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Recruiting Minority Teachers. A Practical Guide.American Association of Colleges for TeacherEducation, Washington, D.C.Metropolitan Life Foundation.ISBN-0-89333-061-28937p.

AACTE Publications, One Dupont Circle, Suite 610,Washington, DC 20036-2412 ($20.00).Guides - Non-Classroom Use (055) -- Reports -

Descriptive (141)

MF01/PCO2 Plus Postage.Asian Americans; Black Students; CulturalDifferences; Elementary Secondary Education; HigherEducation; Hispanic Americans; *Minority GroupTeachers; Role Models; Socioeconomic Background;*Student Characteristics; *Student Recruitment;*Teacher Recruitment; *Teacher Shortage

This publication was developed to meet an apparentneed for new and effective strategies to recruit greater numbers ofracial and ethnic minorities to the field of education. It dealsspecifically with prospective candidates who are Black, Hispanic, andAsian. The guide is organized in three sections. Part I, "Getting toKnow the Target Group", is based on a 1988 American Association ofColleges for Teacher Education national survey of teacher educationstudents and provides general background and preferences informationon students by race and ethnicity. Part II, "Concern, Commitment,Collaboration, and Creativity: The Four Cs of Recruitment," describesstrategies for recruiting individuals from various levels, namelyprecollege, college, and midcareer/nontraditional. Part III,"Recruitment Success Stories," describes programmatic andadministrative elements of four university-based minority recruitmentprograms. (JD)

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A PRACTICA UIDEAmerican Association of Colleges for Teacher ation

I III

A PRACTICAL GUIDE

American Association of Colleges forTeacher Education

One Dupont Circle, Suite 610Washington, DC 20036-2412

202-293-2450

3

111:13 MetropolitanLife Foundation

Support for this research project and the publicationof this document was made available by the Metropol-itan Life Foundation.

The opinions, conclusions, and recommendations ex-pressed in this guide are not necessarily those of thefunding source or the American Association of Col-leges for Teacher Education. AACTE is printing anddistributing this document to stimulate discussion,study, and improvement of teacher education.

Copies ofRecruiting Minority Teachers: A Practical Guidemay be ordered from:AACTE PublicationsOne Dupont Circle, Suite 610Washington, DC 20036.2412

Single Copy (prepaid) $20.00

Copyright CO 1989 American Association of Collegesfor Teacher Education

All rights reserved

Printed in the United States of America

Library of Congress Catalog N umber: 89-081814

International Standard Book Number: 0-893 -3-061-2

4

CONTENTS

Acknowledgments

Introduction 1

Part I: Getting to Know the Target Group 3

Part II: Concern, Commitment, Collaboration, and Creativity:The Four Cs of Recruitment 7

Precollege Students: Recruitment and RetentionStrategies 10

College Students: Recruitment and RetentionStrategies 14

Nontraditional Students: Recruitment and RetentionStrategies 17

Part III: Recruitment Success Stories 19

California State University-Dominguez Hills 21

Tht University of Louisville, the Jefferson CountyPublic Schools (JCPS), the JCPS Gheens ProfessionalDevelopment Academy 23

Xavier University of Louisiana 26

Heritage College 29

References 31

5iii

ACKNOWLEDGMENTS

The American Association of Colleges for TeacherEducation (AACTE) recognizes the many individualswho contributed to the development and publicationof this recruitment guide.

A national advisory committee was convened toinform the project which included a survey of teachereducation students' backgrounds and attitudes and thispublication. Members were: Richard Arends (Univer-sity of Maryland-College Park), Dorothy Prince Barnett(North Carolina A&T University), Ricardo Garcia(Eastern Montana College), Antoine Garibaldi (XavierUniversity of Louisiana), Chontell Richardson (How-ard University student), Ana Maria Schuhmann (KeanCollege of New Jersey), and Nancy Zimpher (OhioState University). Their advice and experience en-hanced all activities.

Drs. Garcia ind Garibaldi as well as Ella Simmons(Kentucky State 'Jniversity) and Philip Chinn (Cali-

fornia State University-Los Angeles) provided valuableservice in their site visits and subsequent reports ofHeritage College, Xavier University, University ofLou-isville, and California State University-DominguezHills. We also owe a debt of thanks to the administra-tors of those institutions for taking time from theirschedules to provide information and insights on effec-tive recruitment and retention programs.

While this project operated under the direction ofMary Dilworth, AACTE's director of research and in-formation, Dagmar Kauffman, program associate, con-tributed considerable time and energy in theorganization and development of this guide. Her fineskills are in evidence throughout this publication.

Finally this effort was made possible through thegenerous assistance of the Metropolitan Life Founda-tion.

INTRODUCTION

This publication was developed by the AmericanAssociation of Colleges for Teacher Education(AACTE) to meet an apparent need for new and effec-tive strategies to recruit greater numbers of racial andethnic minorities to the field of education. The shortageof Black, Hispanic, Asian, and Native American teach-ers is becoming increasingly evident in every region ofthe country; in urban, suburban, and rural school dis-tricts; and in public and private schools, colleges, anddepartments of education (SCDEs).

The call for more minority teachers is often accom-panied by the justification that Black, Hispanic, andother minority youngsters need role models in order tolearn more effectively. While role models enhance achild's impression of what he or she is or can he, thereis an even more important goal in securing a raciallyand ethnically balanced teaching population. Minorityteachers bring with them an inherent understanding ofthe backgrounds, attitudes, and experiences of studentsfrom certain groups and therefore can help inform ma-jority teachers on effective ways and means to commu-nicate with these youngsters. In addition, a teachingforce that reflects the community at large can fostergreater cross-cultural understanding and awareness.

In a sense, the critical shortage of minority teachersbegins at the earliest levels of education. Many of thenation's minority and/or low income students are thosemost at risk of low educational attainment find are lesslikely than majority students attend and completefour or more years of college. This clog in the pipeline,which limits the pool of college-bound students, whomight become teachers, must be remedied to increase

7

racial and ethnic representation in all professions, andteaching in particular.

The proportion of racial/ethnic minorities in theprofession is miniscule, particularly when measuredagainst the increasingly diverse K-12 school popula-tion. Of the current 2.3 million public school teachers(National Center for Education Statistics, 1989), mi-norities account for only 10.3% (National EducationAssociation, 1987) and projections indicate that by the1990s, minorities will constitute about 30% of thepopulation, but only 5% of the K-12 teaching force(AACTE, 1988). Disaggregating these data by race,Blacks represent 16.2% of the children in public school,but constitute only 6.9% of the teaching force; Hispan-ics represent 9.1% of the children in public school, butonly 1.9% of the teaching force; Asian/Pacific Islanders2.5% of the children in public school, but only 0.9% ofthe teachers; and American Indians/Alaskan Natives0.9% of the children in public schools, but only 0.6%of the teachers. Whites represent 71.2% of the childrenin the public school, but 89.7% of the teachers (OERI1987, NEA 1987)

Because a greater proportion (37%) of Black andHispanic teachers have 20 or more years of experiencetitan do White teachers (30%) (Metropolitan Life,1988), the minority teaching force can he expected toshrink even more if no action is taken to increase thenumber of minority teachers. At present, it is unlikelythat the nation's few remaining minority teachers willhe replaced, unless dramatic action is taken to encour-age minority recruitment and retention.

1

AACTE's 1987 enrollment data substantiate furtherthat minority participation in K-12 is significantlyhigher than participation in schools, colleges, and de-partments of education. At least one-third of the 50states have K-12 minority enrollments of more than20%, and of these, only six states have SCDE minorityenrollments that exceed 15%.

The limited number of Black, Hispanic, and otherminority students entering teacher education is onlypart of the problem. Equally disturbing is the Metropol-itan Life Foundation's annual report (The AmericanTeacher, 1988) finding that minority teachers are farmore likely than majority teachers to leave the profes-sion. By all indications, within the next decade, themajority of children in the United States will completeelementary and secondary school without encountering

2

a minority teacher. Clearly, initiatives must be estab-lished now to assure a more culturally enlightenednation in the future.

This guide is organized in three sections. Part I,Getting to Know the Target Group, is based on a 1988AACTE national survey of teacher education studentsand provides general background and preference infor-mation on students by race and ethnicity. Part II, Con-cern, Commitment, Collaboration, and Creativity:The Four Cs of Recruitment, describes strategies forrecruiting individuals from various levels, namely pre-college, college, and midcareer/nontraditional. Part III,Recruitment SucLess Stories, describes programmaticand administrative elements of four university-basedminority recruitment programs.

PART I

Getting ToKnow theTarget Group

Background information on your target audience isessential to developing an effective recruitment cam-paign. Where do today's teacher education studentscome from? What prompted them to go into teaching?What factors led them to attend a particular institution?These are just a few questions worth asking before youbegin your recruitment campaign.

Teacher education students are similar in manyways. The classic response for entering teaching is andhas always been "the opportunity to help children growand develop." Teacher education students also exhibitsome distinct differences because of their differentbackgrounds and cultures. These differences are worthnoting, particularly if you wish to attract a particulartype of teacher education student.

The following information has been drawn fromAACTE's recent national survey of teacher educationstudents. They are designed to he a useful reference andshould not be used to replace an assessment of your own

target group.

Teacher education students tend to

participate in extracurricular activities in highalthough Asian students are less likely

,n others to do so.

report a high school grade point average of B.

apply and be accepted to two or three colleges.

rely on information from friends, relatives, campusvisits, and brochures when making a decisionabout which college to attend.

recommend their college to others.

feel that they are successful in their teacher educa-tion programs and attribute that success to educa-tion faculty feedback and fellow students.

he 23 years old or older when they complete theirteacher education programs.

Black, Hispanic, and Asian teacher education stu-dents tend to

grow up in neighborhoods dominated by their cul-

tural group.

attead high schools dominated by members oftheir own racial/ethnic group.

consider a high school career guidance office moreimportant in their decision to attend college thanothers.

attend institutions with a critical mass of minori-ties.

feel that testing is necessary, but that current testsdiscriminate against minority students.

identify disciplinary problems in schools as a deter-rent to minority participation in the profession.

Hispanic teacher education students tend to

report English as a second language.

have mothers with less than a high school degree.

be less influenced by having the summers off than

others.

4 10 Getting to Know the Target Group

expect to attain a doctoral degree more so thanothers.

attend institutions less than 20 miles from home.

he less likely to have attended a different four-yearinstitution before attending their current institu-tion.

Black teacher education students tend to

rely on high school and career counseling more sothan others.

he less likely to attend their first choice of collegeprimarily because of the lack of financial aid.

receive teacher-education-specific financial aidmore often than others.

find teacher education professors less helpful in ca-reer preparation than others.

consider low teacher salaries an important reasonfor preventing minorities from entering the profes-sion.

Asian teacher education students tend to

rely more heavily than others on college catalogsto decide what college to attend, and less on cam-pus visits.

travel greater distances to attend college than oth-ers.

consider the overall appearance of a college cam-pus of lessor importance than others.

consider personal and academic counseling, andthe availability of tutoring services, more impor-tant than others.

have English as a second language.

have an estimated combined parental income ofless than $20K.

find their college's administration insensitive tominorities more so than others.

11Getting to Know the Target Group 5

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PART II

Concern,Commitment,Collaboration,And Creativity:

The Four CsOf Recruitment

Concerns about the dwindling number of minorityteachers have generated a tremendous amount of com-mitment, collaboration, and creativity among those

responsible for recruitment activities in teacher educa-tion. Annual conferences, for example, in Lexington,Ky., and Norfolk, Va., where educators have cometogether and exchanged ideas and strategies successfulin recruiting minorities, have spurred on recruitmentactivities throughout the nation. The most recent pro-ceedings of the Lexington corik.;ence demonstrate theactivities in this area (Middleton, 1989).

The four Cs of recruitmentconcern, commitment,collaboration, and creativityrepresem factors impor-tant for the success of your particular recruitment ini-

tiative.First, you and your fellow administrators in schools,

colleges, and departments of education (SCDEs); instate, regional, or local education agencies; in teacherunions; and in other organizations must concern your-selves with the various aspects of the problem and heready to tackle them.

Second, commitment to the recruitment program orproject that you and all of the involved parties devisemust he recognized as a characteristic vital for success.Capable and responsible leadership, sufficient alloca-tion of resources, and the provision of incentives forstaff and students to support and participate in yourprogram will ensure its effectiveness.

For you to succeed in your recruitment effort, it isimportant that you make it a high priority for yourcampus or agency and that it involve all faculty or staff.

Moreover, the recruitment effort should provide the

highest quality of programs, role models, and experi-ences for the prospective minority teachers.

Regular staff and resources should be committed tothe effort. With the support of new funds or reallocatedexisting funds, you should appoint full-time minorityrecruiters and advisors to recruit and retain minorityteachers for your campus or agency.

Third, collaboration among all of those concernedabout the problem is important. The sharing of infor-mation, resources, and responsibilities and the ex-change of staff enhance the prospects for programsuccess.

Fourth, creativity in developing your institution'srecruitment program is an ingredient essential for suc-cess. In conceptualizing an approach for your institu-tion or agency, you should be creative and ready tocombine strategies, piece elements of different strate-gies together, or simply try something for which theremay he no model.

This section is designed to give you helpful andpractical ideas of activities that have been successful inincreasing the number of minority teachers. Eventhough some of the strategies may not work for you, acombination of others may serve your institution oragency well.

The strategies arc organized into three parts reflect-ing the different pools from which potential teachers

can he recruited: precollege students, college students,and nontraditional students.

The precollege student group includes elementary,junior high, and senior high school students. Studentstypically decide if they will attend college by the time

138 Concern, Commitment, Collaboration, and Creativity

they enter junior high school. A large proportion of theprecollege students have talked to their parents andpeers about college and have visited a college campus.Most junior and senior high school students, whenasked about the occupation they will likely have by thetime they are 30 years old, express the desire to he ateacher (Council for Advancement and Support ofEducation [CASE], 1988).

Since the decision-making process starts early, onecannot wait to publicize a particular program and re-cruit students until the students have reached theirsenior year. Recruitment can start as early as fifth grade(CASE, 1988).

The college student group includes students enrolledin four-year institutions who have not declared majorsand students who are enrolled in two-year colleges. Thenumber of students who are undecided about theirmajors has increased in recent years, as has the percent-age of minority students enrolled in community colleges

(American College Testing Program, 1986; Darling-Hammond, 1985). These students, who have tradition-ally been regarded as the most desirable targetpopulation, constitute a large pool of potential teachers.

The nontraditional student group is a pool of poten-tial teacher candidates who typically have not beenpursued. This group includes professionals and militarypersonnel who have retired from their jobs and areinterested in teaching careers; those who may have heldteaching certificates at one time but pursued othercareer interests; paraprofessionals who, in many in-stances, already hold two-year degrees and work, forexample, as teacher aides; professionals from a widevariety of fields who seek a career change; two-yeargraduates interested in teaching; and college graduateswho chose to raise children and are now interested incareers outside the home.

14Concern, Commitment, Collaboration, and Creativity 9

PRECOLLEGE STUDENTS:RECRUITMENT AND RETENTION

STRATEGIES

Efforts to recruit elementary, junior high and seniorhigh school students into teaching have been creative.Techniques have focused on disseminating informationabout the teaching profession, programs, internships,financial assistance, and many other activities. In thisearly stage of choosing an occupation and selecting acollege or university, two-thirds of all junior and seniorhigh school students rely on college brochures andcatalogs as well as on recommendations and advice fromparents or friends. Therefore, administrators should hesure to emphasize the dissemination of information intheir recruitment efforts and involve the students' par-ents or guardians and friends (American Association ofColleges for Teacher Education [AACTE], 1988).

MAIL CAMPAIGNSPersonalized letters are mailed to high school juniors

and seniors introducing the SCDE or the particularprogram and inviting the students to visit the campusor program site. The SCDE decides on the particularstudent body it wants to attract, e.g., students in acertain geographic area or with a specific teachinginterest, and requests addresses from local high schoolsor school districts. Another option is to recruit localhigh school counselors to coordinate and assist in thisdissemination effort.

Mail campaigns are particularly effective in generat-ing student interest when letters address the student

1510

personally, convey a clear and persuasive message relat-ing to the student's needs, and include attractive, easy-to-understand informational material. SCDEs andother agencies may work with volunteer crews to followup the mail campaigns with periodic phone calls. Thiswill sustain and foster students' interest in the teachereducation program.

INFORMATION HOT LINESA toll-free telephone hot line staffed by the SCDE

or other agency may be established, providing informa-tion on the education program, the reaching profession,financial aid, college entrance requirements, and otherimportant criteria. The hot line may be statewide ornationwide and operate during set hours each day orweek.

A hot line is particularly helpful in areas with fewuniversities or colleges, where other outreach programscannot be easily coordinated. Such a phone number,which should he advertised to high school counselorsin a specific region or in the entire state, is a helpful toolfor identifying students interested in teaching careers.

ADVERTISING CAMPAIGNSPublicizing the need for teachers through advertise-

ments on local radio and television stations is alsouseful. A hot line number and/or contact addresses canhe advertised, so that students can request information.

Concern, Commitment, Collaboration, and Creativity

Attractive bookmarks can be sent to callers and alsoplaced in public libraries, bookstores, record shops, andother public places frequented by adolescents.

In response to students' inquiries, agencies shouldsend personalized letters. Letting students know thatthey are communicating with a "real" person in thisotherwise impersonal process is important and usuallygenerates a higher response rate.

CAREER -IN- EDUCATIONCONFERENCES

The SCDE and/or other agencies, in conjunctionwith one or more high schools, may sponsor a Career-in-Education conference for students interested inteaching. Presentationsby SCDE, school, and districtfaculty and administratorsand workshops or seminarsgive high school students an idea of what college andteacher education programs are like. If institutionwidecareer fairs are held on your campus, the SCDE shouldbe sure that education as an occupation is represented.It is most important that these presentations includeinformation about the supply and demand of the teach-ing profession so that students will know jobs are avail-able and they will become familiar with the salary rangeand the kinds of fringe benefits.

In this kind of informal atmosphere, complete withrefreshments, high school students are provided withthe opportunity to meet faculty and administrators andlearn about the teaching profession.

Visiting students should sign attendance sheets,which can then be used for follow-up activities.

CAMPUS VISITSIn collaboration with a local elementary or high

school, the SCDE may sponsor campus and departmen-tal visits to give students information about teacher

Concern, Commitment, Collaboration, and Creativity

education and the campus. High school principals orcounselors can identify students interested in the teach-ing profession and also can visit the campus with thestudents.

The goal of campus visits is twofold: to bring studentsto your campus and to give you an opportunity to meetand network with local school counselors, who can playa central role in your recruitment effort.

RECRUITMENT TRIPSAdministrators and faculty may also make recruit-

ment trips to other areas to identify qualified studentswho are interested in education.

SCDEs and school districts that are located in areaswithout a broad base of college-bound youth may findrecruitment trips very helpful. An administrator couldinvite promising students to visit the campus, possiblycovering their travel expenses and/or offering financialincentives such as assistantships to those who decide toattend the institution.

TEACHER CAMPSThe SCDE in collaboration with the school district

may also identify high school students interested inteaching and place them as teacher aides in elementaryschook. Before their assignment in the fall, they mightattend a summer camp hel.: . r the university to famil-iarize themselves with the university system and toreceive information on the teacher education programand the teaching profession. The camp could also pro-vide workshops on test-taking skills and improvingstudy habits.

Efforts such as this strengthen the relationship be-tween public schools and institutions of higher educa-tion and demonstrate to stuOents that teachers are partof a professional team.

16 11

ALUMNI NETWORKSThe SCDE may compile a list of education alumni

who currently teach or have taught and enlist them asvolunteer recruiters of high school students. Alumniwould visit high schools, talk about the teaching pro-fession, and disseminate information about the SCDE.

The alumni would interact on a one-to-one basiswith the high school students, share their experiencesas teachers, and be role models for the students. Thesealumni also could assist the students with the collegeapplication process as well as schedule financial aidseminars for parents and students.

The SCDE may consider using the pool of minorityteachers who are early retirees to serve as role modelsin recruitment programs and other college activities.Many early retirees are still energetic and enthusiasticand can be effective recruitment evangelists.

PARENTS' NIGHTSThe SCDE or other agencies and parents and guard-

ians of students who have expressed interest in teachingmay arrange for a Parents' Night at the university forlight refreshments and information on the department,the profession, college entrance requirements, and fi-nancial aid. Because the majority of the students lookto their parents or guardians for information and adviceon choosing a profession (CASE, 1988), Parents' Nightactivities emphasize and confirm parents, students, andeducators as a decision-mA:.--, team and provide themwith important infortnatioil uhout teaching.

FUTURE EDUCATORS'/TEACHERS' CLUBS

In collaboration with state agencies, SCDEs andpublic schools may establish or revive Future

12 17

Educators'/Teachers' Clubs, thereby exposing studentsto the teaching profession early in the formative yearsof their schooling.

High school counselors could attend seminars tolearn about the clubs and initiate them at their schools.SCDEs and school districts should compensate thecounselors for these added responsibilities.

Student involvement in these clubs might includetutoring, serving as teacher aides, and making field tripsto a local university where the students could familiarizethemselves with the teacher education program and thecampus.

The combination of students' early exposure to theteaching profession and a professional partnership be-tween schools and postsecondary institutions is likelyto stimulate students' interest in college and especiallythe teaching profession.

TEACHER EDUCATION COURSESThe SCDE or other agencies may want to give high

school juniors and seniors the opportunity to take aspecific number of tuition-free credit hours for highschool or college credit. Students could be required tomeet a certain grade point average (GPA) and havetheir teachers submit recommendations. Introductoryfoundations and methods courses could be team taughtby SCDE and school faculty.

TEACHER MENTOR PROGRAMSThe SCDE, a local high school, and the state educa-

tion agency might establish a teacher mentor program.SCDE and school faculty could be assigned to serve asmentors for high school students interested in a teach-ing career and to provide them with (1) informationabout the teaching profession, (2) personal support, (3)and ongoing mentoring throughout college.

Concern, Commitment, Collaboration, and Creativity

Other ways that SCDE faculty could serve as men-tors to junior high school students include involvingthem in book reports and meeting with them to talkabout their work. Early exposure to the university andfaculty increases the students' familiarity with and in-terest in college and the teaching profession.

The success of mentor programs increases signifi-cantly if the mentors receive release time for their newresponsibilities so that they can advise and counselstudents effectively. If this responsibility is merelyadded to someone's job description, it is likely that thestudent will not receive adequate attention.

TEACHING MAGNET SCHOOLSAND PROGRAMS

SCDEs might collaborate with local school districtsto establish magnet schools designed specifically forfuture teachers. SCDE faculty and high school teacherscould collaborate in teaching magnet school programs,making presentations on various topics related to be-coming a teacher. SCDEs network with magnet schoolsand facilitate the college application process when stu-dents finish high school.

This type of collaboration facilitates the recruitmentprocess for SCDEs, because the students enrolled inteaching magnet programs have already expressed a

desire to become teachers. Programs of this kind existat Calvin Coolidge High School in Washington, D.C.and the Crenshaw Teacher Training Academy in LosAngeles.

FINANCIAL INCENTIVESSCDEs, universities, or state agencies might provide

at least one annual four-year financial aid package perhigh school for promising students who commit toteaching in the state for at least the specific time lengthof the loan thereby allowing the loan to be forgiven.

In collaboration with the state's school systems,SCDEs might offer incentive programs for qualifiedhigh school juniors and seniors. SCDEs can plan indi-vidualized financial aid packagestaking advantage ofavailable scholarships, grants, and loansfor eligiblestudents' college education. School districts can alsocontribute to the students' expenses and agree to em-ploy the students after graduation.

The combination of a sound financial aid packageand a school district's promise of a job and/or contribu-tion to college expenses will significantly alleviatestudents' fears that a college education will be tooexpensive and that he or she will not find employmentafter completing the teacher education program.

IsConcern, Commitment, Collaboration, and Creativity 13

COLLEGE STUDENTS:RECRUITMENT AND RETENIION

STRATEGIES

Students in this group include four-year college stu-dents who have not yet declared a major and studentsenrolled in two-year colleges. Two-year college stu-dents are a particularly good group to recruit because asmall percentage typically transfer to four-year collegesand universities. Many of the students may be interestedin teaching careers and would welcome information onthe teaching profession, financial aid, and transfer to afour-year institution.

The demographics of the two-year college studentgroup have changed from traditional students whowould enter college immediately upon completion ofhigh school to students with a mean age of 24 years.Today, 25 percent of the students in this group aremarried and hold jobs (AACTE, 1988).

In planning recruitment and retention activities, youhave to be prepared to accommodate the needs ofnontraditional students. These students need, amongother things, child-care services and course schedulesthat offer evening classes.

OUTREACH PROGRAMSOutreach programs are particularly effective in intro-

ducing the SCDE to prospective teachers in the college-student group.

Annual SCDE PicnicsThe SCDE and enrolled students can invite those

students who have not yet decided on a major to an

annual picnic to promote education as a career. A listof names is obtained from the registrar's office andscreened for certain GPA requirements and otherteacher education criteria.

The selected students receive personalized lettersemphasizing their potential to become teachers andinviting them to the picnic. Education faculty andstudents ensure that each participant receives individ-ual attention. Participating students sign an attendancesheet so that administrators can follow up with themafter the picnic.

SCDEs also can establish a "Teacher Education Day"on campus and invite school district personnel officersto talk about employment opportunities in the teachingprofession.

Community College Articulation ProgramsThe SCDE and other agencies' administrators and

faculty might visit area community colleges to presentcareer information and organize financial aid work-shops and campus visits. Presentation of preliminaryinformation could possibly expand into an articulationprogram between a two-year and a four-year institution.

SCDEs might establish partnerships with local com-munity colleges, giving students the opportunity tocomplete certain courses on SCDE campuses. Studentscould receive credit for their first two years at thecommunity college and then transfer to the four-yearinstitution.

1 914 Concern, Commitment, Collaboration, and Creativity

A dual admissions process, by which the communitycollege students are admitted at both institutions, couldfacilitate this program. If the colleges are in close prox-imity, visits and other activities can be arranged so thatcommunity college students can familiarize themselveswith the four-year campus and the college environ-ment.

Marketing and PlacementMarketing and placement services sponsored by the

SCDE serve both recruitment and retention purposesby showing students their work following graduation isimportant.

Tea,:hek.::' Fairs. SCDEs and school systems mightorganize teachers fairs on campus to provide opportu-nities for school official:, to interview teacher educationdegree candidates about jobs upon graduation.

Marketing of Graduates. SCDEs could maintain alist of persons about to graduate and, with the consentof the students, advertise the list to school districts andalso act as a clearinghouse to match graduates withvacant positions. An effective placement service (1)retains already enrolled students, (2) conveys a positiveimage of the institution to its students and the commu-nity, and (3) successfully completes the education pipe-line process.

Internships with School DistrictsSCDEs might collaborate with public school systems

and offer their education majors an opportunity tointern in those districts. Summer programs are desirablebecause they give students an opportunity to gain ex-perience while having a paid summer job.

SUPPORT SERVICESSupport services retain students and make them feel

comfortable in the college environment.

Faculty Mentor Programs. SCDEs can compile listsof all minority students applying to the SCDE andassign faculty members as their counselors to providesupport and encouragement even before their admis-sion to the SCDE.

Student Mentor Programs. SCDEs might matcheach new student with a junior or senior student in theteacher education program. The mentors provide sup-port and assist new students in their new environment.To equip them to help, mentors would attend a seminarto learn about the needs of incoming students and whatservices (career counseling, tutoring services, etc.) theycan refer new students to.

Faculty and student mentors can provide essentialsupport and encouragement to help students who arefeeling overwhelmed by the college experience andprevent them from dropping out.

Mandatory Education Orientation Classes. SCDEfaculty can be as-igned to teach orientation classes onthe education curriculum, student teaching, and othermatters to provide new students with a sense of direc-tion in their new environment.

Academic Advising and Tutoring Centers. Ap-pointed faculty can maintain an advising and tutoringcenter, which provides academic support such as writ-ing and test-taking workshops as well as one-on-oneadvising and tutoring services. In addition, holdingregular meetings of all education majors where they canshare their experiences and problems increases thestudents' comfort level and reduces the probability oftheir dropping out.

FINANCIAL INCENTIVESSCDEs in collaboration with school districts should

design financial incentive packages in any of the fol-lowing forms.

Concern, Commitment, Collaboration, and Creativity0 152

Early Teaching Contracts. SCDEs and school dis-trict(s) might offer early teaching contracts to educa-tion majors. The students are promised a teachingposition at a certain salary upon graduation.

State Scholarships and Forgivable Loan Programs.States could award student loans and scholarships of upto four years if the recipients agree to teach (1) in acertain area of the state (urban, suburban, or rural,depending on the state's needs), (2) in the state ingeneral, and/or (3) in a certain subject area.

Tuition Remission. SCDEs and other organizationsmight provide free tuition to outstanding students. Alist of students who are academically successful caneasily be obtained from the registrar's office, with thestudents' permission.

Because lack of financial assistance is the most com-monly cited stumbling block for students in postsecond-ary education, you should continuously explore newavenues and sources to support education students.

sl 1

16 Concern, Commitment, Collaboration, and Creativity

NONTRADITIONAL STUDENTS:RECRUITMENT AND RETENTION

STRATEGIES

Because most recruitment efforts have focused oncollege-bound students, the pool of nontraditional stu-dents has been neglected. In recent years, institutionsof higher education, nonprofit and professional organi-zations, state education agencies, and teacher unionshave recognized the potential value of recruiting mid-career professionals who want to change their careersand military and other professional retirees who areready to pursue second careers. Although the personsin this pool have divelMfied educational and occupa-tional backgrounds, rnilny hold baccalaureate or two-year degrees, thus making them ideal candidates for theteaching profession.

RECRUITMENT OFPARAPROFESSIONALS

SCDEs and state and local education agencies maywant to consider designing one of the following pro-grams to recruit paraprofessionals.

Career Mobility Programs. State education agenciescan establish a career mobility program for paraprofes-sionals who already are working in classrooms assistingteachers with particular subjects. These persons shouldhave a high school degree and have completed a specificnumber of college credits. To become certified as ateacher, the paraprofessional would take a set numberof credits per semester, paid for by the agency.

Concern, Commitment, Collaboration, and Creativity

Career Ladder Programs. School districts withteacher shortages might collaborate with universities toestablish a career ladder program for their teacher aides.The university can organize evening classes, at eitherthe school site or the university campus, and the teacheraides can tak,.:. the same classes as do conventionaleducation majors.

To be eligible for the program, the aides must havecompleted their first two years of general education.The admission requirements can include (1) a writingsample, (2) letters of recommendation, (3) classroomobservations, and (4) a successful interview with a localprofessional education advisory board consisting ofteachers and university professors.

An aide's salary would be provided by the schooldistrict, and the project coordinator would be compen-sated jointly by the school district and the university.The university would offer program participants re-duced tuition rates.

Internship Programs. In collaboration with a localschool district and a university, administrators mightestablish an internship program for paraprofessionalswho have completed two years of college coursework.The program could include two summers of courseworkin addition to a one-year internship. The internshipcould be implemented at either the elementary or the'secondary level. The school district would pay theinterns as well as their mentors a full salary for a slightly

22 17

reduced teaching load. The university would providethe coursework at reduced tuition rates or waive tuitioncompletely. The organizer of the facilitating agency(state education agency, nonprofit organization,teacher union, etc.) would coordinate the effort.

The advantage of paraprofessional programs lies inthe paraprofessionals' experience and familiarity withthe profession. They are interested in the profession andmotivated, and they welcome the means and the oppor-tunity to become certified teachers.

RECRUITMENT OF RETIREES ANDCAREER CHANGERS

Professionals who are retiring, retired, or changingcareers may be recruited for an internship program. Incollaboration with U.S. military bases, professional or-ganizations, school districts, and local universities, ad-ministrators can identify retiring and retired persons orother college graduates who are interested in obtainingteacher certification. University faculty would inter-view applicants and review their backgrounds to ascer-tain their knowledge of the subject matter that would

be taught. Faculty also would assess applicants' priorteaching experiences and their interest in and commit-ment to teaching.

The nontraditional teachers would be required totake a year of intensive professional educationcoursework at the university, which could be comple-mented by a workshop before the beginning of thesemester. The workshop would enable these students toget to know each other, discuss schools and teaching,participate in early field experiences, and completesubject-matter courses in their specialties if necessary.

At the beginning of the semester, the school districtwould place the students as paid interns for one aca-demic year. University faculty and school district super-visors would evaluate the interns.

Persons in this group possess extensive subject-mat-ter knowledge, accumulated during the careers fromwhich they are retiring or want to change. Many ofthem are interested in becoming teachers so that theycan share their knowledge with young people.

23

18 Concern, Commitment, Collaboration, and Creativity

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Administrators who are engaged in the recruit-ment of minorities into the teaching profession are wellaware that no single solution, effective strategy, orperfect model exists that can alleviate the current mi-nority teacher shortage.

Instead there are multiple solutions, a variety ofeffective strategies, and several success stories. Thefollowing examples profile successful minority recruit-ment efforts at California State University atDominguez Hills, the University of Louisville in collab-oration with the Jefferson County Public Schools(JCPS) and the JCPS Gheens Professional Develop-ment Academy (Ky.), Xavier University of Louisiana,and Heritage College in Washington.

These four case studies illustrate effective recruit-ment and academic efforts at large, small, public, pri-vate, and historically Black institutions. Located indistinctly different geographic regions and serving dif-ferent racial and ethnic groups, all of these institutionshave used a variety of successful recruitment and reten-tion strategies.

20

Despite their diversity, these institutional programshave several common characteristics without whichLheir recruitment efforts would not be successful:

institutionwide commitment to recruit minoritiesinto teacher education programs

campus climate supportive of recruitment activities

strong retention components

enthusiasm, energy, and creativity devoted to tl,erecruitment effort shared by all administrators andfaculty involved

commitment to collaboration

adequate allocation of institutional and departmen-tal resources (funds, release time, etc.)

solicitation of external funding sources

rJRecruitment Success Stories

CALIFORNIA STATEUNIVERSITY-

DOMINGUEZ HILLS

INSTITUTIONAL . BACKGROUNDAND SETTING

California State University at Dominguez Hills(CSUDH) is a mid-sized regional university in south-central Los Angeles. One of 19 institutions in theCalifornia State University system, CSUDH has anenrollment of approximately 7,000 students. In addi-tion to serving nearby communities with large Blackand Hispanic populations, it serves communities withlarge numbers of Asians and Pacific Islanders who livewithin driving distance of the university.

In this context and given a high percentage ofminority K-12 enrollment in the surrounding publicschools, CSUDH works closely with the three schooldistricts (Los Angeles Unified, Compton Unified, andLennox Unified) that hire the majority of CSUDH'steacher graduates.

RECRUITMENT PROGRAM

Program CharacteristicsRecognizing the demographic changes in Southern

California and the urgent need for minority teachers,CSUDH's administration made a commitment to meetthe needs of the local school districts surrounding it.

To accomplish that goal, CSUDH's education unit,the Center for Quality Education, de., eloped a recruit-ment program titled Pool of Recruitable Teachers(PORT). PORT recruits teacher aides, particularly

Recruitment Success Stories

from the Lennox and Los Angeles Unified school dis-tricts, and works closely with the local communitycollege at which these students initially enroll.

The second target population includes junior highschool students, who are given an opportunity to enrollin a professional education course, "World of Educa-tion." The students receive college credits for taking theclass, and after successfully completing their homeworkassignments, they serve as tutors in area elementaryschools.

Complementing this initiative is the Saturday Pro-gram, an on-campus program introducing junior andsenior high school students to the classroom. To pre-pare for their Saturday assignment, the students enrollin a ten-week program that includes three weeks ofpreparation ani seven weeks of teaching elementaryschool students. The students receive an hourly wagefor their work as teachers.

No program can be successful without a strongretention component. For this purpose, CSUDH de-signed a faculty mentor program that assigns facultymembers to minority students to provide guidance,advice, and counseling when needed.

Admission RequirementsStudents in the California State University system

must rank in the upper third of their high school giad-uating class to qualify for admission. Grade point aver-age and a combination of Ac 7 and SAT scores are used

26 21

to determine an applicant's eligibility for admission.Because state guidelines permit institutions in the Cal-ifornia State University system to admit 15 percent ofstudents who do not meet the more traditional admis-sion criteria, CSUDH uses this contingency almostexclusively to recruit minority students.

To be admitted to the CSUDH's education unit fora certification program or a graduate degree, studentsmust rank in the upper half of students in their bacca-laureate major and must have passed the CaliforniaBasic Skills Test (CBEST). Because passing the CBESTis a requirement for certification in California, thecenter ensures that all of its students have passed thetest before they obtain certification. The center pro-vides a CBEST preparation course and practice testwithout charge.

Financial AidFinancial aid is readily available to education stu-

dents through state and federally funded programs, al-though none of the programs are specifically earmarkedfor education students. When students in the teacheraide program need financial assistance, the educationunit helps them find a teaching position.

PROGRAM ADMINISTRATIONAs are most ventures of this nature, the PORT pro-

gram is costly. The administration of the program re-

quires six persons (one full-time, five part-time) whoassume responsibility for project oversight, personnel,budget, coordination of the high school students' staffdevelopment, and overall project implementation.

One indication of the supportive climate on campusand the institutional and departmental commitment tothe recruitment of minority students is the fact that thepart-time administrative staff contribute their time. Inaddition, the education unit has received a three-yearCarnegie Corporation grant that supports the project.

SUCCESS IN A NUTSHELLDespite logistical problems inherent in such an inno-

vative project, several strengths enabled the PORTproject to be successful:

institutional and departmental commitment to pre-pare students for a multicultural and multiethnicenvironment, a commitment reflected in specialadmission criteria for minority students

close collaboration with surrounding school dis-tricts and communities

successful solicitation of external funding sources

2722 Recruitment Success Stories

THE UNIVERSITY OF LOUISVILLE,THE JEFFERSON COUNTY PUBLIC SCHOOLS

OCPS),AND THE JCPS GHEENS PROFESSIONAL

DEVELOPMENT ACADEMY

PROJECT BACKGROUND AND SETTINGThe Jefferson County, Ky., Minority Teacher Re-

cruitment Project (MTRP) is a collaborative effort be-tween the Jefferson County Public Schools (JCPS), theJCPS Gheens Professional Development Academy, andthe University of Louisville. The project was initiatedby a JCPS superintendent and a professor of educationat the University of Louisville in spring 1985.

The JCPS school district is a large, urban schoolsystem with a student enrollment that is 32 percentBlack; however, only 15 percent of the teachers in thisurban school system are Black. To increase the numberof minority teachers in the system, the University ofLouisville in collaboration with the Jefferson CountyPublic Schools, which were under a court-ordered de-segregation mandate from 1975 to 1984, implementedthe MTRP project.

RECRUITMENT PROGRAM

Program CharacteristicsThe Jefferson County Minority Teacher Recruit-

ment Project has developed three recruitment compo-nents addressing different student pools in itscommunity.

The Post-High School Program (PHSP) identifiespost-high school candidates who are interested inteaching as a career. Most persons in this pool had notobtained teacher certification, for reasons such as lackof financial resources, or a decision to pursue anothercareer.

These nontraditional students include not onlyJCPS teacher aides and nonprofessional employees ofthe school district and the university, but also employ-ees in the business community such as secretaries, con-sultants, and managers. Program participants areprimarily Black women, the majority ranging in agefrom 18 to 39. Of the 115 current participants enrolledat the University of Louisville, approximately 17 per-cent hold baccalaureate degrees. Almost 50 percenthold an associate degree or have studied beyond theassociate level. The current participants are pursuingcertification in these areas: 58 in elementary education(K-4), 17 in middle grades (5.8), 33 in secondary grades(9-12), 4 in K-8, and 3 in grades 7-12.

Since its inception, the program has experiencedconsistent growth. The number of persons participatingin the program has increased from 300 inquiries aboutthe program and 125 accepted participants in spring

aRecruitment Success Stories 23

1986 to more than 600 inquiries and 238 acceptedparticipants in spring 1988.

Recognizing that nontraditional students need sup-port services without which they may be unable toparticipate in the program, MTRP coordinators serveas mentors, giving students moral support and encour-agement. They assist PHSP participants, for example,with developing household budgets, acquiring transpor-tation, and obtaining child-care services.

Because participants complained about "being theonly minority" or "the only nontraditional student" intheir classes, the MTRP devised a team system. Thementors advise students in pairs, schedule their classestogether, and encourage them to coach each other inpreparing for examinations and completing assign-ments.

The High School Teacher/Mentor Program(HST/MP) involves all of Jefferson County PublicSchools' 21 school districts. This MTRP componentfocuses on early identification of future teachers. Thetarget group is comprised of freshman, sophomore, ju-nior, and senior high school students, although juniorsand seniors are given priority in the selection process.The program concentrates on recruiting Black students;however, nonminorities are also admitted and consti-tute approximately 15 percent of the total. Eighty per-cent of all HST/MP participants are enrolled in collegepreparatory courses at their high schools.

Twenty-five JCPS teachers serve as on-site MTRPcoordinators and mentor a total of 400 students whohave expressed interest in becoming teachers. Thementors receive special recognition and a small annualstipend. They work closely with the school administra-tors and counselors and develop individual recruitmentand retention plans for their schools. Because of the

24

diversity among coordinators, students, and schools,the recruitment activities differ from school to school.

The school activities have included Parents' Nightworkshops on financial aid, computer workshops, visitsto education units at local colleges and universities,ACT and SAT preparatory workshops, peer tutoringprograms, and much more. A special outreach programis the Adopt-a-Class program in which HST/MP par-ticipants serve as tutors for elementary and middleschool students.

The HST/MP program has been successful and hasresulted in (1) a Future Teachers' convention, (2) theestablishment of a student executive board that devel-ops a newsletter featuring significant events, and (3)program review and evaluation sessions.

The Middle School Awareness Program is an MTRPcomponent cutently in the pilot stage. The programtargets eighth graders and aims to provide these stu-dents with opportunities to explore careers in teaching.

Admission RequirementsAdmission to all MTRP program components re-

quires (1) students' expressed interest in a teachingcareer, (2) evidence of potential success in a teachereducation program, and (3) demonstrated willingnessto complete the chosen certification program alongwith the MTRP service requirements.

Applicants for the Post-High School Program musthave earned a high school diploma; HST/MP studentcandidates must demonstrate progress toward a highschool diploma. Middle school students are admittedautomatically to the awareness program.

Financial AidThere is no financial assistance specifically for

MTRP students. However, indirect funds are available

19Recruitment Success Stories

for Post-High School Program participants once theyhave been accepted into the program. The Universityof Louisville reserves two graduate assistantships andtwo work-study positions for MTRP participants eachyear. In addition, the JCPS have adopted a hiringpreference policy for MTRP graduates.

PROGRAM ADMINISTRATIONAs a program targeting all three student populations

addressed in this guide, the MTRP relies heavily oncontributions of volunteer time (e.g., the mentor teach-ers in the individual schools), but would be unable tooperate without external funding, which was providedby the Ford Foundation and by matching grants fromother organizations.

The MTRP project is coordinated by one full-timeproject director, two part-time graduate assistants, andtwo work-study students. The project director is aschool district- employee on a two-year loan to theuniversity. The project director receives tuition remis-sion for pursuing his or her doctorate at the university.The graduate assistants and the work-study students arepaid by the university. The university also provides theproject's office, telephone, and other administrativesupport.

Recruitment Success Stories

A committee composed of the project director, theformer project director, a university professor, and thedirector and a program specialist from the JC?S GheensProfessional Development Academy advises the proj-ect.

SUCCESS IN A NUTSHELLAfter initial coordination difficulties among the col-

laborating parties, the program was implementedsmoothly. Because a model was lacking, the projectdirector devoted much time and energy to speakingwith the students interested in the program and askingthem about their needs and wants. The most significanthurdle was coordinating students' nonacademic needs.

The following points characterize the strengths of theMTRP:

strong collaboration among the school district,public schools, and university

commitment and demonstrated leadership fromschool district and university

comprehensive recruitment approach includingawareness, recruitment, and retention strategies

successful solicitation of external funding sources

30 25

XAVIER UNIVERSITYOF LOUISIANA

INSTITUTIONAL BACKGROUNDAND SETTING

Xavier University of Louisiana is a private, urban,Catholic, and historically Black institution in NewOrleans. Founded in 1915 by the Sisters of the BlessedSacrament, the university currently enrolls more than2,500 students, two-thirds of whom come from the NewOrleans area. Since its founding, one of the college'sprimary missions has been the preparation of teachers,most of whom are Black. Therefore, especially in thelate 1960s and early 1970s, many of Xavier's graduateshave been education majors.

However, with career opportunities for Black gradu-ates expanding and the need for teachers declining, thenumber of Black teacher-education graduates in Loui-siana declined by 55 percent between 1976 and 1983.On the basis of this fact, Xavier's Department of Edu-cation revitalized and restrucLured itsell to recruit morestudents into teacher education.

Xavier's restructuring effort is exemplary in its ac-complishments and can :.rve as a role model for otherinstitutions encountering similar situations.

RESTRUCTURING EFFORTGiven the decreasing number of Black teacher-edu-

cation graduates, Xavier's education department took acritical look at itself and concluded that it had to paymore attention to (1) entrance requirements to theeducation department, (2) the professional educationcurriculum, and (3) students' academic progress, for

26

example, their passing rates on the National TeachersExamination (NTE).

The faculty revised and added to the department'sprofession ril education curriculum. The departmentnow monitors students' academic progress closely andcommunicates standards verbally and in writing atmonthly student meetings, as well as by personal corre-spondence.

Xavier's education faculty and staff, concerned withthe students' passing rates on the NTE, developed anoptional four-hour seminar on test-taking &Ails andrequire students to take the communication skills andgeneral knowledge sections of the NTE before they areadmitted to the education department. Most studentsalso take and pass the last sections of the NTE beforetheir final semester at Xavier. The university encour-ages this practice by offering to waive the departmentalsenior comprehensive examination for students whopass the NTE before their last semester.

Admission RequirementsXavier's requirements for admission to its education

department now reflect the changes just described.Education majors (who do not enter the departmentuntil their junior year) must fulfill the following require-ments for acceptance into the department: (1) main-tain a grade point average of 2.5, (2) achieve at least aC average in every course, (3) demonstrate proficiencyon universitywide English, mathematics, speech, andreading examinations, (4) complete three clock-hours

31 Recruitment Success Stories

of counseling, (5) pass the first two sections (commu-nications skills and general knowledge) of the NTE, (6)be a member of a professional organization, and (7)receive a satisfactory rating on an interview with theteacher education admissions committee.

Financial AidAlthough Xavier University does not. award scholar-

ships specifically for teacher education students, it doesprovide potential students with information on stateand federal scholarships and forgivable loan programs.However, a student who is interested in teiti:hing in aCatholic school can apply for a special scholarshipawarded annually to an outstanding Catholic studentby Xavier's founding order, the Sisters of the BlessedSacrament. The student must teach in a Catholicschool for each year that he or she receives the $2,500scholarship. Two recipients have graduated and areteaching in Catholic schools in New Orleans.

RECRUITMENT ACTIVITIESThe education department implemented several re-

cruitment activities along with the restructuring. Thedepartment communicated its message and require-ments in a brochure distributed at high school careerfairs, promoted its programs at Future Teachers' Clubsat local high schools, and provided financial aid infor-mation to potential majors. It also sought out theuniversity's undeclared majors and provided them withsimilar information.

Personal Contact with High School StudentsThe most successful effort was the department's per-

sonal contact with high school students. The educationdepartment worked closely with the university's admis-sions office and obtained names of high school studentsinterested in attending the university and in becoming

Recruitment Success Stories

education majors. The department contacted these stu-dents personally by letter and telephone to inform themabout the program and to answer questions. The resulthas been a tripling of education enrollment for the lasttwo years.

Education Minor ProgramTo enable students who have majored in another

academic area to teach, the education department de-veloped an education minor program. The programincludes 18 semester hours of professional courseworkin education for those students who may later decidethat they want to teach in their chosen subjects. Mostof the six courses are accepted toward certification inall states; several students have passed the NTE and areteaching now on temporary certificates.

Master of Arts in Teaching ProgramTo accommodate students who have baccalaureate

degrees and are interested in teaching, Xavier's Gradu-ate School of Education designed a Master of Arts inTeaching (MAT) program. The students take profes-sional education courses for certification and a master'sdegree. So far the program has attracted more than 125persons, who work full-time and take courses in theuniversity's evening program. This program has re-quired the cooperation of faculty in several academicdisciplines to accommodate all of the people who havereturned to teach in secondary fields.

ADMINISTRATION OF THERESTRUCTURING EFFORT

The restructuring of Xavier's education departmentproved successful because it was approached slowly andhad 0-..( full support of the education faculty and theuniversity administration. The department did not re-ceive any additional funding or release time for its

3227

restructuring and recruitment initiatives but reliedsolely on the department's energy and enthusiasm. Asone of nine participants in the Southern EducationFoundation Consortium program, Xavier has receivedsignificant funding from the Bell South Foundation andthe Pew Charitable Trusts for this project designed toincrease the number of minority teachers.

SUCCESS IN A NUTSHELLThe example of Xavier University's education de-

partment shows that a critical examination is in orderwhen an education department wants to determinehow to increase the number of minority teachers on itscampus. Because it conducted such an examination, theXavier education department recruited three times asmany education students in 1987 and 1988 as in previ-ous years. In addition, many students already enrolledat Xavier decided to become education majors, and allfound teaching positions immediately after graduation.

28

Further, education majors' performance on the NTEimproved significantly. As a result of the revised admis-sion standards and the test-taking skills seminar, 79percent of the education majors (22 of 28) passed allsections of the NTE before their last semester between1986 and 1988, compared with 63 percent (19 of 30) in1984 and 1985. Currently, more than 90 percent ofsophomore students who have taken the NTE havepassed two or more sections.

These accomplishments were made possible by thefollowing factors:

critical self-examination by the education depart-ment

comprehensive restructuring efforts and implemen-tation of recruitment and retention activities

full commitment of the education faculty and uni-versity administrators

Recruitment Success Stories

HERITAGECOLLEGE

INSTITUTIONAL BACKGROUNDAND SETTING

Heritage College is a small private college in ruralToppenish, Wa. Situated in the large agriculturalYakima Valley close to the Yakima Indian reservation,the college serves primarily Native American andHispanic students who are often the first of their fami-lies to attend college. Heritage College enrolls approx-imately 375 students, who are on average 34 years old.Seventy-five percent hold part-time or full -time jobs,and all are commuters.

To provide its constituents with a high-quality liberalarts education and supply bilingual elementary teachersto its local school district, Heritage College and theYakima Public Schools developed Project Future.

RECRUITMENT PROGRAM

Program CharacteristicsProject Future is a career-ladder program for Hispa-

nic, bilingual teacher aides of the Yakima PublicSchools. This program is a joint venture of HeritageCollege and the school district, which needs teacherswho are bilingual in Spanish and English.

To become certified teachers, the teacher aides combine practical, hands-on experience with professionalpreparation. During the school year, the aides work inbilingual, bicultural classrooms by day and take educa-tion courses in the evening either on the college campusor on the school site. The teacher aides take their

Recruitment Success Stories

professional education classes with the conventionaleducation majors unless they have special trainingneeds, such as bilingual education methodology ormulticultural curriculum. For these purposes, the proj-ect coordinator sets up special classes that are taughteither during the school year or during the summer.

If students feel that they need academic rssistance,they consult with the college's Academic Skills Center,which provides instruction at no cost in reading, writ-ing, mathematics, and study skills.

Upon successfully completing the program, ProjectFuture teachers are assured employment in their schooldistrict.

Admission RequirementsAll Project Future applicants should have completed

their general education requirement. Those who havenot may do so at Heritage College before they officiallyenter Project Future. Other requirements include awriting sample, classroom observations, passing of astandardized test, letters of recommendation, and a

successful interview with the professional educationadvisory board, composed of local teachers and admin-istrators.

Financial :2As a small state-funded institution, Heritage College

has only limited financial aid resources. Nonetheless, itinforms students of federal and state resources such asPell grants and student loans as well as grants andfellowships from national and regional foundations. To

4 29

enhance students' chances of receiving as much moneyfrom as many different sources as possible, the financialaid office develops an individualized financial aid pack-age with each student.

Many students welcome this personal approach tofinancial aid planning, with all its paperwork, at a timewhen they need to familiarize themselves with theirnew and often confusing environment.

Heritage College also uses its work-study funds cre-atively. It recruits enrolled Native American andHispanic students as mentors for new students. Thementors assist new students with any questions theymight have at the beginning, for example, networkingwith other students, forming study groups, and carpool-ing. The mentors also attend community-based meet-ings and reach out to potential teachers to explain theopportunities available at Heritage College.

PROGRAM ADMINISTRATIONAlthough a small institution, Heritage College has

succeeded in preparing its own teachers through a part-nership with and strong support from the school districtand its superintendent as well as support from thecollege and its president. The project is operated by twopart-time personsone program coordinator on the

30

college level and one on the high school levelandwork-study students functioning as mentors.

The program is funded jointly by the school district,the college, and a grant from the Consortium for theAdvancement of Higher Education.

SUCCESS IN A NUTSHELLSo far Project Future has enrolled 15 students and has

been extended to include two additional school districtssince the beginning of 1989. The only problem thecollege encountered with the start-up of Project Futurewas the reactions of recruitees' spouses who did notunderstand and/or objected to the students' participa-tion in the program. Social gatherings and counselingsessions with all involved parties overcame these initialdifficulties.

The strong components of Heritage College's Proj-ect Future are

strong commitment by school and college leader-ship to prepare bilingual teachers for its own re-gion,

excellent combination of recruitment strategiesthat double as retention techniques, and

creative and personal assistance for the students.

n5Recruitment Success Stories

REFERENCES

American Association of Colleges for Teacher Educa-tion. 1988. Teacher education pipeline: Schools, col-leges, and departments of education enrollments by raceand ethnicity. Washington, D.C.: AACTE.

American Association of Colleges for Teacher Educa-tion. 1988. Teaching teachers: Facts and figures (RATE11). Washington, D.C.: AACTE.

American College Testing Program. 1986. ACT assess-ment student profile data. Iowa City, Iowa: ACT.

Council for Advancement and Support of Education.1988. Survey on participation in higher education amongyoung people 13.21 years of age. Washington, D.C.:CASE.

Darling-Hammond, L. 1985. Equality and excellence: Theeducational status of Black Americans. New York: Col-lege Board.

Metropolitan Life Insurance Company. 1988. TheAmerican teacher 1988. New York: Metropolitan Life.

Middleton, E. J., E. J. Mason, H. V. Barnard and F.Bickel, 1989. Building collaborative relationships for therecruitment and retention of minority students in teachereducation. Third National Conference. Lexington,Ky.: Univ. of Kentucky Press.

Natic.n Center for Educational Statistics. 1989. Tar-geted forecast, public classroom teachers: Fall 1987 - fall1993. Washington, D.C.: U.S. Department of Edu-cation, Office of Educational Research and Improve-ment.

National Education Association. 1987. Status of theAmerican public school teacher. Washington, D.C.:NEA.

Office of Educational Research and Improvement, U.S.Department of Education. 1987. Digest of educationstatistics. Washington, D.C.: U.S. GovernmentPrinting Office.

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American ANsociation of Colleges fir Teacher Ekhicition111L Dupont Circle, Suite 610, Washington, IX: 20036.2412

(202) 293-2450

113 MetropolitanLife Foundation