The Turning Point of One Teacher Education Program

• In Event: 70.048 - Toward Racial Justice and Democratization of the Teaching Force

Abstract

How good is a university in an urban community whose schools graduate only 40% of their students, where less than 15% of students perform at the “Proficient” level, and none perform at the at the “Advanced” level? This paper begins where many universities struggle -- with a university-community relationship that has not always been positive, particularly regarding accessibility for students of color. The paper describes a troubled history of the University of Missouri at Kansas City, and its “turning point” to intentionally improve its university-school partnerships, which occurred when the university appointed a new Chancellor who embraced the transformative mission the university had begun. The Chancellor encouraged a series of activities including focus-group conversations with faculty and staff, and with the Kansas City community that included the mayor, the Urban League, and communities of color (especially the African American and Latino American communities). The resulting teacher education program strengthens the university pipeline for students of color, and focuses on preparation for urban schools. Drawing from internal documents and interviews, the author discusses issues involved in the program’s operation, and how students of color experience it. The paper concludes with lessons from this work, emphasizing the value central administrative leadership, collaborative partnership, and culturally responsive faculty members.

Author

• Omiunota N. Ukpokodu, University of Missouri - Kansas City