DREAM
The Ohio Human Capital Resource Center interviewed a group of leaders from Southwest Ohio who joined together to help launch DREAM (Diversity Recruitment Educators Association for Miami Valley). DREAM received a $70,000 grant from the Ohio Department of Education and Workforce to help close the gap in diversity among educators. When the program began, the number of non-white classroom educators in Ohio was 5%, but non-white students comprised 30% of all students across the state.
DREAM’s success story features lessons related to the recruitment and retention of a diverse educator workforce. This interview includes responses from these four officers serving DREAM:
Devon Berry
Dir. of HR
West Carrollton City Schools
Allyson Couch
Dir. of Ed. Svcs.
Oakwood City School District
Lydia Gaddis
Ex. Dir. of Human Capital
Springfield City School District
Deron Schwieterman
Dir. of Human Resources
Beavercreek City Schools
1. How did DREAM begin? Share the origin story for this big idea.
Allyson: It began with lunch and cookies from the Cherry House Cafe in Beavercreek!
From the start, we’ve been centered around friendship and human resources (HR). During the turmoil of COVID, and in the midst of the murder of George Floyd, there was so much unrest. We came together as HR directors and wanted to make our world better in the Miami Valley Region. A couple of us were part of the Diversity Teacher Workforce Grant through the Ohio Department of Education and Workforce that the Montgomery County Educational Service Center was heading up for our region. Devon and Allyson raised their hands, and we were also blessed with about 20 colleagues across the region who were also interested in the work. That helped us to build DREAM, beginning with four friends who went to lunch together.
Lydia: One of the things that stood out is what we are doing to ensure intentionality for representation within the education industry. It got really personal. Sharing where those pain points were, and the internal challenges with each other.
Deron: We were all working with the Ohio Association of School Personnel Administrators (OASPA) and Ohio minority recruitment systems, and we knew about the program in Northeast Ohio called the Cleveland Area Minority Educators Recruitment Association (CAMERA), but didn’t know how functionally it could all coalesce. When you have an idea, you look for other models. Devon and Allyson went to CAMERA and their org meetings to get more information.
Devon: We were impressed with how CAMERA could bring together varying districts united around one common effort.
“One thing that looks intentional but was by coincidence is the diversity within our group of four. We represent schools that are different but cover all the ground in the region. Our group and the districts we represented proved to be a good platform to grow from. If dedicating ourselves to this was good for the four of us, we had to look at recruiting as a regional and not just a district issue.”
2. What are you most proud of, looking back at the program development and implementation?
Lydia: I love the word activate! It’s energizing to go from a thought process to ways we can improve and help our region, in a world that feels so competitive. We are all striving to recruit the best and the brightest. We are all taking each others’ staff as we are trying to recruit. While we are all 100% committed to our districts, it is not at the expense of one another, so we can see the value of coming together to join forces.
Devon: Looking at CAMERA, I was extremely impressed with the conversations. When we scanned the landscape of our various districts in the Miami Valley, it was a moment, knowing that 20+ districts agreed and put forward resources to something that can be divisive in other places. We doubled what we thought we would have in terms of membership.
Deron: Thinking back, what we thought we’d get out of this was recruitment. But the broader impact is about changing what people think. That’s maybe more important than the recruitment. When I look back at the last two years, and the grant year before that, I think we’ve made big strides. Districts are paying $1,000 for membership to be part of DREAM, sending HR directors to quarterly meetings, and participating in professional learning communities (PLCs) around diversity. I’m proud of the commitment of those in the organization.
Allyson: I’m proud we got it off the ground. There were what I’d call philosophy hiccups. Those were not around controversial things. It was around structuring public vs. private education and who owns what. We had some tough conversations around member districts and boards. What do we believe? We decided that we were going to stand firm on certain things…even if we only ended up with 10 members.
The PLCs make the knowledge grow, since we have just one representative in each district. Learning together as HR directors is a game-changer. We did two book studies last year. Learning together allows you to get to some of those tough conversations. It was also our first year for scholarships. We have one for a student who is interested in pursuing education and two for staff members who are pursuing an educator license, so we are addressing the teacher pipeline and the shortage.
Evidence of Impact
Increase in Representation: Notably, the organization saw a 58% increase in BIPOC educators among the four initial districts from 2021–23.
Involvement: What began as a partnership among four districts has grown to include 23 districts from across southwest and west central Ohio.
Promotional Assets: DREAM created a website and video as resources for districts to use in their efforts.
Engagement and Satisfaction: Participating HR Directors comment on how the program has changed their approach, saying, “We’re constantly recruiting, and we are doing so with equity and diversity in mind, whether it’s a formal job fair or through networking, it’s become part of our everyday.”
3. What are the conditions for success when framing up a program like yours?
Lydia: Being able to find like-minded people was critical—and that doesn’t necessarily mean sharing all the same beliefs. While we may hold different beliefs and philosophies, we all have the same commitment to making sure that students receive quality instruction from those who are experts in their field.
I’ve been pleasantly surprised that so many districts have been willing to send someone to participate. Among our members, 95% are actively participating. They are showing up and sharing out. This demonstrates that we have more opportunities for growth. We are giving people space to say, “Here’s how we were able to navigate that.” It’s important that we challenge one another in our own individualistic thinking.
Deron: The first word I wrote down was COMMITMENT! It’s a foundation for success. Another thing is FLEXIBILITY. When you are doing something new, you have to be willing to understand that the growth may not be exactly what you expected, but it can be pleasantly rewarding. The hard work is about developing a culture over time that will become known as a welcoming space.
Devon: Developing a common vocabulary is important. When communicating with other districts, things get interpreted differently. Looking at our region and understanding the need and the purpose for diversifying the teaching pool, we need to understand how we will talk about it and understand it first. The impact goes beyond the surface value of diversity and seeing concrete measures proven from the research. This came from a comment from Allyson—that it’s important to have a diverse pool even when your student population isn’t diverse.
Allyson: One of the first things I thought of was leadership support. That’s critical because the district is a member, not just me. You have to have a certain level of commitment of money and resources. Those are some of the hurdles.
Finding a group of peers that is like-minded to moving the ball down the field, even when each of us has our busy times, is a big deal. There are times when each of us will take the ball and run with it, and we trust each other.
“Just knowing that you have a similar level of commitment is the most important thing. ”
4. Looking back, is there anything that you would do differently?
Lydia: Trying to learn about the partnership details is an important thing. When you have a partnership with a local agency, learning how to understand and formalize the details of that partnership with one another and the agency was not easy. Under the DREAM umbrella, we’ve worn a lot of hats that have been new to us. For example, we all learned more about being an officer, and delivering on the promises we’ve made to those member schools. We are all in the positions we’re in because we have a high standard for personal excellence. We are still figuring it out along the way, so it’s a big responsibility.
Allyson: Looking at what makes you sustainable over the long term and short term. When we met with CAMERA, they shared so much with us. Having your by-laws in place, knowing how to build a website, and having a social media presence—these are key priorities. The fiscal structure is crucial. We followed CAMERA’s model as a 501(c)(3) so we could stand alone; this means there’s no one district that is in the lead. It’s important to have that in place for sustainability.
Devon: I consider each of these colleagues as one of my friends, but the part that I’ve come to realize is that everyone wants to continue their own brand of competence and professionalism. We have a really good team, and each does something exceptional outside the team. We allow each of us to do what we do best. For example, this means choosing the right person to speak with the correct group at the right time. I may be the right person to have the conversation with the Ohio Department of Education and Workforce but not the ESC. When you are doing work that you are passionate about, you are also representing your individual district and the organization.
“There’s always something you’d do differently, but we are going in the right direction. Our openness is the key to our success. ”
5. What are the steps that other districts or groups of organizations could follow to create programs such as DREAM?
Devon: CAMERA was willing to have a conversation with us. We used that as a platform to fit our region. The first and most important thing is using your resources. Contact existing organizations, duplicate what works, and grow from there.
Deron: Going back to the independence of the organization, I would encourage other districts interested in forming something similar, consider a model like DREAM or CAMERA where it is independent and member-driven and it doesn’t become a directive of an individual organization.
When we were writing on the board at Oakwood, all of us were nitpicking words for a mission statement. That is important! We were so passionate about what we wanted to say because it was in our hearts. Think about your structure, bylaws, finances, board, membership, what happens if you dissolve, and how you get in or out. Get that foundation solid first. We’ve been talking for two years about getting our mentor program in place. You need to get the foundation of the building first.
Lydia: The only addition I might offer is to be willing to recalibrate. There is nothing wrong with that! Do we need to prioritize or streamline, knowing what our focus will be and that our focus will be limited during the course of one academic year? This shows our members that we are willing to hear the challenges and make appropriate adjustments.
“Take it slow on the development! There are enough organizations that have started programs to pull ideas from. ”
6. Any last thoughts to bring it all together?
Allyson: I’d recommend checking out the Ohio Minority Recruitment Consortium, and in the Cincinnati area a new group called STAR is beginning. We know that Northwest is next, in the Toledo region. We really want to coordinate all of the regions.
We worry about being viewed as experts, because we’re not the only ones. If our sharing out helps others get started—that’s a win. We want to hear what’s going on in other districts. That’s our goal.
