Tag Archives: DC Public Schools (DCPS)

Three Lessons From an Out Classroom Teacher

Justin Borroto in the classroom

photo courtesy of the author

When I became a teacher, it had been over five years since I first came out. In that time, I didn’t worry much about my sexuality. My friends and family overwhelmingly accepted me, my college campus made me feel safe, and the progressive nonprofit where I worked celebrated the ways that I was unique and different. But as I walked into a high school classroom as a teacher, all the scary feelings I once felt as a high school student came creeping back in. Would being gay hurt my relationships with students or their families? I resolved that I wouldn’t lead with the fact that I was gay, but I wouldn’t lie about it either.

It turns out that I didn’t need to worry. Throughout my teaching experience, I have had the opportunity to share my authentic self with students and facilitate conversations around sexuality and gender. I’ve shown my queer students how to love themselves and their peers how to be good allies. And on top of continuing to work as a classroom teacher, I’ve had the privilege of serving as my school’s LGBTQ Liaison, a position unique to DC Public School (DCPS).

Here are three lessons I’ve learned from my time in the classroom and as LGBTQ liaison:

High school is not how I remember it

As a closeted queer kid in high school almost 10 years ago, the idea of being out was scary. There were very few out students and absolutely no out teachers.

Things are getting better. While a 2015 survey conducted by GLSEN revealed that 60% of LGBTQ students reported frequently hearing words like “fag” or “dyke,” that number is down from 80% in 2001. So don’t get me wrong, discrimination hasn’t completely stopped, but I’m pleasantly surprised each time I watch a student be themselves boldly and unapologetically. LGBT students at my school are generally encouraged to be themselves, so much that our Prom King this year was openly gay.

Having an employer that protects your students’ and your own sexual orientation and gender identity is a blessing Continue reading

How Can DC Public Schools Keep Its Best Teachers? Give Them Encouragement, Flexibility, and a Chance to Lead.

It’s National Teacher Appreciation Week! Time to celebrate and thank teachers across the country. Weeks like this are important, but they are not enough to keep our best teachers in the profession. Retaining great teachers also requires targeted efforts by school districts to make teachers feel supported and engaged. In a new Bellwether analysis, we looked at teacher exit survey data from DC Public Schools (DCPS) to better understand why their best educators leave the district and how to retain them. cover of new Bellwether analysis, "Retaining High Performers: Insights from DC Public Schools’ Teacher Exit Survey"

It turns out, commonly promoted retention strategies such as better pay, more classroom resources, or reforming teacher evaluation aren’t the most promising ways to address the turnover of DCPS’ high-performing teachers. Here are three areas to focus on instead:

  • Work-life balance: For high-performers in DCPS, work-life balance was the top job-related factor in leaving DCPS. But directing all efforts towards decreasing teacher workload might not be the most effective solution. Instead, get creative with scheduling. High performers who left for better work-life balance said more schedule flexibility, especially part-time and extended leave options to spend time with family, would have made them stay.
  • Recognition from school leadership: Of the high-performing teachers who said DCPS could have retained them, 45 percent said more encouragement or support from school leadership would have made the difference. In fact, one in three high-performing teachers who left due to school leadership said they would have liked more recognition and encouragement.
  • Opportunities for teacher leadership: After work-life balance and school leadership, the most common reason highly effective teachers left DCPS was to pursue a leadership opportunity elsewhere. Notably, teachers of color reported more leadership and growth opportunities as the top effort that would have kept them in the district. While most teachers continued working in a traditional public school after leaving DCPS, high-performing teachers who left for a leadership opportunity were more likely to switch to a charter school.

The recent turmoil surrounding DCPS makes retaining teachers as crucial as ever. But the district needs to be strategic in targeting its most effective teachers. And these lessons on teacher retention can also indicate strategies for other urban districts.

Check out the full analysis here.

Alexander Brand was an intern at Bellwether in the spring of 2018.