Nine exceptional Black male educators from Winston-Salem/Forsyth County Schools (WS/FCS) joined over a thousand educators from across the nation at the 2024 Black Men in Education Convening (BMEC) in Philadelphia from November 21-23. Hosted by the Center for Black Educator Development, the event provided a communal space to address the deeply emotional, intellectual, and transformative work Black male educators undertake daily.
Representing WS/FCS were Dr. Mark Maxwell (Office of Equity), Dr. Walter Johnson (Parkland High School), Trent Watkins (Konnoak Elementary School), Patrick Saddler (Petree Elementary School), James Moore (Carver High School), Correy Baines (Paisley IB Magnet School), Maurice Jackson (Reagan High School), and Dr. Jamal Crawford and Parrish Tubbs (Flat Rock Middle School). Their presence underscores the district’s commitment to equity, inclusion, and the critical role of representation in education.
Phillip Boyd Jr., a nutrition and wellness teacher at R.J. Reynolds High School, attended with support from Profound Gentlemen and WS/FCS. Boyd shared the life-changing impact of mentorship and representation, reflecting on his experience as a student of Walter Johnson, who shaped his confidence and aspirations.
“Seeing Mr. Johnson as my first and only Black male teacher in WS/FCS challenged stereotypes and showed me the power of diversity in education,” Boyd said. Today, Boyd continues the cycle of empowerment in his own classroom, ensuring students feel seen, valued, and capable.
Representation Matters: The Research and Real-Life Impact
Data reveals that Black male teachers represent only 2% of the U.S. teaching workforce, yet their influence is profound. For Black boys from low-income households, having a Black teacher for just one year reduces the likelihood of dropping out by 39%. These educators often serve as mentors and role models, fostering higher expectations and dismantling systemic disparities in education.
Maurice Jackson, an assistant principal at Reagan, described the transformative experience of attending BMEC.
“Walking into a space filled with men who share your purpose is empowering. The fellowship and shared commitment to uplifting our students were inspiring,” Jackson said.
Reflecting on his own education, Jackson noted that he didn’t have a Black male teacher until college, where his professors held him accountable and instilled a sense of pride in his identity.
Student Voices: A Lens for the Future
BMEC 2024 also highlighted student brilliance through the session "Brilliance by Atomic Design: Black Boy’s Squad Edition." Students Brandon S., Cavance S., and Desmond A. shared their aspirations – scientist, politician, and nurse, respectively – and their insights on how education can empower Black boys. Their words resonated with Jackson, who praised their authenticity and drive, stating, “They were unapologetically themselves, and their truths were inspiring.”
This session reminded attendees of the power of student voice in shaping educational policy and practice. As Brandon noted, “Education is a chance – it’s promising because it creates growth and opens opportunities.” These young leaders exemplify the potential unlocked when schools create inclusive, supportive environments.
Building a Pipeline for Equity
The collaboration between WS/FCS and Profound Gentlemen to support attendance at BMEC is part of a larger mission to recruit and retain male educators of color. Dr. Timisha Barnes-Jones, Chief of Schools for WS/FCS, emphasized the district’s commitment.
“Strengthening our leadership pipeline with meaningful support for our male leaders of color is vital,” Barnes-Jones said. “Conferences like BMEC are transformational opportunities to advance equity and improve outcomes for all students.”
The educators left BMEC energized and unified, determined to foster belonging and achievement in their schools. Boyd encapsulated this spirit.
“This conference affirmed that representation matters,” Boyd said. “I’m paying it forward so my students feel seen and valued, just as I did.”
Looking Ahead
The insights gained at BMEC are already sparking change. Jackson suggested the district could benefit from intentional fellowship opportunities for its Black male educators, akin to BMEC’s community-building approach.
“Let’s create spaces for us to come together regularly, share experiences, and strengthen our impact,” he urged.
WS/FCS is committed to creating inclusive educational environments where all students thrive. By investing in the recruitment and retention of diverse educators and amplifying student voices, the district is laying the foundation for a more equitable future. As these nine leaders demonstrated at BMEC, the work is ongoing, but the impact is undeniable.
Submitted by Dr. Mark Maxwell, WS/FCS Lead Equity Coach