Journal of a Black Teacher

The dominant culture in education constantly reminds me that no matter how many degrees I hold, my place in their system is defined by their comfort with my presence. Credentials don’t shield against biases; they merely illuminate the barriers to equity, reinforcing a hierarchy that resists meaningful change for marginalized voices. Yes, DEI is dead.  By Don Allen, Ed.S., M.A. Ed., MAT  - Journal of A Black Teacher        Sitting in Cohort 13's class on Saturday represented one of the most uncomfortable experiences of my doctoral journey. The topic of the evening rested on an upcoming event meant to seek current disparities in education and propose solutions with key policymakers and stakeholders. This was a rare opportunity, as our voices as educators could be elevated into spaces of power. Then, as the discussion unfolded, I watched colleagues back out, pointing to vague reasons or shifting the focus to other priorities.       The unease in the room wasn't rooted in logistics

By Don Allen, Journal of A Black Teacher (2024) Lexile Level explanation  - parent guide (MDE) In fact, phonemic awareness development might be quite tough for underserved students in the Twin Cities and even within Black and Brown communities due to a generational achievement gap and inequity that exist in our educational systems. Many students in these communities come from generations of individuals who have not been in a place to support their own students due to socio-economic barriers: underfunded schools, large student-to-teacher ratios, and a lack of early childhood education opportunities. Often, this gap leaves parents unable to provide the resources needed for their children's literacy development. Phonemic awareness perhaps is the most critical requisite for early reading, dependent on rich, language-based environments that may not have been consistently provided to under-served students at home or via school experiences. Other disadvantages that can also counter these

By Don Allen, Journal of A Black Teacher (Editorial Opinion) The Minnesota Department of Education's Grow Your Own programs are innovative and needed ventures laid out to cater to the reality of teacher shortages and to develop a teaching career workforce that is diverse and highly qualified. Though these kinds of programs generally target both high school dropouts and paraprofessionals for the project, there is still a very strong argument to begin real GYO programs as early as middle school. Beginning GYO initiatives in middle school can harness the formative nature of these years, providing a strong foundation for future educators and addressing critical educational challenges. How do district leaders Identify and cultivate an interest in teaching? Middle school is a formative stage for scholars regarding their interests or the road to their future careers. With this program, the Minnesota Department of Education will be better prepared to identify students who already have an i

By Don Allen, Ed. S., M.A. Ed., MAT (Editorial Opinion via AllenEd) Minnesota's persistent efforts to increase the number of Black male teachers have commendable intentions. However, the limited success of these initiatives suggests a fundamental flaw: the overemphasis on creating new Black male teachers without addressing the broader systemic barriers that hinder their success and retention. To effect meaningful change, we need a comprehensive, research-driven approach that reimagines the entire educational ecosystem. The Problem with Singular Focus The strategy of simply recruiting more Black male teachers overlooks the complex challenges they face within the educational system. These teachers often find themselves in environments that are not conducive to their professional growth or personal well-being. This can include: - Cultural Isolation: Black male teachers frequently work in schools where they are one of the few, if not the only, Black staff members. This isolation can l

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