The need for recruiting teachers of color in Minnesota is greater now than ever before. While the No Child Left Behind Act seeks to ensure a "highly qualified" teacher for every classroom, it also strives to close the achievement gaps that persist between students from different ethnic groups and socio-economic levels. Yet little attention has been paid to the issues of cultural competence and diversity in the teacher workforce - both critical factors in improving the performance of students of color (Assessment of Diversity in America's Teaching Force: A Call to Action, 2001; National Collaborative on Diversity in the Teaching Workforce, 2004). 

Although students of color constitute 40 percent of today's K-12 classrooms, the educational workforce is made up of only 10 percent of teachers of color. The issue of diversity in the teacher workforce is especially relevant in Minnesota, where the number of white students enrolled in K-12 education is declining while the number of students of color continues to increase. Over the past fifteen years, enrollments by students of color have risen by 134 percent, while the percentage of teachers of color has not kept pace. One of the largest school districts in Minnesota reports that 40 percent of its more than 22,000 students are students of color. The assistant superintendent from that district summarized her concern in this way: "Consider it an understatement when I say that the need for us to recruit and retain teachers of color is intense."

Four major reasons for recruiting more teachers of color were summarized by Irvine in the 2004 Teacher of Color Summit Report. First and perhaps most obvious, is that teachers of color "serve as role models for all students and counter negative stereotypes that are portrayed in the media and elsewhere in our society". Secondly, all teachers benefit from working in a more diversified workplace. Third, teachers of color demonstrate to students of color that teaching can be a viable career path. Finally, Irvine cites the fourth reason as the most compelling. "Teachers of color have a more profound, positive impact on the achievement and retention of students of color due to culturally-based practices, higher expectations, and roles as cultural mediators and advocates" (p.1).

The 2006 State of Students of Color Report indicates that though enrollment of students of color in higher education continues to rise, participation of many students of color right after high school still lags behind White non-Hispanic and Asian students. Affordability is a significant obstacle for many students when considering applying to college. Minnesota data reported in Measuring Up 2006, indicates that "The share of family income, even after financial aid, needed to pay for college has increased" with "Net college costs for low- and middle-income students to attend public two-and four-year colleges represent[ing] about one-third of their annual family income" (p.4). Funding needs to be a top priority for both pre-college support programs and for scholarships to future teachers of color. For this reason, MACTE supports efforts such as Senator's Norton's proposed Bill to establish a pilot financial aid program for teachers of color.

In addition to increased funding, there are other significant actions that need to be taken to recruit teachers of color. "Though it seems obvious, Irvine suggests one of the most neglected recruitment strategies is to go where the people are," (2003). This involves going to the obvious places such as predominately ethnic high schools, new-immigrant programs, and Black and Latino churches that have Sunday school and after-school programs. Suggestions in the Teachers of Color Summit Report (2004) include: focusing on culturally-responsive recruitment support practices, such as multicultural curriculum both at the high school and college levels; promoting financial, professional and institutional support systems; developing more university and district partnerships; and pursuing ideas such as "grow your own programs". Finally, teachers of color need mentoring support once they are in the classrooms to establish a "team-oriented support system" and to help combat feelings of isolation.

One of MACTE's four major goals for this year includes a focus on diverse learners. At our most recent meeting, we examined the strategies that each of our higher education programs are taking to recruit and support students of color. We intend to continue our work in partnership with the K-12 schools and the State to develop more college access programs, to seek funding for scholarships, and to personalize our recruitment efforts to increase the number of highly qualified teachers of color for our K-12 students in Minnesota.