibit booths for the first
your next job or the right candidates by taking time at the physical venue.
“Virtual job fairs allow attendees
access before the event goes live, so
this is a great time to explore em-
ployers and craft your résumés.”
BOOK MULTIPLE MEETINGS

Virtual job fairs provide networking options such as
1:1 appointments, chats and live Q&As for job seekers
and employers to connect in real time.
You can book multiple meetings with just a tap on
your device. Virtual job fairs also mean you can speak
to multiple candidates and employers in a condensed
time frame.
APPLY WITH ON-THE-SPOT

APPLICATIONS
Recruiters exhibit job vacancies at virtual job fairs,
and applicants benefit from these by applying on
the spot to multiple positions.
If you’re looking for variety in your job search,
you can browse recruiting booths, check job vacan-
cies or chat with employers to learn more about
positions and apply to jobs with a single click.
FILTER WITH USER SEARCH

The user search function is a search
directory within the virtual event. It’s an
effective way to search for desirable candi-
dates as well as look for recruiters.
You can employ user search to make
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filter profiles, short-list and interact with
potential candidates and send invites for
further discussion.

CHECK FOR MATCHMAKING OPTIONS
Matchmaking connects people who have
mutual interests — a powerful tool for
candidates and employers searching for
their next job or hire.
With matchmaking, you have the
option to take conversations forward
through audio, video or text chat.
“Virtual job fairs also

mean you can speak
to multiple candidates
and employers in a con-
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ENGAGE WITH ROUNDTABLES

Roundtables are yet another unique way of connect-
ing with like-minded users.
At a glance … If the virtual job fair has roundtables, you can
benefit by participating. Roundtables are an excellent
way for you to engage with professionals, exchange
If you’re on the hunt to find a job or
information and carry interest-driven discussions.
recruit candidates, virtual job fairs are
Now that you have a clearer idea of how you can
the perfect place to start. With fea- navigate your way through a virtual job fair, you’ll be
tures such as multiple 1:1, job search, prepared for the next one that piques your interest —
one-click applications and matchmak- and set yourself up for success. 
ing, virtual job fairs are sure to benefit
you, whether you’re a job seeker or an AUTHOR BIO:
employer. Rida Stephen
Rida Stephen is a Technical Content Writer at vFairs and has
been part of the organization for over a year. She comes with
three years of experience in content writing and has contrib-
uted to tech start-ups and development organizations.

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FALL-OCTOBER 2022 ISSUE

Job Search Resource Guide for Teachers

7-Day Job Search Success Plan............. 26

18 Fashion Hacks for Teachers..................... 28

7 Principles for Hiring Principals..................................40

How Principals Can Champion Change...................44 PUBLISHER

SOCIAL MEDIA COORDINATOR

Graduate Fellowships for Minorities..........................54

DESIGN & PRODUCTION

October 26, 2022 Virtual Fair Exhibitors..................63

VIRTUAL RECRUITMENT FAIRS

CALENDAR OF EVENTS COPYRIGHT 2022

Job Opportunities for Teachers....................................64

825 Town and Country Lane,

Fall 2022 Issue / DiversityInEd.com | 3

South Middlesex Regional Vocational South Carolina

6 | DiversityInEd.com / Fall 2022 Issue

“Lowering the Affective Filter When Managing

Trina Wilson Edwards

Fall 2022 Issue / DiversityInEd.com | 7

8 | DiversityInEd.com / Fall 2022 Issue

Partners are Saying About Their

i si on s fo r in NYC and partner to a large network of district

New V chools secondary schools, we can help you find a position

(New Yor receive enhanced instructional support, a range of

If community is the heart of Cary Academy, then

A c a d e m community are one of our greatest strengths.

C a r o l equitable and inclusive environment—one where

(Nort h everyone can fully participate, lend their voice, be

Since it began operating in 1997, the

Te c h n o l o g y believe that recruiting, supporting and retaining a

Publi setts)c S c our students. We welcome applications from

(M a s s a c h u positions in Berkshire County schools.

Fall 2022 Issue / DiversityInEd.com | 11

Dear KIPP New Jersey and KIPP Miami,

12 | DiversityInEd.com / Fall 2022 Issue

Dear Lydia, chers like

Fall 2022 Issue / DiversityInEd.com | 13

Teachers of the Year

E very year, we are delighted to join with

O riginally from Colombia, Juliana Urtubey, or

Fall 2022 Issue / DiversityInEd.com | 15

what it takes to have a “growth” mindset. Families and

2022 Teacher of the Year:

Photo credit: CCSSO

16 | DiversityInEd.com / Fall 2022 Issue

“Teachers are responsible for

anti-racist community work in action. For example,

Fall 2022 Issue / DiversityInEd.com | 17

Photo credit: University of Buffalo

Making Diversity Your

T he past several years have brought signifi-

GARLAND INDEPENDENT SCHOOL

Fall 2022 Issue / DiversityInEd.com | 19

20 | DiversityInEd.com / Fall 2022 Issue

Fall 2022 Issue / DiversityInEd.com | 21

A s we move forward into a new decade,

educational and professional goals in the classroom. In

“HOW TO”: ACE THE INTERVIEW

Fall 2022 Issue / DiversityInEd.com | 23

7 Steps to Effective Goal-Setting

G oal-making is a means to an end. The long-term

24 | DiversityInEd.com / Fall 2022 Issue

to work toward reaching my goal?” For each area that