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MCPS reports majority‑diverse new‑hire class; board presses for clearer pipeline to diversify principals
Summary
Montgomery County Public Schools told the strategic planning committee it hired 645 teachers for 2024‑25 with 51 percent identifying as racially or ethnically diverse and outlined campus, college and internship strategies; board members asked for clearer grow‑your‑own pipelines and data by school level and race/ethnicity for principal candidates.
Montgomery County Public Schools presented hiring and recruitment results and strategies to the strategic planning committee on May 13, 2025, saying the district’s 2024‑25 new‑hire class included 645 teachers and that 51 percent of those hires identified as racially or ethnically diverse.
April Key, chief of human resources and development, told the board the district deepened partnerships with higher education institutions, ran four intern professional development days, created a Canvas classroom for interns and coordinated campus visits at historically Black colleges and Hispanic‑serving institutions as part of an effort to build intentional pathways into teaching. "Through targeted professional development, campus engagement at historically black colleges and universities, and Hispanic serving institutions, and direct support through hiring preparation, we are seeing interns choose to stay in MCPS," Key said.
Key provided a breakdown of the new teachers: 645 total hires; 285 (44 percent) identified as white, 110 (17 percent) as Black or African American, 112 (17 percent) as Hispanic, 91 (14 percent) as Asian, 15 identified as other and 32 chose not to disclose. The district characterized the result as more than half the new hires identifying as racially or ethnically diverse.
The chief of human resources also reported 44 principal hires during the season; she said about 64 percent of those principal hires were diverse candidates and described pipeline programs for principals, including principal candidate huddles, internships and partnerships such as the Association of Latino Administrators and Superintendents and cohort INSPIRE. Key said 36 principals in high‑need schools participated in professional learning through a collaboration with TNTP, and 11 principals from highly impacted schools participated in cohort INSPIRE from 2021 to 2024.
Board members supported the recruitment work but asked for more detailed disaggregation and clearer “grow your own” outreach. Several board members asked how the district is encouraging Asian and Hispanic students to consider education careers and whether the district is tracking students expressing interest in education at the high school level. "I will have to get that information and get back to you because I don't know that we do anything particular for Asian or Hispanic students that we don't do for other students," April Key said during the meeting.
Members also suggested the district present new‑hire and principal data by school level (elementary, middle, high), by subject area, and include gender disaggregation. Board members asked the district to report how many diverse teacher leaders are in the pipeline for principal roles and for a list of the district’s defined "high‑impact" schools.
Ending: The presentation was informational; board members requested follow‑up on Grow Your Own programming, school‑level disaggregation, and a description of how the district tracks students who express interest in education careers.
