Minnesota state Statute 122A.70, In Mankato Area Public Schools this is Policy number 466
Link here: https://www.revisor.mn.gov/statutes/cite/122A.70
In brown, you will find MAPS policy 466 a copy of Minnesota State Statute 122A.70, In grey, FAIR’s response.
E. In addition to developing a Staff Development Plan, the Staff Development Advisory Committee also must develop teacher mentoring programs for teachers new to the profession or school district, including teaching residents, teachers of color, teachers who are American Indian, teachers in license shortage areas, teachers with special needs, or experienced teachers in need of peer coaching. Teacher mentoring programs must be included in or aligned with the school district’s teacher evaluation and peer review processes under Minnesota Statutes, sections 122A.40, subdivision 8 or 122A.41, subdivision 5.
FAIR’s Response: We agree that teacher mentoring is a useful program for teachers new to the profession or the school district. The section in bold is race-based and race-essentialist. It makes assumptions about the teachers based on the color of their skin and their ancestry.
Assuming that teachers with a specific skin color or ancestry are in particular need of mentoring is reductive and insulting. It fails to see teachers as individuals and instead uses immutable traits as a signifier for a set of experiences or needs. This approach reinforces race-essentialism and creates division. It is also unfair, discriminatory, and possibly illegal, because it treats people differently based on immutable traits
D. The school district may use staff development revenue, special grant programs established by the legislature, or another funding source to pay a stipend to a mentor who may be a current or former teacher who has taught at least three (3) years and is not on an improvement plan. Other initiatives using such funds. or funds available under Minnesota Statutes, sections 124D.861 and 124D.862, may include:
1. additional stipends as incentives to mentors of color or who are American Indian;
FAIR’s Response: As above, singling out teachers due to the color of their skin is race-essentialism. It makes assumptions about individuals based on group identity.
2. financial supports for professional learning community affinity groups across schools within and between districts for teachers from underrepresented racial and ethnic groups to come together throughout the school year;
FAIR’s Response: reserving funding for teacher affinity groups based on racial and ethnic groups is divisive, discriminatory, and potentially illegal
Suggestion during school Board Meeting: Financial support of professional learning community round table discussions, that occur within and between districts for teachers with a variety of teaching backgrounds and experiences, to share valuable techniques and information
3. programs for induction aligned with the school district or school mentorship program during the first three (3) years of teaching, especially for teachers from underrepresented racial and ethnic groups; or
FAIR’s Response: As above, singling out teachers from particular racial groups for funding opportunities fails to treat teachers as individuals and instead makes racialist assumptions about their individual needs or abilities based on their skin color or ancestry.
4. grants supporting licensed and nonlicensed educator participation in
professional development, such as workshops and graduate courses, related to increasing student achievement for students of color and American Indian students in order to close opportunity and achievement gaps.
FAIR’s Response: As above, singling out students from particular racial groups for funding opportunities fails to treat students as individuals and instead makes racialist assumptions about their individual needs or abilities based on their skin color or ancestry.
To the extent the school district receives a grant for any of the above purposes, it will negotiate additional retention strategies or protection from unrequested leave of absences in the beginning years of employment for teachers of color and teachers who are American Indian. Retention strategies may include providing financial incentives for teachers of color and teachers who are American Indian to work in the school or district for at least five (5) years and placing American Indian educators at sites with other American Indian educators and educators of color at sites with other educators of color to reduce isolation and increase opportunity for collegial support.
FAIR’s Response: Retention strategies, including financial incentives, directed solely for teachers with particular skin color or ancestry view teachers solely through the lens of their group identity. This essentialist view of teachers is discriminatory and potentially illegal.
We understand the desire for the school district to address issues of isolation and collegial support, but assuming that placing teachers together who share the same group identity, will address that issue is a race-reductionist view of teachers who are complex human beings.