Do districts really want teachers and leaders of color

And what happens when they get them?
It was interesting to read this piece in EdWeek this morning, a reflection from a Black male teacher:

I was tired of being looked to as a disciplinarian. I was exhausted by the mandates of no-excuses and the confines of a curriculum and instructional techniques where I had little to no say. I loved my students, but it wasn't enough.
Valuing and supporting teachers after they are hired is often more important than simply hiring them in the first place. Too many districts instead offer little to no support for Black teachers, overutilize them for disciplinary purposes, and do not respect them for both their content knowledge and instructional skills.

...with this piece from the Washington Post discussing implicit bias in school climate reports.

In a Dec. 28 memo to the county school board, Smith said he looked at an elementary school climate survey showing the percentage of employees who said “staff morale is positive in this school.” This was after the Montgomery County Education Association teachers union told him the district should do more about schools with low morale.
“I became concerned because of the racial makeup of the principals of both lists,” Smith said. “I determined that 15 of the 18 principals with the most positive ratings were White/Caucasian and 11 of the 15 principals with the lowest rating were Black/African American or Hispanic.”
He told the board that “cultural proficiency and implicit bias” should be considered in creating future surveys. “To use an instrument that results in the over-identification of any race, gender, age or culture is unacceptable,” he said.

Recruiting isn't even half of the issue. Retaining and valuing teachers of color is a long-term, sustained need.