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In Response to... The Face of the American Teacher (USA Today, July 2, 2003) implies that “minorities” are mainly the ones who, as Evelyn Dandy reports, “don't want to go into teaching [because they may have to take additional coursework to be "highly qualified" under new federal legislation]”. We find in our work throughout urban school districts that the vast majority of teachers respond to diverse students with energy and commitment when professional development programs are sustained and relevant to the mission of educating their students. We know that teachers of all ethnic and racial backgrounds can educate urban children when they believe in the potential of those they serve. As an African-American and an educator, I would hope that we may see in our lifetime role models in schools with whom all students can identify. Yet that hope is dimmed somewhat by the realities of the teacher demographic well into the future. Rather than waiting for change, I for one would think we would focus on helping all teachers grasp the great mission of lifting our society one child at a time. What is needed are clear demonstrations of student success. We have witnessed thousands of these stories where committed white female teachers have led their nonwhite students to succeed in the face of low expectations. These teacher believe in their students and live it on a daily basis. Some are heralded members of USA Today's All-USA Teacher First Team and many others remain unknown except by the students they have helped to graduate and enter a college and university of their choice. Eric J. Cooper All contents copyright ©2011 The National Urban Alliance for Effective Education |
