- Key findings
The author tells of the experience of cofounding a group of male teachers of color within the Boston Teacher Residency program. The group's theory of action was that professional development focused on addressing the unique challenges of male teachers of color would help these teachers develop tools and strategies to navigate their school environment. More importantly, these male teachers of color would be better able to focus on creating conditions that facilitated learning for students -- the majority of whom were of color and from working class families.
Black men have one of the highest rates of turnover in the teaching profession. Tweet
Through monthly meetings with fellow male teachers of color, group members provided each other with support and feedback on teaching practices and dilemmas faced in the classroom. Tweet
What made the Boston Teacher Residency Male Educators of Color Network unique was the opportunity to have a space to share and receive support around challenges faced as a result of their racial and gender identity. Tweet
Participants also learned strategies to improve learning conditions for students who have historically stood on the margins and enhanced their own tool kits for navigating their work environments. Tweet