An Investigation of Affirmative Action Policies and Practices of Recruiting, Hiring, Mentoring and Retention of African American Teachers and Administrators
The purpose of this study was to investigate the affirmative action policies and practices of recruiting, hiring, mentoring and retention of African American teachers and administrators throughout the State of Illinois. Since public elementary and secondary school systems provide numerous and varied jobs in virtually every community in the nation, it is assumed that if a quality education is to be attained, students must be exposed to the variety of cultural perspectives that represent the nation at large (American Association of Colleges of Teacher Education,
Minorities in Educational Administration: Issues and Recommendations.
Findings of a study that examined African-American teachers' career aspirations, particularly their perceptions of administrative leadership positions, are presented in this paper. Data were collected through interviews with and surveys mailed to a total of 26 African-American teachers who had participated in the Minority Teacher Recruitment Project (MTRP). Findings indicate that respondents were very interested in school administration as a career option and would consider participating in a school administration program. Most of the teachers had not been considered for recruitment and selection for preparation programs by their school districts or universities. Services offered through the MTRP are identified, which could be valuable for programs attempting to recruit African-American teachers into school administration. The significant shortage of African-American teachers will limit the number of potential African-American administrators. Failure to recognize and encourage such teachers to consider school administration will have serious implications for school districts across the country as they experience cultural, ethnic, and racial student population shifts. (Contains 16 references.) (LMI) *,"**************, ********************************************** Reproductions supplied by EDRS are the best that can be made from the original document. * ***********************************************************************
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.