A New Ship Rising : E mpowering Minority Male Engagement and Longevity in Teaching

1. A New Ship Rising: Empowering Minority Male Engagement and Longevity in Teaching Dr. Nicole R. Hill Dr. B. Donta Truss Mr. Andrae Martin Dr. Travis Waters

2. Regional Urgency of Pipeline Restoration & Sustainability Pennsylvania Teacher Pipeline Crisis 4% of Teachers of Color 60% Decline of Black students in Educator Preparation Programs Our Work Matters…

3. Shippensburg University: Student Profile • 2660 Total Undergraduate Males • 5501 Total Undergraduate Students Reading Area School District: Profile Education Preparation Students: 1.6% Men of Color (AY 17-18)

4. 8% • 39% • -31% • = Student Success: African Americans Total Students African American Equity Gap Retention 2017 Cohort Male Retention 2017 cohort Graduation 2011 Cohort Male Education Graduation 2011 Cohort

5. 13% • 39% • -26% • = Student Success: Hispanic Students Total Students Hispanic Equity Gap Retention 2017 Cohort Male Retention 2017 cohort Graduation 2011 Cohort Male Education Graduation 2011 Cohort

6. 0% • 39% • -39% • = Student Success: American Indian Total Students American Indian Equity Gap Retention 2017 Cohort Male Retention 2017 cohort Graduation 2011 Cohort Male Education Graduation 2011 Cohort* *Please note: No American Indian Males were enrolled in the major.

7. Student Success: 4 Year Male Graduation Rate 2011 Cohort Population Total Students Equity Gap African American Male Hispanic Male American Indian Male

8. A New Ship Rising: Our Guiding Framework Empowerment-focused initiative Transforming obstacles into success opportunities Extension of teacher induction support Cultivation of males’ cognitive growth and development, self- efficacy, and professional identity as educators Engagement of community leaders and mentors Developmental framework across multiple milestones for men of color

9. Leveraging Our Expertise: Lessons Learned from the Urban Leaders Project • Pipeline of school leaders • Career pathway • K-12 and higher education relationship • Strategic recruitment • Cultural context • Reduction in turnover • Research to support district issues • Sustainability

10. Transformational Strategies within A New Ship Rising Tuition Assistance Initiatives and Scholarships Cohort Models for Social and Cultural Support Continual and Comprehensive Academic Support Leveraging of Professional and Academic Mentorship Models Career Placement Pathways Integrate Racial Literacy into Coursework and Workshops Advocacy for Hiring and Retaining Men of Color as Teachers (especially in elementary schools) Consciousness-Raising with School Administrators Integrating Apprenticeship Models for Teachers of Color Create Racial Affinity Spaces for Teachers of Color Critical Professional Development: Skills to understand embedded racial structures of schools • (Gist et al., 2018; Kohli, 2019)

11. Our Factors of Impact for A New Ship Rising

12. Impact Factor: Willingness to Respond to Community Needs • The collaborative model between Shippensburg University and regional school districts advances the efforts in the state of Pennsylvania and the region to tackle the teacher shortage crisis and significant challenges in diversifying the teacher pipeline. • Shippensburg University has historically been graduating and endorsing for certification White students with significantly low numbers of minority students completing our teacher educator programs. • Community embeddedness and responsiveness shapes the emergent model and creates opportunities for partnership cultivation.

13. Impact Factor: Power of Relationships and Growth Mindset • High-quality student-teacher relationships are positively correlated with higher student test scores (Lee & Loeb 2000; Yonezawa, McClure, & Jones, 2012); improved student engagement and motivation (Yonezawa et al., 2012) and reduced high school drop out rates (Bernstein-Yamashiro & Noam, 2013). • Building relationships make the difference. • “Kids don’t learn from people they don’t like” –Rita Pierson • Human connection is essential. • Relationships have the power to transform teachers/administrators from being ordinary individuals to • being champions. • No significant learning can occur without a significant relationship. - James Comer

14. Barriers to Sense of Belonging • Various macro and micro level factors found to be associated with students’ sense of belonging on campus (e.g., Hurtado et al., 1998; O’Keefe, 2013) • Historical legacy of inclusion or exclusion • Whitestreaming • Current policies and practices regarding diversity • Campus climate • Structural diversity • Friendliness and accessibility of staff and faculty

15. Impact Factor: Criticality of Resilience • By being resilient, students can face their: “Resilience is the ability to not only begin again after adversity, but to do so with no loss of passion, purpose, or power.”  – Cheryl Hunter • Stress • Anxiety • Fear • Loneliness • Depression • Homesickness • Lack of Finances • Academic Challenges • Transition to College • Social Awkwardness • Lack of Support

16. Impact Factor: Criticality of Resilience Six Domains of Resilience Model Source: https://home.hellodriven.com/6-domains-of-resilience.html

17. A New Ship Rising: A Cycle of Empowerment for Males of Color into the Teaching Profession The Power of Relationships The Importance of the Growth Mindset, The Criticality of Resilience, and The Willingness to Respond to Community Needs

18. A New Ship Rising: Our Developmental Trajectory

19. Exploring an Educational Identity Phase • Partnering with middle school (7– 8 grades) and high school (9-11 grades) students with underrepresented male college student mentors to investigate best practices in education • Partners as Explorers • Middle School, High School, College Students • Observe instructional practices in their school district settings • Coalesce around a civic issue in their community • Collaborate with high school and college student mentors to coordinate elementary level afterschool programs that balance building relationships with the growth mindset • Implement intervention that responds to identified need • Reflect on their own growth and showcase their cognitive and affective learning outcomes with both school district and university stakeholders

20. Maximizing Teacher and Student Roles in the Growth Mindset • During the second initiative, high school seniors, known as Maximizers, enroll in two college level courses over one academic year, one course in educational foundations and one in a liberal arts education course. • These students maximize their preparation for college through a mentoring program at the college level. • College faculty and/or staff meet with Maximizers as a cohort to address their needs and reflect on their experiences in the college classroom. • Maximizers have the opportunity to participate in a Black Male Initiative (BMI) designed to assist students with the transition from high school to the college environment and beyond. • Also, Maximizers enroll in a high school course that partners school district teachers with Maximizers ensuring that Maximizers participate in a Professional Learning Community that links concepts related to teaching and learning

21. Instituting Residency Teaching Experiences • Based on the medical residency model, teacher interns, knowns as Residents, are enrolled in a university for 30 credits over an academic timespan and are matched with a cooperating teacher who coteaches/coleads instruction in a school district setting for one academic year. • Daily Rounds • State supported • Community recruitment • Yearlong embedded experience • University and district support • Ongoing feedback and purposeful praise • Emphasis on socioemotional learning and development

22. Transition from Novice to Tenure Initiative • Teacher Leaders are employed by a school district and are in their first three years of service. Typically, school districts in the state of PA are required to participate in a one year/first year of employment induction program, but A New Ship Rising program lengthens that requirement to better address the transition from novice teacher to tenured teacher. • Teacher Leaders sponsor a community building experience that addresses a need and thereby reinforces the links between the classroom and the community, thus completing the cycle of empowerment. • Highly engaged induction process

23. Barriers to Student Success • First Person in Family to Attend College • Household Income is Below $48,000 Annually • High School Attended was Under Funded • Very Few People at the Institution Look or Sound Like You • Can’t Navigate Resources • Insecurities: Housing, Food, and Personal • Home Sickness • Isolation • “Can’t find my way” • Absence of role models in educational pathway

24. Current Initiatives to Recruit Diverse Students • Develop a multi-assessment strategy for admissions decisions, which includes essays, letter of recommendations, interviews, and the Grit Scale • Staff who serve as recruiters will receive training to enhance culturally competence about African American and Hispanic culture • Attend Hispanic focused college fairs in PA and surrounding states and do outreach to community organizations • Offer financial aid presentations at all on-campus events and in high schools with high numbers of African American students • Place a recruiter in the Reading School District to be in the high school daily as a college going process facilitator • Identify and engage current students to develop peer partnerships with incoming students • Conduct remote/mobile open house “get to know Ship” events in more urban areas • Have SU admissions staff partner with current students and alumni to offer more events, both on and off campus, to enhance the sense of community and safety with prospective African American students • Review local demographics and create programs for diverse students in our local area • Conduct remote/mobile open house “get to know ship” events in more urban areas • Offer cost-free bus trips to help students visit Shippensburg University and attend New Student Orientation • Offer evening “family sessions” in high school with high populations of Hispanic students—provide financial aid information in Spanish • Contact local and regional Latino/Hispanic organizations to collaborate with student recruitment • Develop a Spanish version of the Ship website, a Parent Portal for families to stay connected, and marketing material in English and Spanish • Using federal/state census population data, target denser areas for prospective Latino students

25. Current Initiatives to Retain Diverse Students • Design a segment of the Orientation program that speaks directly to African American and other under represented students’ needs. • Form a “coalition of caring” comprised of areas that more directly interact with African American Students • Financial Aid Office will create culturally sensitive, intrusive out reach approaches for sharing information with African American students • Develop a series of training workshops for faculty to educate them on issues that African American students may be facing, and implement open forums for students to educate them about African American culture • Develop a transition workshop segment that will involve faculty in educating students in bridging the cultural/diversity gap between home and college • Employ more African American faculty (2017 Fall Minority Faculty: 46 or 12% of all faculty) • Promote, develop, and implement programs that will target student groups who are at risk • Implement Beautician and Barbering Services at Shippensburg University • Identify first-year African American and Hispanic students with three or more “C’s” or at least one “F” for a special retention program • Target population for proactive advising and set-up mechanisms for 100% of African American and Hispanic students to receive intensive advising • African American and Hispanic students who have not registered for fall by June 1 will text messages, individual assistance, and personal calls • Establish registration benchmarks for diverse students by college and major and communicate progress towards benchmarks and strategies to reach benchmarks • For all African American and Hispanic students with over 104 credits, involve advisors and department chairs on which students have not applied for graduation

26. Reflections and Questions

27. Contact Us… • Dr. Nicole R. Hill, nrhill@ship.edu Dean of the College of Education and Human Services Shippensburg University • Dr. B. Donta Truss, bdtruss@ship.edu Senior VP of Enrollment Management, Student Affairs, and Student Success Shippensburg University • Mr. Andrae Martin, amartin@hannasd.org Principal, Sara Lindemuth Anna Carter Primary School Susquehanna School District • Dr. Travis Waters, twaters@shsd.k12.pa.us Superintendent Steelton-Highspire School District