Deutsche Bank will establish a 'Teachers as Leaders' program, which will incorporate structured apprenticeships, mentoring, skills development, and scholarships for participating students. Phase 1-New York City, the program's initial activity, will develop evidence-based, immediate and practical, as well as longer-term, policy oriented solutions to the lack of representation of black men at crucial points in the education system to succeed academically and ultimately serve as academic role models for all students. Overall, Teachers as Leaders: Phase 1-New York City represents an effort to improve the talent development model for teachers globally to ensure that all children succeed in a rich and demanding curriculum with appropriate assistance and support in New York City.
'Teachers as Leaders' is premised on the recognition that the corporate sector has a unique role to play towards developing opportunities for teaching to become a career of choice for the most promising talent in any given society. While Deutsche Bank has defined the aspiration to work towards strategies to realize this goal on a global basis, it has taken material steps towards its realization in New York City with the Teachers as Leaders: Phase 1-New York City.
Research and Evaluation of the 'Teachers as Leaders' Initiative will focus on the following short- and long-term metrics:
-Number of black male students in CUNY who consider careers as K-12 educators.
-Number of black male graduates of CUNY who become teachers.
A quantitative and qualitative study of such factors as participant attitudes, intentions, and actual results (e.g.: how many participants obtain teacher certification), with profiles at each stage of process on:
-Barriers for recruiting black males to the teaching profession and what additional supports are needed to add more black men to the teaching profession
-The 'pipeline' for black male teachers, from kindergarten to certification
-Effect in classroom of black male teachers
-'Teachers as Leaders' ability to affect state education policy
Deutsche Bank recognizes the essential value of teachers in communities around the world with inadequate resources - from distressed urban settings, to poor rural areas, to post-conflict nations struggling to alleviate poverty and promote gender, racial, and ethnic equity. Nations around the globe face substantial challenges to meeting the demand for a talented and diverse pool of teachers to address the myriad issues presented in these contexts. According to UNESCO, the teacher shortage in some countries in sub-Saharan Africa is formally acknowledged as a national crisis. Evidence points to a number of motivating factors which include gender imbalance in the profession, an aging teacher population, and an increase in labor market mobility.
In the United States, the most acute manifestations of the teacher shortage are around race and gender. According to the National Center for Education Statistics, black teachers represent 6.5 percent of the teacher workforce and in New York City, black males represent a mere 4.4 percent of the workforce. The disproportionate under representation of black male teachers in New York City requires strategies that address the intersection of several overlapping impediments which include an alarming high school graduation rate of approximately 30 percent, inadequate preparation for teaching licenses, as well as the growing social inequities facing black boys and men that have impeded their participation and advancement in education and employment.
The $1 million commitment is a partnership between the Deutsche Bank Americas Foundation, the Schott Foundation for Public Education, and the City University of New York City. Teachers as Leaders: Phase 1-New York City will launch with the participation of five CUNY colleges in January 2008. All campuses currently participate in the CUNY Black Male Initiative. Teachers as Leaders has also developed an advisory board to set metrics, devise an evaluation and policy plan for replication: Nicole Campbell, Deutsche Bank Americas Foundation; Linda Darling-Hammond, Stanford University; Dr. Ron Mincy, Columbia School of Social Work; Joe Scantlebury, the Bill & Melinda Gates Foundation, Dr. Roy Jones, Call Me Mister; Dr. Rosa Smith; a CUNY Administrator; and Audra Watson, New York City Department of Education.
The City University of New York will be tasked with implementing Teachers as Leaders: Phase 1-New York City. Grant funds will be used to hire a program manager who will report directly to the CUNY Black Male Initiative with dotted line responsibilities to the Schott Foundation for Public Education, the Deutsche Bank Americas Foundation, and the Teachers as Leaders: Phase 1-New York City Advisory Board. The New York City Department of Education is in the process of assisting with the creation of the program design. Research partners Michael Holzman and Beatrice Bridglall, Columbia Teachers College will develop a baseline assessment, evaluate the program, and release yearly reports on these efforts to increase the pipeline of black male teachers as well as the implications for advocacy and policy development at City and State level. The program will commence during the second semester of students' sophomore year where they will begin their apprenticeship, mentor activities, and certification preparation among other program benefits. At the completion of their senior year, students will complete the preliminary certification examination.