Leading the Next Generation of Teachers of Color: Perspectives From a Historically Black College/University Department Chair

• In Event: 75.012 - WOKE Educational Leaders in the Era of Alternative Facts

Abstract

Objective/Purpose: Although the numbers of teachers of color continues to increase, there is still a shortage across the United States (Sutcher, Darling-Hammond & Carver-Thomas, 2016). Recruiting teachers of color to gain their teaching credentials, teach in high needs schools, serve critical shortage areas, and remain in diverse classrooms should be a mission of educator preparatory programs nationwide.

Perspectives: Teachers of Color continue to choose HBCUs when seeking credentials and as such there are a variety of ways that research can capture the larger portion of teachers of color and their experiences in fieldwork and in coursework. Using a case study methodology (Yin, 2009) teacher candidates, primarily teachers of color begin to understand research processes and methods as part of their practice.

Methods: This study shows the outcomes of the integration of case study as a methodology among teacher candidates within a teacher education program. Teacher candidates in early childhood, elementary and secondary education (e.g. English education, science education, mathematics education, social studies education) are required to conduct a research project to obtain their Master’s degree and to be eligible for teaching credentials. In addition to this work, teacher candidates are introduced to case study and a case study analysis occurs as a study within a study.

Data Sources, Evidence, Objects or Materials: This investigation includes teacher candidates in a 1-year graduate program and their experiences using case study methodology to document their experiences in the program and in their fieldwork. The teacher candidates are enrolled in coursework at a public land-grant institution in a capital city. Teacher candidate presentations of their case studies serve as the data sources for their work.

Results: Preliminary data shows that teacher candidates (n=40) using a case study methodology to document their experience consistently use research-based strategies in their lesson planning.
There is also an increase in the use of research-based strategies in their required portfolios (e.g. edTPA portfolios).

Scholarly Significance: The significance of this work shows that rather than relying on practices that may not be evidence-based, using a case study methodology in a teacher education program prepares teacher candidates to integrate research-supported practices in their lesson plan development. Given what is known about the use of research-supported practices and student outcomes, these practices better prepare teacher candidates to have the skills to provide appropriate instruction to their students. To our knowledge this is not a widely used practice in teacher educations (e.g. case studies to improve lesson plan content) and the findings may inform other colleges of education, particularly minority serving institutions with a similar population.

Author

• Anika Spratley Burtin, University of the District of Columbia