Diversity and Inclusion
Students in Hamilton County deserve access to diverse teachers who not only look like them, but also effectively facilitate access to a high quality education. It is our goal to make the HCS teaching population as diverse as our students. It is equally important to our staff to have people around them with similar racial and/or ethnic backgrounds.
Tennessee Educators of Color Alliance
Through a partnership with the Tennessee Educators of Color Alliance, Hamilton County Schools focuses on the recruitment and retention of a diverse teaching workforce and school support staff. Learn more about the district's partnership with TECA and how you can be involved.
Affinity Groups provide a space for educators of color to network , receive support, engage in professional development, and learn more about upcoming leadership opportunities.Learn More
Our Employees Self-Identify as:
Teachers of Color
Leaders of Color (Principals, Instructional Coaches, etc)
Hear from our Leaders and Educators
Dr. Marsha Drake, Chief Equity Officer
“Educational Equity is the work of all educational stakeholders. We must all work together to create a district culture that is inclusive of ALL the students we serve ensuring that the students are provided opportunities to experience success without limits.
I choose a career at HCS because I saw myself in the students that I served in the urban and rural areas that I served. Once in the classroom I saw myself in the mentors of color in leadership that took me under their wing and provided me with a plethora of opportunities for growth and advancement.”
Erin Glenn, Induction Specialist
“I am beyond grateful for teacher leadership pathways available in Hamilton County Schools. Having served as a content lead, Future Ready Institutes Coach, new teacher mentor, and LEAD (Leadership, Exploration, and Development) program participant, I'm fortunate for experiences that provide the opportunity for professional learning and growth. Attainable for anyone interested in expanding their work, leadership tracks can be found across all grade levels and subjects taught.”
Tiffany Wiltshire, Teacher – Tyner Academy
“I come from a long line of educators in my family. I know how important it is to be in a position where my students can see someone who looks like them. I understand the impact I make on my female students of color not only as a teacher but a life-long advocate.”
Jonathan Brown, Teacher – Orchard Knob Elementary School
"We need diverse men because when a male teacher steps into the classroom and embraces their true self, they change the narrative and add another definition of what it means to be a male to their scholars book. They show their scholars how to be unapologetically them and how to embrace all that is them."
Charhonda Gardner, Assistant Principal - Brainerd High School
"LEAD validated my understanding of the assistant principal’s role in Hamilton County. While networking with other aspiring LEADs, I gained valuable insight into Hamilton County’s equitable practices and leadership beliefs. The just-in-time exposure to McREL's Balanced Leadership Framework gave me the confidence that I was ready for my new role as an assistant principal."
Whenever the discussion of diversifying teachers is brought up, there's always someone who thinks doing so would only benefit students of color. I want people to understand that it actually benefits all students, regardless of color. I read an article in college that talked about how diversity can make you smarter because you're forced to consider different perspectives and look at one thing from multiple angles. When students aren't exposed to different kinds of people, we limit their view of what life outside their immediate communities is like. We can't expect students to function successfully in a world they only understand a very small part of. In order for students to feel confident seeking new opportunities and expanding their horizons, we have to give them access to teachers with diverse experiences.
Black men represent only two percent of the teaching community. Black students, particularly black male students, need to see themselves in their teachers. They need to know that it's acceptable to be themselves; to walk, dress and talk with swag. Our students need that big brother/uncle/cousin role modelesque figure in their lives to increase the cradle to career pipeline.