"We Know How to Teach Our Babies!" Redesigning Systems to Recruit and Retain Teachers of Color in Tennessee's Charter Schools

Abstract

This research study examines the practices used to recruit and retain teachers of color in Tennessee charter schools. Commissioned by the Tennessee Charter School Center (TCSC), a mixed methods approach is employed to analyze the strategies implemented by charter schools, explore factors influencing the recruitment and retention of teachers of color, and investigate variations based on the concentration of teachers of color and contextual factors. The study identifies successful recruitment methods such as teacher referral programs, rigorous interviews, and appealing compensation packages. It is observed that teachers of color are primarily driven by their commitment to making a positive impact on students of color. In terms of retention, teachers of color seek school leaders who share their mission and values, and appreciate personalized coaching, differentiated professional development, and inclusive school environments that affirm their identities. Based on the findings, recommendations are provided to enhance the recruitment and retention of teachers of color, such as utilizing charter autonomy for equitable recruitment, prioritizing the professional purpose and identity of teachers during the hiring process, fostering culturally competent schoolwide systems, and investing in the experiences and professional development of teachers of color. By addressing these disparities and redesigning schoolwide systems to support, it is anticipated that the experiences of teachers of color will be enhanced, ultimately leading to increased recruitment and retention of teachers of color.