They Take Deep Breaths: Reflections From Racial Justice–Oriented Teachers on Educational Leadership

• In Event: 35.077 - MTCC Roundtable Session 13
  In Roundtable Session: 35.077-3 - These Are the Breaks: Ruptures in Coloniality in Educational Leadership

Abstract

The dearth of principals of color mirrors our nation’s shortage of teachers of color, despite schools’ rapidly diversifying student populations. Our national attention on increasing the numbers must extend beyond recruitment to include retention and building pathways to educational leadership. In previous research, scholars found that racial justice oriented teachers of color lament the lack of appropriate professional development opportunities that utilized asset-based approaches to working with students, families, and communities of color in their districts, and this took a toll on their well-being and retention (Kohli & Pizarro, 2016; Pizarro & Kohli, 2018). In addition, few recognize how teachers of color bring an array of insights and innovative approaches to school leadership (Burciaga & Kohli, 2018). This manuscript outlines research insights gathered over eight years of creating professional development for and with participants of the Institute for Teachers of Color Committed to Racial Justice (ITOC) – an annual 3-day professional development retreat for Teachers and Educators of Color (2011 - 2018).

Grounded in Critical Race Theory, ITOC supports the retention and success of teachers of color while co-constructing leadership skills to advocate for racial justice in K-12 schools.

This manuscript reviews themes that emerged by asking: How do racial justice oriented teachers of Color who participated in a 3-day professional development institute describe their experiences with and aspirations of educational leadership positions. Mixed methods data was gathered from and with participants over 8 years (2011-2018) and includes qualitative questionnaires with over 600 teachers of Color, digital counternarratives, in-depth individual interviews, testimonio, and 4 years of pre- and post-survey data (2015-2018).

Preliminary findings suggest that racial justice oriented teachers hold informal leadership roles in their schools but are often overlooked for traditional leadership positions. In addition, these teachers describe the challenges of representing student and community concerns with sometimes conflicting goals set by educational leaders in schools and district offices.

These insights are valuable to the development of the field of educational leadership to better serve communities that are continuously marginalized.

Author

• Rebeca Burciaga, San José State University