Black educators make up 7% of the public-school workforce. However, Black men account for just 1.3%, even though they represent more than 6% of the U.S. population, according to the National Center for Education Statistics. To help address this gap, the Black Men in Education Convening is set to bring together more than 1,400 educators, advocates and thought leaders to Philadelphia from Thursday through Saturday at the Loews Hotel in Center City. Now in its eighth year, the sold-out conference was created by education advocate Sharif El-Mekki of the Center for Black Educator Development to strengthen the Black teacher pipeline and drive change in education. This year’s theme, “Power to the Pupil,” explores education and the cultural forces that shape it both inside and beyond secondary school, through the eyes of students. Headliners include author Leslie Fenwick, Howard University professor Greg Carr, educator and researcher Lisa Delpit, scholar Chris Emdin, and Grammy-winning artist Lupe Fiasco. “With more than 70 speakers and 80 breakout sessions, the event highlights ways to empower students and create culturally affirming liberatory schools,” said Orpheus Williams, BMEC’s chief program officer. “When teachers empower Black and Brown students, their success inspires others to adopt those strategies,” he added. “BMEC gives Black male educators a space to connect, share experiences and affirm that their approaches are valid.” Mentorship shapes careers The conference will also highlight Black men who are shaping classrooms and leading schools across Philadelphia and beyond. William Hayes, CEO of Boys Latin of Philadelphia, has 17 years of experience in education. He credits mentorship as a crucial influence in his career path. “I didn’t initially pursue education, but I’ve always had a passion for working with young people,” he said. “A principal in Boston saw potential in me and encouraged me to teach. Students can’t fully imagine what they don’t see. The presence of Black leaders, especially men, inspires them, provides mentorship, and builds community, showing what their future could be.” Hayes emphasized that attracting and retaining more Black men in education requires changing the narrative around teaching. “I believe teaching is one of the greatest professions, but outdated views make it seem exhausting and undesirable,” Hayes said. “To recruit and retain Black male educators, we must reframe teaching’s value, create welcoming environments and provide opportunities for growth, while ensuring Black boys see education as a path to freedom, justice and joy.” Stephen Fleming, a teacher at Martin Luther King High School, echoed this perspective. With 19 years in public education, he said he’s stayed in teaching because of the connection with students. “I’ve wanted to be a teacher since I was young,” Fleming said. “I don’t always like some of the top-down mandates in education, but I love working with our students at King. That’s what motivates me to stay in teaching. “My teaching approach has evolved over the years,” he added. “Early in my career, I was a hardliner who didn’t consider what was happening outside the classroom. I’m still structured, but I’m more conscientious of our students’ struggles now.” Fleming has inspired many former students to pursue teaching careers, several now in Philadelphia’s public and charter schools. “One of my former students told me that seeing the example set by me, Dr. Crawford and Ms. O’Conner inspired her to give back to her community,” he said. “I’m proud to have played a part in her decision to become a teacher.” Tamir Harper, now senior director of development at Philadelphia Academies Inc., left the classroom to address systemic challenges in education. “I left the classroom because of slow financial growth and limited leadership opportunities for early-career teachers,” Harper said. “I love teaching, but I also want to improve systems for students, and early-career teachers often don’t have the capacity to do that.” Although Harper no longer teaches in the classroom, he uses his experience to guide leadership and program development work. “I’m still part of the education ecosystem,” he said. “My dissertation focuses on increasing Black male leaders in K-18 schools and nonprofits. To make real change, we must address the whole system, not just teachers.” Challenges persist Despite their dedication, Black male educators leave the profession at disproportionately high rates. According to a report by Penn State Center for Education Evaluation and Policy Analysis, teacher attrition in Pennsylvania reached 7.7% in 2022-23, with Black male teachers leaving at a much higher rate of 18.1%. In Philadelphia, the overall attrition rate exceeded 15%. Although overall attrition fell to 6.7% in 2023-24, Black teachers continue to leave at higher rates, about 13% annually. Over five years, roughly one in three Black teachers exits the profession. Research shows that Black students with at least one Black teacher are 39% less likely to drop out and 29% more likely to enroll in college. Yet, Black men make up just 5.3% of teachers in the School District of Philadelphia, totaling 467 educators. Programs to build the pipeline To strengthen the pipeline, the district is expanding programs that encourage high school students to pursue teaching, including initiatives at SLA Beeber, Olney, Vaux Big Picture and El Centro. The Grow Your Own initiative trains current staff and eventually students to become teachers and leaders. It operates through partnerships with Temple, Drexel, La Salle, HBCU Lincoln University, the Community College of Philadelphia, and College Unbound. “We’re partnering with the Center for Black Educator Development to expand programs at high schools like SLA Beeber and Olney,” said School District of Philadelphia Superintendent Tony Watlington Sr. “Through the Grow Your Own program, we’re increasing the number of candidates of color, with a focus on Black and Latino men. Participants earn a bachelor’s degree, gain teaching certification, and graduate debt-free,” he added. The district is also investing in professional development and targeted support to help Black male educators overcome stereotypes and access equitable resources. Key supports include the paraprofessionals program, Teach Right Now for emergency-permit teachers, TeachPHL for new district educators, biweekly Tune-Up Tuesday sessions, and the Teacher Mentor Program for midyear hires. “Black men bring brilliance, leadership and unique gifts to the classroom,” Watlington said. “Through professional development and support, we’re making sure they not only have everything they need to succeed, but also the tools and confidence to inspire students, challenge stereotypes and thrive as leaders in education.” BMEC’s ongoing impact Through annual programs for college and high school students, Freedom Schools Literacy Academy and national partnerships, BMEC continues to strengthen the pipeline of Black educators. College fellows receive guidance and retention incentives, high schoolers explore teaching and leadership and all participants gain hands-on classroom experience with mentor teachers. Williams said he hopes attendees leave the conference with practical skills, meaningful connections and a renewed sense of purpose. “This conference isn’t just about learning; it’s about building a community, finding joy and feeling inspired as educators. I hope they take that energy back to their students and recreate it in their own classrooms, schools and cities,” he said.
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