What CPD Means to Me: The Impact of Critical Professional Development on Black Teachers

• In Event: Critical Professional Development as a Tool for Teacher-of-Color Healing, Retention, and Resistance

Abstract

Objectives
To say that schools have been and continue to be anti-Black spaces is an understatement. Black teachers are often caught in the middle of trying to deliver on the promise of what school can mean for their students while trying to survive and thrive as Black people living in the age continued public physical and emotional assaults. Critical Professional Development (CPD) has four elements that can help Black teachers navigate these conditions: 1) it is dialogical, 2) it honors relationality / collectivity, 3) it strengthens racial literacy and recognized critical consciousness and, 4) it sees transformation as an ongoing process. This paper focuses on understating the impact of CPD-based professional development has on Black teachers’ understanding of and healing from the racial trauma they experience in schools.

Perspectives
Critical Professional Development is designed to increase dialogue and deepen teachers’ analysis of their political role (Kohli, Picower, Martinez, Ortiz, 2015). It also calls for an honoring of relationality and collectivity as part of the process. Gathering in affinity is key to our collective liberation. People of color and white people need to be liberated from subordinate and dominant identities respectively (Crass & Dunbar-Ortiz, 2013; DiAngelo, 2016; hooks, 1994). Black people gathering must include a focus on healing from hurt together in order to engage in self-determination and liberation. (Im Akbar, 1984; Cone, 2000; Woodson, 1933).

Methods & Data Sources
63 Black teachers we were surveyed about their experiences in affinity based professional development focused on wellness and healing from racial trauma. 12 were interviewed to understand how the PD impacted their teaching experience and retention. Ethnographic field notes taken during the session. The survey responses & notes were coded for emergent themes (Saldana, 2012). I then looked for connections between those themes to the four elements of Critical Professional Development.

Results
Black teacher saw a decrease in isolation as they listened to one another’s experiences. Several reported that being a part of these activities contributed to their decision to stay in the classroom. Infusing offerings from Black academics and artists strengthened racial literacy in authentic ways and allowed teachers to build relational and collective environment of trust. Teachers wanted these spaces to be a “regular” part of their professional development and sought ways to infuse themes and activities into their practice with students.

Scholarly significance
This study offers empirical evidence of the impact of Critical Professional Development on the experiences and retention of Black teachers. It speaks to the complexity of racial affinity-based support as a means for transforming our schools and communities.

Author

• Micia Mosely, Independent Researcher