Professional Dyads and Culturally Relevant Literacy Through the Eyes of a Beginning Teacher Leader

• In Event: 54.081 - Poster Session 11
  In Poster Session: 54.081-1 - Division K Section 7

Abstract

Abstract
The Professional Dyads and Culturally Relevant Teaching (PDCRT) project was established in 2013 to highlight the work of early childhood educators committed to educational equity for all students. This paper explores the relationship within one professional dyad, made up of a beginning classroom teacher and a teacher educator, as they worked together to implement culturally relevant literacy practices in a large, diverse urban elementary school in the southeastern United States. Concluding analysis suggested that professional relationships and ongoing meaningful research endeavors between beginning teachers of color and teacher educators with can positively impact teacher satisfaction and retention.

Authors

• Crystal Polite Glover, Winthrop University

• Chinyere Ngozi Harris, Teachers College, Columbia University