Recruiting and Supporting Teachers of Color Through Cross-Age Communities of Practice

• In Event: Dismantling Racial Injustice by Recruiting, Retaining, and Supporting Teachers of Color

Abstract

This qualitative study examines how undergraduate students of color and early career teachers of color conceptualize supports that would encourage them to pursue or sustain a teaching career and how participation in a cross-age community of practice might offer solutions. Data consist of 26 open-ended questionnaire responses, 8 focus groups, and 12 interviews with a total of 26 participants. Analysis points to 3 findings, including (1) undergraduate SOCs expressed a need for educator mentors and clear teaching pathways, (2) TOCs indicated a desire for more collaboration and generative professional development, and (3) Cross-age CoPs demonstrated mutual benefits for SOCs and TOCs and addressed the needs highlighted in findings 1 and 2. Implications for teacher preparation and induction programs are presented.

Authors

• Jennifer L. Valerio, University of Pennsylvania

• Adina Goldstein, University of Pennsylvania

• Nicole Mittenfelner Carl, University of Pennsylvania