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This proposal examines the intersection of realized and potential benefits of teaching a community writing workshop for school students, ages 13 – 21 years, as non-traditional professional development for three College of Education faculty. The qualitative study interweaves the narratives of personal journeys, professional impacts, and student outcomes to demonstrate how non-traditional development in their faculty work lives better equips them to support authentic and effective instruction of PSTs. Student work samples and responses to a student post-workshop reflection and a faculty post-workshop focus group summarize faculty experiences in creating safe spaces that empower students’ voices and offer viable next steps for improving the pedagogy they plan to implement to help pre-service teachers improve social injustice study with K-12 students.