Teachers and Black Boys Need help, not only from students parents and families, but from the community as well
My name is Barbara Phillips, Executive Director of the Community Network Council (CNC). I raised two Black boys and was actively involved with my sons' education and schools. I was even the President of the PTA. So, I understand the struggles Black boys face in schools. I also understand some of the struggles teachers endure while teaching Black boys. It's usually because they don't understand one another. This lack of understanding diminishes the potential for Black boys and White teachers to respect and connect with one another. The Cultural disconnect generally leaves Black boys can partially explain the disparities and disproportionality Black Boys experience: lower attendance rates; the highest discipline rates; higher dropout rates; and other kinds of disproportionality that leads the, from school to prison. I asked my friend, Melvin Tate, MA Ed, a career educator advisor, to create a course that supports educators, students, and families. "Teaching Black Boys" does that. Based on participant evaluations in several schools taking the course, the course has been very well received.
What Do Educators Say after taking the "In-person" version of the course?
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Renee, High School Teacher
"Taking this course allowed me to grow as a teacher. I had the chance to examine my thoughts, beliefs, and teaching in a safe environment that encouraged my growth as an effective and supportive teacher."
Sarah, Middle School Assistant Principal
“TBS was a great course to better understand myself and biases, as well as the experiences of Black students in our classrooms. The dialogue between colleagues and the opportunity to speak with families and students opened my eyes to how my practices can shift. I am grateful for the opportunity to have done this class twice and highly recommend it for any teacher willing to reflect, adapt and overcome”
Stephani, 2nd Grade Teacher
“Teaching Black Students” was one of the most powerful, relevant professional development opportunities our staff has had. Through this course, our staff engaged in courageous conversations, uncovered implicit biases, listened to (at times) uncomfortable truths about the experiences our students and their families have in school, and reflected on the ways we can (and do) address equity issues within our own classrooms and school to better serve our students. The instructors of this course were knowledgeable, experienced, facilitated some difficult conversations as a school community, and helped set us on the path to addressing racism and equity issues within our educational system. I recommend this course to any school or staff member ready and willing to engage in the difficult work of addressing equity issues in their own practice and looking for ways to dismantle the systemic racism in our schools.
Important Preview Information
Click on the "Preview" buttons below, for a Flyer; Course Compliance; Syllabus; Clock Hours and Credit; Book Prices/Ordering; and Bios. Click on the "Enroll" button below when the Course/Book Study opens for enrollment. Certificates of completion may be issued as early as 5/2/23 for any students who enrolled by 3/27/23, otherwise certificates are issued 6/16/23.
A White woman supporting teachers who teach Black boys
Cindy Prescott
My name is Cindy Prescott and I am an instructor for the course “Teaching Black Boys.” When Melvin first asked me to be trained to teach the course for the Community Network Council (CNC) I had several reservations. One concern is that I am a White female teaching a course about Black Boys. Melvin said that by the time I finish with the training I will know more about Black boys, Black families, and the Black community than most people. He said the real issue is one’s disposition and perseverance to continue learning. Of course, anyone who knows him know that he said a lot more. During the conversation he shared that 85% of educators in the nation and in many local communities are White, the overwhelming majority of which are White women. Plus, it is mostly White women who continue to choose teaching and education as a career. Melvin made another point as well. If it is good for students of color to have people who look like them teaching courses, why wouldn’t the same principle apply to teachers who are students in some of the courses offered by the CNC? This, especially if the instructor can share the transformative experience many teachers will have as they continue to learn about Black boys and other cultural groups.
He continued; you are not there to present yourself as all-knowing regardless of how well informed you are. The course is not a lecture but rather an inquiry and discovery process. Having over 70 contributing authors (primary sources) the textbook is well suited for the inquiry/discovery learning process--even a critique, he said.
At that point I was ready to give it a try, but he went a little further. He said my experience as a career teacher and Union President should assure educators that I am well aware of education issues as well as the experiences of many individual educators. finally, I just wish I would have studied the contents of the textbook at the beginning of my career. I have a much better understanding of myself as well as Black boys and their families. Also, the basic framework of the textbook; Understanding, Respecting, and Connecting, are principles that can be applied to any group or culture.
