In today ’s ever – changing classroom, the most powerful force is not science, or technology, or innovation; it is the power of ‘passion’. That is what students will feel when they walk into your classroom. It’s what will inspire them to achieve more than they thought they could.  It’s what will inspire you to learn as much as you can so that you can joyfully share that knowledge with as many people as humanly possible.

As we face this massive need to transform education, the reality is that teachers must now—more than ever—be able to learn, relearn, and adapt. The teachers who are best able to thrive in this environment have a passion for who they teach, how they teach, and what they teach.  The bottom line: If students sense anything other than your genuine passion for teaching, you will lose them. Students will find other interests to occupy their hearts and minds. Your students will physically, mentally, and spiritually drop out of class. If you don’t have passion in your heart, then the students will struggle to feel engaged and to learn. In today’s wired world, the students simply have too many competing interests that could potentially steer them off course.

In this issue, I had a special opportunity to interview the Chancellor of DC Public Schools, Michelle Rhee Although Ms. Rhee is very busy, she took the time to talk with me about issues that affect today’s new teachers. She shared her thoughts, her time, and her enthusiasm, which left me with a sincere sense that she has a special passion for her work. She wants to make a change.

As you look forward to starting your career in teaching, remember to bring your passion. Your career and your students are depending on it

In this issue, we focus on the area of STEM (science, technology, engineering, and math programs) in our schools. As more and more factories close, only to re-open in countries with cheap labor, we now need — more than ever — a highly-trained, well-educated work force.  This kind of work force will need to create products, solve problems, and create value that will attract consumers around the world.  It will be able to command top salaries and maintain America’s high standard of living.  However, this type of work force means that school districts must hire, and train, more teachers who are proficient in the area of STEM.

Many of America’s top corporations have already identified America’s global competitiveness as a major issue that must be addressed.  They understand that America’s work force must be more skilled in the areas of STEM in order for America to compete in this global market.  For this reason, some have begun contributing significant resources to aid teachers and school districts in the area of STEM.

Just as students need to learn more in the areas of STEM, there is a need for teachers who will challenge the old paradigms of education.  Teachers are needed who will bring innovative ideas and fresh approaches to the classrooms.  These are teachers who will have a firm knowledge of the subject matter, and can also go after the hearts and minds of today’s children.  These are teachers who can reach young people and ignite a passion for life-long learning.

In this issue, we try to strike a balance between these two critically important aspects of teaching and learning.  We must not only hire and train competent and proficient teachers; we must also seek out ones who are also caring and inspirational.

Preston “Pres” Edwards, Jr.,

Publisher – Teachers of Color

Teaching STEM:

Teachers Wanted for STEM Education Preparing Tomorrow’s Workforce

Promoting STEM (Science, Technology, Engineering and Math) Careers

Science Teachers Get A Glimpse Into The Classroom And Support For Their Future

STEM Corporate-Education Partnerships

Pres Edwards

By Preston “Pres” Edwards, Jr

Each April the National Football League holds its annual draft.  This highly-anticipated selection date gives teams especially those that have not done so well the opportunity to recruit top players in order to – hopefully – change their fortunes for the upcoming season.  Before each draft, talent scouts make their recommendations regarding the players they believe will have the greatest impact on teams looking to improve.  These  “impact players” can create an immediate and noticeable improvement for their teams.  Impact players bring leadership, a winning attitude and a commitment to excellence.  These individuals bring a special brand of enthusiasm and energy that transfers to both their teams and to the fans.  Soon winning is expected and everyone anticipates great things to come.  Impact players can have an exponential effect on their fellow players, coaches and fans.

April is also a highly anticipated month for us here at TEACHERS OF COLOR as it marks the publication of our first-ever issue.  The publishing of this magazine seeks to showcase minority teachers who have special solutions that are making an impact in the lives of minority students.  However, it does not stop there; we want to showcase minority teachers who are making an impact on the lives of all students.   We are excited about developing a magazine that will spotlight impact teachers, impact school districts and impact administrators that are making a difference.  Think about it: teachers, administrators and school districts (the team) not only impact students, but they also impact classrooms, families, communities, our nation, our world.  Talk about an exponential impact:  This impact can be felt for more that just a few seasons; it can last for generations.  This is not about winning a game but about winning the hearts and aspirations of young people who can positively change our world.  We want to showcase this inspiring career.  We all know there are careers that pay more but there are few that offer such rewards.

TEACHERS OF COLOR Magazine will keep our readers up-to-date on the issues, help them grow professionally and motivate them to achieve higher levels of classroom excellence.

As we begin this journey, I want to say thanks to some very special people who made this first issue possible.  First, I would like to thank my wife, Trina, for her constant encouragement on this project.  My thanks also go to Preston Edwards, Sr., publisher of THE BLACK COLLEGIAN Magazine — my mentor, my boss and my father — for his guidance and support, and to this issue’s writers, Simon Bailey, Roy Jones, Jawanza Kunjufu, Nat LaCour and Calvin Mackie for agreeing to write articles that inspire and educate our readers about making an impact.  Thanks to Darlene Faltz, of Prince William County Public Schools, who is so passionate about diversity and recruiting that she helped to give us the gumption to start this magazine.  Finally, I would like to thank all of our inaugural school district advertisers who, by advertising, have shown their commitment to diversity and their support in building a magazine for minority teachers. Thanks to all who made this first issue a reality.

As we develop and grow, this publication will ask for your feedback and advice.  Please e-mail us often, as we look forward to hearing from you on the issues.   We will strive to keep this magazine relevant and make it into a publication that makes an impact on impact teachers, administrators and school districts.

Related information:

Job Search on Teachers of Color

How to Get The Teaching Job You Want

Set High Expectations

Surviving the First 5 Years of Teaching

Top 10 Teaching Strategies

Special Education Teachers in Demand

Teachers Of Color Web Resources

“… Stop low-balling expectations for our kids. The solution to low test scores is not lowering standards—it’s tougher, clearer standards.” —President Barack Obama

One issue that remains consistent throughout this issue of Teachers of Color is that expectations for teachers andstudents must be high in order to achieve success. When we read the articles along with the school districts’ ads, we can see clearly the value that is given to teachers who have high expectations for themselves, their students, and their employers. We see that classroom success depends on all involved having a sincere desire and expectation for a high-quality education.

In this issue, we look at several of the issues affecting students and teachers. In our feature article, we talk with Dr. Steve Perry, whose Capital Preparatory Magnet School is using new and innovative ways to educate and prepare young people for college. In our “In the Classroom” feature, we hear from three teachers from different backgrounds talking about their experiences teaching and how they have found that an understanding of a student’s culture is a significant factor in how well students learn and in their success. We also revisit STEM (Science, Technology, Engineering, and Math) to reiterate the fact that if our schools are to remain relevant, they must educate our children so that they can compete in a global workforce. These articles, along with others, give a clear message that expectations must remain high for our children to achieve a high-quality education.

As we finalize this issue of Teachers of Color, America finds itself in the midst of staggering unemployment, an ever-growing environmental crisis, two wars, and a host of other challenging issues. We all understand that a few talented individuals or one magic solution will not solve these issues. For America to solve these issues, we need courageous, intelligent, and creative people. If we give our students the tools, the teachers, and the expectation that they can learn, they will learn. Our schools, teachers, and students must expect the very best.

Preston “Pres” Edwards, Jr.
Publisher