Author: Dr. Arlian Salmon-Barnett

Posted On December 14, 2022

          Several public school districts in the United States are facing high levels of teacher shortages (Tran & Smith, 2021). Some are so chronic that they have to seek other means to ensure that they meet the teacher requirements needed to run the schools effectively. South Carolina is no exception. The option for many schools in South Carolina is to explore options beyond United States borders, and employ teachers to fill the gaps in the schools (Love & Love, 2022). This has allowed the face of the classroom to change, literally. Teachers of diverse culture and ethnicities are entering classrooms in the United States yearly, and are faced with a number of challenges. But who will speak for this minority group?

          The minority I speak of is the group of teachers who are non-native to the United States. Non-native teachers are specifically employed through exchange programs to fill teaching gaps in the United States. However, research show minority group members are vulnerable, and susceptible to differential treatment, and discrimination in non-native countries and societies in which they live and work (Love & Love, 2022).

          Having spent a few years in the United States classroom, I have had the opportunity to listen to issues that many colleagues face. My classroom was a venting chamber, counseling spot, teaching domain, motivation camp, and sometimes a celebration space for teachers. Many of these teachers are those I consider to be the minority. These teachers enter the United States classroom oblivious to the existing challenges. Challenges include cultural and social differences, lack of proper mentorship programs, lack of proper induction, unconventional hours, high levels of disrespect and indiscipline, and lack of support. I would like to believe that these challenges only happen in a few school districts because I have had dialogue with other minority teachers whom have had adequate pedagogical support and are happily working.

         I am a proud non-native teacher who has survived the United States classroom. My survival was not due to the leadership support received but because of the tenacity, grit and determination I had to overcome the challenges I encountered. Leadership played very little role in my personal and professional growth. I had minimal support and had to develop my own strategies to deal with the challenges I faced. Developing the strategies allowed me to go through a process of trial and error until I was able to continually use the strategies which were beneficial and worked for me.

          Leaders in management and administrative roles must understand the importance of supporting and helping new teachers with transitioning to new environments (Grocutt et al., 2022). Assisting with transitions means leaders will be trained in providing support, and exposed to a myriad of strategies to combat challenges. Training includes growth and development activities which enhance leadership skills. Leaders assisting non-native teachers with transitioning to new environments will be specifically trained. Specifically trained leaders would be more culturally and globally aware and sensitive to the needs of non-native teachers.

          Leadership training is critical to every organization and those in management and administrative positions. Leaders who engage in continuous training will effectively direct subordinates and achieve organizational goals (Jacobsen et al., 2022). However, leaders who are specifically trained to understand cultural exchange, diversity and globalization will ensure the minority is successfully inducted within the United States classroom. Induction includes alleviating cultural and language barriers, providing pedagogical support, and ensuring teachers are mentored (Grocutt et al., 2022).

         Today I speak for the minority. I offer training sessions to staff, especially in management and administrative positions. Training sessions target leaders, and are geared at developing leadership skills needed to effectively help non-native educators or staff to adjust to cultures and confusing customs. Participating in growth and development sessions will equip leaders with skills to support staff in and out of the classroom or organization.

          It is important for staff to get all the support needed to adjust to new working environments. Adjusting will take time as staff will have to learn the requirements and intricacies of the new system. With adequate support, the staff will be able to meet the needs of students or clients, and achieve the objectives of the organization in an environment which allows employees to develop professional autonomy (Jacobsen et al., 2022).

References

Grocutt, A., Gulseren, D., Weatherhead, J. G., & Turner, N. (2022). Can mentoring programmes develop leadership?. Human Resource Development International, 25(4), 404-414. https://doi.org/10.1080/13678868.2020.1850090

Jacobsen, C. B., Andersen, L. B., Bøllingtoft, A., & Eriksen, T. L. M. (2022). Can leadership training improve organizational effectiveness? Evidence from a randomized field experiment on transformational and transactional leadership. Public Administration Review, 82(1), 117-131. https://doi.org/10.1111/puar.13356

Love, T. S., & Love, Z. J. (2022). The teacher recruitment crisis: examining influential recruitment factors from a United States technology and engineering teacher preparation program. International Journal of Technology and Design Education, 1-17. https://doi.org/10.1007/s10798-022-09727-4

Tran, H., & Smith, D.A. (2021). How Hard-to-Staff Rural School Districts Use State Funds to Address Teacher Shortages. Journal of Education Finance 47(2), 130-156. https://www.muse.jhu.edu/article/846294