By: Emily Soto, Program Manager at The Teacher Collaborative

Growing up in a Dominican immigrant household and attending under-resourced public schools in Boston, I saw the many disparities that communities of color encounter when trying to access opportunity and a good, quality education. This instilled in me a desire to fight for justice and equity.

Originally that meant pursuing a criminal justice degree to become an advocate for my community, but my journey eventually led me to teaching. This is where I found that I could give back to my community in the best way. 

I was fortunate enough to spend those first years of teaching in the schools I attended as a child, teaching my childhood friend’s nieces and nephews. I felt like I had found my purpose. Because of my first-gen and Latina background, I was able to build authentic relationships with my students, make class engaging for them by leaning into their culture, and — most importantly — affirming my students’ identity. Many of my students would see me as a role model and that I reminded them of their own family.

However, my passion for education was not enough to keep me in the classroom. Despite spending five years in the classroom, helping unlock the potential of my students, I couldn’t pass the MTEL exam for ESL teachers. During my time in the classroom, I spent years studying for a standardized test that clearly was not made for educators like me. I had to balance studying for the MTEL, my teacher workload of over 60+ hours a week, and graduate school. There are so many layers to why it’s challenging for teachers – especially new teachers – to pass the MTEL; time and capacity were some of those layers for me. This exam affected both my mental health and confidence as a teacher, eventually driving my decision to exit the classroom.

This struggle highlighted for me that the exam wasn’t a measure of whether or not I was a good teacher, but rather an obstacle that keeps so many great teachers from staying in the profession.

I’m not alone. Between 2007-2013, 92% of white test-takers passed the Comm/Lit MTEL, compared to about 70-75% of Black and Hispanic candidates. This same research shows that ultimately only 19% of Latino test-takers remain in the teaching profession more than three years. 

Along with thousands of others, I entered the teaching profession on waivers and with an emergency license during the pandemic. However, despite research that shows emergency licensure increased educator diversity and that educators on an emergency license performed just as well as others with traditional preparation, I was not guaranteed a job once that license expired. All of this, combined with the stresses of teaching during the pandemic, forced me to exit the classroom. 

Support the Educator Diversity Act

Despite no longer being in the classroom, I remained steadfast in my commitment to create the best education system possible for my community. I do this both in my role as a Program Manager at the Teacher Collaborative — helping develop and facilitate professional learning and leadership programs for teachers in Massachusetts — and my role as an Educator Diversity Act “organizing captain” for Latinos for Education.

The Educator Diversity Act has the potential to transform and strengthen the educator workforce in Massachusetts, opening the door for diverse and talented educators to enter the profession and help the next generation of students reach their full potential.

Providing multiple pathways for individuals to become certified educators – outside of the traditional MTEL exam – is key to solving the lack of educator diversity in the state. I knew of so many colleagues who, like me, were just a point or two shy from becoming certified. Yet an arbitrary exam was keeping us from staying in the classroom. Unfortunately, it is the students who suffer when this happens, and we need a new path forward to ensure these shortages don’t continue.

The other reason I’m passionate about advocating for the Educator Diversity Act is because it would strengthen the voice of educators of color, who are often overlooked in many school districts. During my time as a teacher, I realized, solutions to retain teachers could include solutions as simple as providing intentional safe spaces. Teachers of color need to feel like they belong and can succeed. Unfortunately, that doesn’t happen in many schools or school districts. Diversity, belonging, equity, and inclusion training for staff and teachers are treated as mere compliance checkboxes instead of tools that get to the heart of the inequitable campus culture and climate that educators of color experience. 

The Educator Diversity Act would not only create standards when it comes to DEI training, but also create educator diversity councils that can inform teacher recruitment and retention efforts, and help provide professional development opportunities for current educators.

My journey from aspiring lawyer to dedicated educator sheds light on the multifaceted challenges within the education system, particularly for teachers of color. The call for diverse leadership, as championed by the Educator Diversity Act, is not just about representation; it’s about creating a transformative, inclusive educational experience for all. As we navigate the path towards educational equity, it’s crucial to recognize the invaluable contributions of diverse educators and the need for systemic change to ensure that every student feels seen, valued, and empowered.

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About Emily Soto:

Emily Soto is a Program Manager at the Teacher Collaborative. Emily is a former ESL teacher, with experience working with middle school and high school students in both charter and public schools in Boston. In addition to her role as an educator, she has facilitated Diversity, Equity and Inclusion professional development to school staff and faculty. She holds a Bachelor’s Degree from University of Massachusetts Boston in Criminal Justice and Women and Gender Studies, and  a Master’s Degree in Teaching and Curriculum from Boston University Wheelock School of Education. Emily lives in the South Shore area with her fiancé Brandel and their dog Ruby.