Reflection

Teaching While Black and Male

Nicholas Cains is an Instructional Leadership Coach for the Empower program, Leading Educators’ partnership with Tulsa Public Schools, where he helps K-5 teacher leaders develop their strengths in instructional leadership and equity. Previously, Nick was an elementary teacher and a manager of teacher leadership development.  In light of recent reports about teacher diversity from the Education Trust and the Center for American Progress, Nick joined us for a conversation about the role of identity in his career as an educator. 

LE: Hi, Nick. Thanks for chatting with us. What’s your story?

NC: Well, it all started with a phone call! I grew up in Houston, Texas, and I went to college at Southern Methodist University in Dallas where I majored in theater, but I knew I didn’t want to be an actor. So, then I minored in journalism, but I knew I didn't want to be a journalist either. One day, I got a phone call from Teach for America, and they asked me, “Why do you like school so much?” 

I liked school because it gave me a lot.  In the fifth grade, my teacher saw something in me, and she told my mom I couldn't go to the school that was across the street for middle school. She wanted me to go to a better school even though it was 30 minutes away. My teacher did all the paperwork for my mom, and I transferred to that magnet school, and I've loved school ever since. This teacher, whose name I don’t even remember, picked me out of everybody, but it wasn’t fair. She changed my entire trajectory because she thought that I deserved a really good education, but I had 25 other classmates who also deserved one.

I started teaching second grade, and I also worked in the summer coaching other teachers. I became a manager of teacher leadership development for a couple years, and then I had the opportunity to become an instructional leadership coach at Leading Educators when we launched the Empower program in Tulsa. 

My job now is to be a human catalyst for educational development. I love helping people discover and build off their strengths. Getting to work in proximity with people who are touching the lives of children and having tough conversations about equity with people who may not have had those conversations before gets me out of bed every day. I get to bask in the glory of the people that I coach. I get to see how they shine. I'm very happy about what I get to do.

LE: Equity is important to you, and you often talk about your experiences through the lens of being a Black man.  Only 2% of teachers nationally are Black men, which is far from representative of student populations. What barriers have you experienced in your career as an educator?

NC: I think I have been luckier than most in some ways; I didn’t run into many barriers until I was already a teacher.  When I first moved to Oklahoma, there was such a big need for certified teachers that I got alternatively certified and I had the opportunity to teach in a field where I didn't have a specialized degree. 

I think a lot of people wanted me to be a teacher, especially in elementary school where there aren’t a lot of Black men. However, once I was in a school, I didn’t really have access to a mentor because of that.

A lot of people assume that just because you are a Black male teacher and you're teaching Black children that you totally understand your kids. I wish there were way more Black male teachers at my school so I could have had a more nuanced conversation about something that I already knew was true - everybody has to put in effort to learn who their kids are.

In the school where I taught where most of my kids were Black, I could not have been more different to them. I felt like I was one of very few people to them who identified as Black but who also dressed the way I dress and talked the way I talk. Especially knowing more of the history of the Black community in Tulsa now--both the accomplishments like Black Wall Street and the ways in which race was weaponized against Black excellence--I have always felt like celebrating the diversity within Blackness is just so essential.  

I wanted to be color-blind for a little bit and tell myself, “I'm just teaching my kids, it's not about race.” But it was always about race.  It would have been really nice to be able to talk to someone very early on about how they knew that, how they carry the weight of being someone's only Black male teacher in their life, and how they hold that. How do they break down stereotypes of what Black men are? I would have loved to have that kind of experience so I could give that back to my students. 

LE: Why is it important for students to have teachers in whom they can see themselves?

NC: Representation matters. Representation matters for people as we try to put together who we can be. I was in a session we facilitated this weekend in Tulsa where we talked about movies and representation, and I realized that the first time I experienced a movie where I thought that the superhero looked like me was Black Panther, and that was only a couple years ago.

When I was a kid, movies and TV shows with all Black people were usually about poverty. They were stuck on showing gangs or miseducation in schools. When I got down to that realization, which I'm still sifting through, I realized that more representations of Black people doing different jobs would have been awesome. I didn't have a Black male teacher until I was in junior high school: Mr. Boyce, who taught us government. He was awesome, but he was it. 

A majority of the nation’s public school students are students of color, but less than 20% of teachers are teachers of color — and only 2% are Black men.”
— Source: The Education Trust and Teach Plus

More representation means kids don't have to do mental gymnastics just to say, ‘I could see myself as a teacher,’ or ‘I could see myself as a superhero.’ 

When I first started teaching, I was told all the time that I would have a profound ‘additional’ impact on students because I am Black. I was also 23, and I was very afraid of that. I was like, ‘Okay, there's a lot of pressure on me being Black and perfect, and I actually don’t know if I can be a role model.’ 

After I left my first job where I had been teaching mostly Black students, one of the girls wrote me a letter that said, “Mr. Cains, you didn't know this, but I don't have a dad, and you're the closest thing I ever had to a father.”

This is one of my 6th grade girls that I only talked to every now and again at lunch time, and I never knew any of that. I realized that if you are a teacher, you automatically get power. You automatically get status in a student's life. I wish I would have accepted earlier on that it's not about saying, “I'm not ready to be a mentor.” It's more about saying, “I can't hide who I am from my students, so now that I have a responsibility, what will I do with it?”

LE: When you are working with teachers around equity, what generally gives them their biggest a-ha moment?

NC: I think that it's actually pretty consistent. I'm a big believer that to change the system, and before you even look at interpersonal relationships, there is self-awareness work that everyone has to do. I think that's the most powerful thing.

Speaking for myself, it was powerful for me to explore who I am and to be more aware of my identity. What is my race? What is my gender, what is my socioeconomic status, what is my language or country of origin, what is my immigration status, and what power do all of those give me? What unearned benefits do I get from each of my identity markers and where am I targeted?

These experiences have helped me recognize that being Black makes me feel like a target all the time, but in a room of women, being a man can give me a lot of power. That kind of nuanced conversation really pushes the envelope for a lot of teachers, because then we can act on it. I mainly coach teacher leaders who are white women and most of them teach across lines of difference as well.

When I've seen those teachers and school leaders say, “I'm really thinking about how I am racialized white, and that gives me privileges that I have to think about. I have power that I didn’t earn, but that I have to work with because it affects how I teach kids.” I think that understanding is essential, and if everyone was doing that kind of work, especially at the school level, I think it will only lead to better results for communities and for kids.

LE: What should district and school leaders be thinking about when working to bring in more teachers of color while supporting the teachers of color they already have to the best of their ability?

NC: I think first, figure out why we’re at a point where there aren’t enough teachers of color, and continue to create conditions where people of color can feel safe and seen. 

I was in a recent session where we talked about the Brown v. Board of Education decision and that while the desegregation decision was essential, hundreds of thousands of Black teachers were fired to make room for other teachers in predominantly Black schools. Historically speaking, this was set in motion a very long time ago, and not for just Black teachers.

Leaders of districts can take an honest, data-driven, historical approach to consider how we got to the point where we are. Look at exit interviews for why people have left. Was it for economic reasons? Was it conditions at schools? Was it because the way people were treated was out of line with their own values? Let's get honest about why we're here. I believe these are tough conversations that many districts are already having and are inviting their communities to have as well. 

Second, leaders could address the reality that white dominant culture is pervasive throughout the entire country. It’s the unquestioned norm. I can't speak for all people of color, but for myself, I feel safer in an environment where I'm not the only one who has to think about race, and I'm not the only one who has to attend professional development on how to bring equity into the classroom. I shouldn’t be the only one who has to reflect all the time. 

I think about race every single day of my life because I'm Black. I have had colleagues that couldn’t talk about race. They essentially said, “If you want to be okay around me, you cannot bring up race, you cannot attribute any problems to race, and if you ever try to call me in about something I've done that could have been hurtful racially, I will reject you.” That tells me there's a line in the sand between me and that person. That I would have to be open to being hurt and silenced if I chose to engage with them. That, to me, is terribly sad.

There should be systems in place to ensure everyone in the school continues to grow and really works on equity. We should all have to reflect on how we exist racially and what we should be doing in order to reduce inequity. Even in schools of primarily people of color, we can still have internalized oppression that we have not been able to talk about, aspects of white dominant culture that need to be put on the table. If we just hire a bunch of people of color into inequitable systems, we will struggle to retain them because the culture doesn’t make people feel safe enough to exist. 

I am dedicated to being involved in education for the rest of my life because I want those conditions to exist for everyone. I want every teacher to feel like they can bring their authentic self to their schools and classrooms. I want every teacher to have the resources they need to make each school a safe and exceptional place for every student to have an awesome education. I’m here now to see progress happen no matter how long that takes.

Leading Educators' Statement on the Connection Between Teacher Leadership & Race in America

We here at Leading Educators are deeply saddened by the violence that took place over the past week in Baton Rouge, St. Paul, and Dallas. The senseless deaths of Alton Sterling, Philando Castile, and the 5 police officers in Dallas only underscore the deep racial divide that continues to plague our communities and, ultimately, our democracy.

Leading Educators May Newsletter

Dear Friends of Leading Educators:

Last week was national "Teacher Appreciation Week." At Leading Educators, we have the opportunity to see the amazing things teacher leaders are doing every week to develop and support their colleagues and their students. We deeply appreciate this hard work and the critical, exponential impact it is having on student learning. As you'll see throughout this list of our latest accomplishments and developments, Leading Educators has been working hard to ensure that more teacher leaders have the opportunities and skills to make the impact they seek:

  • During Teacher Appreciation Week, our Chief Program Officer, Chong-Hao Fu, and I wrote about teacher leadership as a force to improve schools for all students; how three types of teacher leadership roles are busting cages to improve student learning; the untold story of New Orleans' big education export; a DC superintendent's perspective on teacher leadership; and thebridges that are key to effective teacher-leader roles.
  • Leading Educators has released our 2014 Annual Report, which features some of our Fellows' impact on teachers they lead, principals they support, and students they serve. Check it out on our website here:www.leadingeducators.org/impact
  • Our latest white paper, Building Bridges: Connecting Teacher Leadership and Student Success, focuses on roles that make teacher leadership successful.
  • In the last two months, we did strategic consulting work with Hiawatha Academies in Minneapolis and provided training for Teach For America alumni in Connecticut. We are also finalizing contracts with the New York City Department of Education, the Michigan Department of Education, and DC Public Schools. 
  • The Charles and Lynn Schusterman Family Foundation is now supporting our work as we take on the important tasks of developing teacher leaders and their teams in high-needs schools. 
  • The Carnegie Corporation of New York is supporting our development and launch of online classes that we will be offering to teacher leaders across the country for the first time this fall. These classes will focus on coaching others, leading teams, student culture, performance management, and Common Core State Standards in Literacy and Math. 
  • Leading Educators continues to be at the forefront of the national discussion of the teacher leadership movement. In the last few months, Chong-Hao and I have presented at conferences hosted by the Council of Chief State School Officers, National Board of Professional Teaching Standards' Teaching and Learning, Iowa State Administrators, Teach For America, Educators 4 Excellence, National Network of State Teachers of the Year, Teach to Lead, ECET2 Kentucky, Massachusetts and New York City Departments of Education, Denver Public Schools, and Urban School Human Capital Academy.

Leading Educators has worked with over 700 teacher leaders so far this year. I am honored to be a part of this growing movement. I hope you will share any feedback or questions you have for me or our team, and that you'll join me in celebrating teachers for all that they do year-round!

Best regards,

Jonas Chartock

Learning from School Visits in New Orleans

by Jeff Fouquet, Leading Educators Fellow in Kansas City, Cohort 2012


Two weeks ago I traveled to New Orleans with the 2013 Leading Educator fellows from all around the Kansas City area. Although I had already experienced a School Visits Trip (SVT) to Chicago with my own cohort (2012), I knew seeing more schools and talking with more teachers would broaden my thinking about the possibilities for my own students and adult team. These goals were certainly accomplished, but I did not anticipate how many new partnerships this trip would introduce. 

Because of the generous levels of time, attention and guidance offered by our hosts in NOLA, I was able to identify specific, bite-size adjustments that would help my team immediately impact our students. Upon returning, I partnered with the computer apps teacher in my building to develop a data tracker so we could provide specific feedback to students. By using measurable, timely data to encourage academic and behavioral growth, students can show students specific changes they can make to improve their levels of success. Additionally, this week my team will stop recognizing a “Student of the Week” to adopt “Weekly Shout-outs.” My school serves an at-risk population, so spreading the praise around strategically instead of highlighting the success of one student will result in higher levels of student investment and build a stronger sense of community.

As exciting as these changes are, the best part of the SVTs was getting to work with other teacher-leaders as they tried to address their teams’ needs. As a second-year fellow, it felt good sharing some of the resources and strategies my Leading Educators coach, Tara Tamburello, had showed me to gain ground in similar situations. And, in kind, all the teacher-leaders I met were able to lend their perspectives to my mission to increase student investment.

I feel like I’ve written so much, yet I haven’t even mentioned the amazing educators and reformers who joined us from as far afield as England! We had guests from organizations both peripheral and essential to education who came to NOLA hoping to leverage what they learned in ways that might immediately impact the students they serve.

I sincerely thank Leading Educators, Kansas City Cohort 2013, and the teachers, students and schools of NOLA for creating such a transformative opportunity for personal and professional growth; I met so many amazing teachers and people. My team and my students are grateful for the changes this experience has inspired -  and I’m already look forward to next year’s trip!

School Visits Inspired Me to Improve

by Jeff Fouquet, Leading Educators Fellow in Kansas City, Cohort 2012


As a classroom teacher and aspiring administrator, I love borrowing ideas from great teachers and effective schools. During my two-year teacher-leader fellowship, Leading Educators has offered me countless opportunities to evaluate and improve my educational impact, but one of the most eye-opening experiences in all of my Fellowship has been the School Visits Trip (SVT) to Chicago last winter.

Visiting schools in communities much more diverse and disadvantaged than my own helped me see that everywhere, regardless of how they are portrayed, children are children, and they will respond positively to the efforts and support of tireless, caring adults. Witnessing schools that have instituted strong rituals of “community” or “celebration” helped me think about what my own building and district were doing to associate learning with pride and a shared sense of success. Similarly, having my knock on each classroom door greeted by a young student who stepped into the hallway, shook my hand, told me what class it was and the topic of the lesson before asking if I had any questions was pivotal in my rethinking of who owns the classroom and whose space it is. More than any other investigation of effective educational cultures, the SVT proved to me that in the best schools, even the small decisions reflect a deeply held conviction that every student can experience remarkable academic growth. 

As the next SVT approaches, I am excited for all the great learning and growth the new cohort of Leading Educators will experience—so excited, in fact, that I am going with them, to New Orleans this year, to see if I can learn even more from those teachers and  schools. Although there are no perfect models, each exposure to new ideas challenges teachers and administrators to revise their own measures of success – and that is the attitude that any enterprise seeking continuous improvement requires. 

Advisory Board Retreat: Creating Change

Our Advisory Board Retreat last month yielded many thought-provoking discussions for Leading Educators. The group considered how we should define ourselves as an organization and what specific goals we want to accomplish in the future. As a young but rapidly growing organization, we are excited by these challenging questions and privileged to have an Advisory Board to guide us through the crossroads. 

The retreat took place February 22-23, 2013 at Sci Academy in New Orleans East. In attendance were eight of the best and brightest minds in teacher-leadership today, from East and West Coasts, from de-centralized to large urban school districts, from charter organizations, to teacher unions, to public school systems. We are proud and appreciative of our diverse group of Advisory Board members. 

We were encouraged to learn that many of the topics discussed at the retreat were relevant to the Board members’ organizations. We found a universality among our goals and challenges, across the school districts represented at the meeting and even across the Atlantic, with one the Board member coming from our sister organization Teaching Leaders UK. We discussed on a broader scale how change happens: is change most accessible  on the fringes or, for teacher leadership to blossom, must it be addressed from the core of our systems?

We were reminded that systemic change — with whatever approach — is difficult to achieve. The Board encouraged us to identify our challenges specifically and then reach out to other institutions that are successfully handling similar situations. We can enrich our thinking by reaching out to multiple sectors — military, business, education, government, etc. — as their experience in developing middle leaders will likely be adaptable.

The group’s recommendations flowed with a sense of excitement about the potential of teacher-leadership in the U.S. Our advisory board is a valuable asset in our efforts to bring about student success through teacher leadership development.

Future posts will consider more specific topics discussed at the retreat—please stay tuned!