“My dream team,” she calls them.
Three Black men teaching 5th grade — in the same building, at the same time — a level of representation that stands out not just in Wichita, but nationwide.
Nationally, Black men make up just 1.3% of the nation’s 3.8 million public school teachers, according to the National Center for Education Statistics.
At Buckner, that reality looks different — by design.
Building the Dream Team
Hall didn’t arrive at this moment by chance. She built toward it.
Years ago, when she hired Dwaune Bradley as a new teacher at White Elementary, he became the first Black male teacher on her staff. From the beginning, she understood what that presence could mean for students.
“I wanted the little Black boys to see that you can be cool, play basketball, wear the Jordans — and still be educated,” Hall said.
Bradley would follow Hall to Clark and now to Buckner, where that vision has grown.
When Hall arrived at Buckner, Michael Anderson was already on staff but considering leaving. She persuaded him to stay.
“He believed in my vision,” she said.
The final piece came through a connection with a leadership coach — longtime educator Michael Gaither — who knew Hall and helped connect her with his son, Langston Gaither.
At the time, Langston was teaching in Philadelphia. His father wanted him in a place that felt more stable and supportive, and brought him to Wichita for a visit.
Langston toured Buckner, met Hall and decided it was the right fit.
With all three in place, Hall recognized the opportunity for her 5th grade students at a critical point in their lives — especially for the boys.
A Critical Age for Influence
She believes 5th grade is a turning point.
“This is when young men are starting to transition,” Hall said. “They’re beginning to understand the world, and you can talk to them about how to carry themselves.”
Those conversations, she said, often land differently coming from someone students identify with.
“It’s different hearing it from a young Black man,” she said. “He’s cool. He’s playing basketball with them during recess.”
Over the course of a school year, those daily interactions build something lasting.
“They have all year to drop little nuggets,” Hall said. “By the time those students leave us, they’ve gained so much.”
How It Plays Out in the Classroom
Inside their classrooms, that vision takes shape in different ways.
For Bradley, the focus is starting early.
Now in his sixth year teaching, he believes the key to changing long-term outcomes is reaching students before patterns are set.
“With issues like teen violence, I believe reaching kids at the elementary level can make a real difference,” Bradley said.
He sees the work as building habits — discipline, accountability and consistency — that students carry with them beyond the classroom.
One Student at a Time
For Anderson, the impact often shows up one student at a time.
He recalled a student who struggled with behavior — leaving class, cursing at teachers and falling behind academically.
Through structure and consistent expectations, that student began to change — completing work, improving behavior and taking responsibility.
Later, Anderson ran into the student’s family outside of school.
“His mom told me he’s doing better academically and behavior-wise,” Anderson said. “It was a totally different kid.”
Expanding What Students See
Gaither approaches the work through identity.
Once known primarily as an athlete himself, he understands how limiting labels can be.
“I had teachers that pushed me to be more than that,” Gaither said.
Now, he works to help students see broader possibilities — not just in what they do, but in who they can become.
More Than Academics
Like other teachers, they are often managing more than academics — helping students navigate stress, instability and challenges that follow them into the classroom.
But the connection they build can make that work more effective.
Hall said the impact extends beyond the boys.
“Not only the boys — the girls as well,” she said. “They’re comfortable with a Black man leading their classroom.”
Building What Is Rare
Building a team like this takes intention.
Black male educators remain rare, and Hall said finding them requires effort.
“You have to seek them out,” she said. “They’re not always coming out of universities in large numbers, and many are looking for more lucrative careers.”
While many schools may have one, two or no Black teachers, Buckner has nine across grade levels and specialties.
Even so, Hall is clear about what she is building.
“I’m not just looking for a Black teacher,” Hall said. “I’m looking for someone who is qualified and has the experiences that are beneficial to our children.”
Built With Purpose
What is happening at Buckner is not accidental.
It is built.
For many children, the first example of what they might become is standing right in front of them.
