Differentiating Professional Development to Grow the Capacity of Novice Male Teachers of Color: A Qualitative Methods Exploration

• In Event: 61.030 - Going Rogue and Building Bridges: Teacher Learning for Justice and Equity

Abstract

At the national (King, 2015), state (New York State Education Department, 2016), and local levels (Sleeter, La Vonne & Kumashiro, 2014), discourses on teachers of color have focused predominantly on recruiting teachers of color, largely neglecting mentoring and coaching required for these novices to become successful teachers. Professional development is one means of supporting teachers as they work towards these goals.[1]Although professional development has the potential to improve teacher practice and student learning (Darling-Hammond, Hyler, & Gardner, 2017), many professional development experiences do little to change teachers’ practices (Cohen & Hill, 2001). It is therefore important to understand whether, how, and under what circumstances professional development can support novice teachers of color in improving their practice and their students’ learning.

Authors

• Shannon Renee Waite, Fordham University

• Travis Bristol, University of California - Berkeley

• Marcelle Mentor, The College of New Rochelle

• Ting Yuan, College of Staten Island - CUNY

• Richard Haynes, New York City Department of Education