Black Teacher Project

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OUR VISION

Black Teacher Project’s vision is that every student will benefit from the diversity, excellence, and leadership of an empowered Black teaching force.

DIVE INTO OUR IMPACT!

PROGRAMMING PILLARS

Black Identity
Development

Black Identity Development

Deepen our knowledge and understanding of our own, our students’, and our colleagues’ Black identity, history, and experiences.

In order for Black teachers to transform schools and systems into liberated learning communities, it is critical to devote time and space to positive Black identity development. As part of combating the anti-Blackness that Black teachers have navigated as both students and adults, BTP supports them to deepen understanding of both the legacy of oppression that still plays out in our education system and the powerful Black history and culture that provides strength and wisdom to create something new.

Wellness

Wellness

Learn and apply healing centered practices that support personal wellness and collective thriving.

Healing our own minds, bodies, and spirits are indispensable priorities in educational liberation work. In order to reimagine schools into places where everyone thrives, educators must have spaces and tools to both address experienced harm and create conditions for individual and collective well-being.

Black Leadership
For Liberation

Black Leadership For Liberation

See the systems we are a part of, engage with key members of our communities, and take action rooted in freedom for ourselves and those we serve.

We know the current U.S. education system was designed to perpetuate inequity and we believe that the design of any system should include and center the most marginalized communities; Black teachers play an essential role in leading the reimagination of education. BTP programs foster a critical lens, supporting participants to understand the system they’re a part of and then engage students and community members to collectively cultivate solutions that promote belonging and thriving.

Quality Instruction
Rooted In Blackness

Quality Instruction
Rooted In Blackness

Learn, develop, and apply culturally relevant, responsive and sustaining instructional strategies that will expand the quality of our instructional practice.

We believe that there is abundant possibility for all students far beyond what we can see. BTP supports Black teachers in developing their instructional gifts and implementing student-centered learning approaches to support young people in fulfilling their potential and aspirations.

OUR TEAM

Dr. Micia Mosely

Founder & Executive Director

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Dr. Micia Mosely

Founder & Executive Director

Micia Mosely, Ph.D., has dedicated her career to helping students reach their full creative and academic potential. A teacher, analyst and product of public education, she designs custom reform strategies that help educators and administrators increase equity while maximizing school performance. Mosely brings a wealth of classroom experience to her work, infusing bold strategies with real-world approaches that understand the burdens faced by educators and administrators. She is an expert on leadership, cultural competence, data-based inquiry and school design. Mosely began her career as the Social Studies department head at Thurgood Marshall Academic High School in San Francisco, CA and received her Ph.D. in Education, with an emphasis on Social and Cultural Studies from the University of California at Berkeley.

Olivia Yarbough

Director of Operations & Communications

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Olivia Yarbough

Director of Operations & Communications

Olivia has a background working in theater, as a softball coach, leading young women empowerment groups, and assisting youth in reaching their mental health goals. She has supported educational programming for both alternative high schools and college access initiatives. After serving in different educator roles for organizations such as Alameda Office of Education, Moving Forward Education, and College Advising Corps, Olivia joined the Black Teacher Project team in 2018. She is driven in her work by the vision of an education system that fosters liberation both inside and outside of schools. Olivia is a proud fourth-generation Oakland, CA resident. In her free time she loves engaging in wellness activities such as hiking, visiting the ocean, dancing to Afro-beats, yoga, and exploring new music. Olivia graduated from the University of California, San Diego with a bachelor's of science degree in Psychology.

Eghosa Asemota

Marketing & Communications Coordinator

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Eghosa Asemota

Marketing & Communications Coordinator

Eghosa is a strategist, storyteller, and systems builder with over a decade of experience leading communications at the intersection of equity, education, and collective liberation. A Queens, NY native and second-generation Nigerian from the Edo tribe, she approaches her work with clarity, care, and conviction—shaped by a lineage of cultural protectors and community builders.

She has led narrative strategy and built digital infrastructure for local coalitions and national organizations alike where she’s co-designed award-winning teen-centered games and learning experiences, launched viral storytelling campaigns including Define: Black, stewarded brand evolution across multiple sectors, and built content ecosystems that reflect lived values and move people to action. As a former producer at Awake Storytelling, she has co-created over 250 videos changemakers in the education and liberation space, including BRAC, the Segal Family Foundation, the Ella Baker Center for Human Rights, the Institute for Middle Eastern Understanding, and more.

Eghosa has also partnered as a consultant with movement leaders, public scholars, and visionary organizations to translate bold ideas into clear, resonant storytelling. She holds a Master of Public Administration from Cornell University and a bachelor’s degree in Philosophy, Politics, and Law from SUNY Binghamton, with additional executive training from Yale School of Management and Columbia Business School. Beyond her formal roles, she offers pro-bono and discounted communications support to grassroots organizations and movement partners—staying in close practice with those doing the daily work of building the world we deserve.

BTP board

Travis J. Bristol

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Travis J. Bristol

Travis is one of the country’s foremost experts on how we can better recruit, support and retain teachers of color. He joined the faculty at the University of California, Berkeley’s Graduate School of Education, in 2018. Prior to that, Travis taught at Boston University. He began his career in education as an English teacher in New York City public schools before becoming a clinical teacher educator with the Boston Teacher Residency program.

Travis’ current research focuses on three areas: How district and school-based practices support teachers of color; how national, state, and local education policies affect workplace experiences and retention for teachers of color; and the intersection of race and gender in schools. He earned his undergraduate degree in English at Amherst College; a master’s in Teaching of English at Stanford University; and his doctorate in education policy at Teachers College, Columbia University.

LaShawn Routé Chatmon

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LaShawn Routé Chatmon

(she/her)

LaShawn Routé Chatmon is the founding Executive Director of the National Equity Project, leading the organization’s transition from Bay Area Coalition for Equitable Schools. Prior to joining NEP, LaShawn served as a teacher and dean of students in private and public schools. Her last position as an educator was at Berkeley High School where she served with Dr. Pedro Noguera as Co-Director of The Diversity Project, a school-university partnership designed to address racial disparities in Berkeley, CA.

LaShawn is a contributing author of Unfinished Business: Closing the Racial Achievement Gap in Schools. She earned a B.A. in political science from University of California, Berkeley; a Masters of Arts in Teaching from Brown University; and an Administrative Credential from California State University. LaShawn is a California native, and she currently lives, work, play and build community in the Bay Area with her husband Chris Chatmon and their three young adult sons - who are each Black educators!

Geneviève DeBose

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Geneviève DeBose

Geneviève DeBose has spent more than 20 years teaching and learning alongside middle school students in Los Angeles, Oakland and the south Bronx. A proud National Board Certified teacher, she believes that education is a tool for social justice and that learning experiences for children should be culturally relevant, student-centered and interactive.

Geneviève served as a Teaching Ambassador Fellow in the U.S. Department of Education, was a member of the Learning for Justice (formerly Teaching Tolerance) Advisory Board and was named one of Education Week’s “17 Leaders Who Will Shape Education for the Next Generation.” She earned a BA in Ethnic Studies from UC Berkeley and two Master’s Degrees in Education from UC Berkeley and UCLA. She currently works at the Partnership for Los Angeles Schools as a literacy coach at a middle school in Watts. In her spare time you may find Geneviève running a marathon, hanging with her nieces and nephews, making a piñata or traveling the globe. She is incredibly proud to be a Black Teacher Project founding board member.

Julius Crowe Hampton

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Julius Crowe Hampton

Julius Crowe Hampton brings extensive experience as a fourth-generation educator, community leader, and justice advocate. Currently, he supports East Bay Community Foundation’s (EBCF) Community Investments and Partnerships department, with organizational capacity building with a racial equity lens. He has managed and facilitated programs, brought diverse groups together, and partnered with numerous Bay Area community-based organizations. In all his work, Julius pursues the promotion of justice, healing, love, and liberation in the communities he is a part of and serves.


Before joining EBCF, Julius worked for thirteen years as a classroom teacher in schools throughout the Bay Area. He has served on the Outdoor Afro Leadership Team for eight years in varying capacities and was an inaugural Black Teacher Project Cohort 1 fellow and wellness program facilitator.


Julius holds a Bachelor of Arts in Sociology from Wesleyan University, received his California Multiple Subjects Credential teacher training from San Francisco State University, and a Master of Arts in Education from the University of the Pacific. He lives in Oakland with his husband. In his spare time, he enjoys caring for his plants, attending cultural events, making beautiful things, and connecting with the many glorious outdoor spaces in the Bay Area, especially the Redwoods, with his community.

Rachelle Rogers-Ard

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Rachelle Rogers-Ard

(she/her)

Rachelle Rogers-Ard is a published author, adjunct professor, organizational development specialist, and former school district educator with more than 30 years of experience. She specializes in coaching agency leaders to dismantle racist policies, practices, and procedures that threaten organizational health. As the principal lead of Harvest Consulting, she designs and facilitates customized leadership and racial bias trainings that draw on Social-Emotional best practices and highlight the necessity of organizational Core Values to drive employee retention and outcomes.

She also offers leadership development for Black women in affinity, using her Black Female Leadership Framework to curate unapologetic spaces for Black women to share, learn, empathize, and receive transformative support to address intersectional racism.

Her work focuses on creating spaces for empowerment, transformation, and lasting impact, where people are not only inspired but prepared to take action grounded in truth and open to new possibilities.

OUR IMPACT

The Black Teacher Project has served over 2,200 individual Black teachers and educators in 35 different states since our first programs launched in 2016.

Since the 2020-21 school year, we’ve engaged with an average of 360 Black educators per year.

Program evaluation from the 2024-2025 school year showed that after engaging with BTP:

100%

of surveyed participants agreed that BTP's programs expanded their Black identity development (n=132)

99%

of surveyed participants agreed that our programs supported their wellness and thriving as Black teachers (n=165)

98%

of surveyed participants felt activated to transform their schools into more liberated learning environments (n=132)

83%

of surveyed participants shared that they felt revitalized to stay in the teaching profession longer (n = 66)

VIEW OUR 2023-2024 BTP Impact Report
VIEW OUR 2020-2023 BTP Impact Report
VIEW OUR 2024-2025 BTP Impact Report

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