Developing as Equity-Centered Teachers through Job-Embedded Professional Learning within a Professional Development School Network

• In Event: Advancing School-University Partnerships and Professional Development Schools Through National Research

Abstract

At the 2021 National Association of Professional Development Schools yearly conference, the new Nine Essentials, or fundamental qualities, of PDSs were unveiled (NAPDS, 2021). One of the most significant changes was the inclusion of explicit language related to the role PDSs must play in advancing social justice, antiracism, and equity. While this was a significant step forward in centering social justice within PDSs, the hard work has just begun. Schools and universities cannot simply add social justice and equity to their mission statements; they need to find ways bring this call to action. One way to address this call for action is to attend to the Essential Three, which articulates the need for continued professional learning on the part of all PDS participants (PK-12 students, teacher candidates, inservice teachers, leadership, and university faculty). The purpose of this chapter is to look specifically at the job-embedded professional learning of teacher leaders within a PDS context and their development of an equity and social justice lens. The main research question guiding this study was, How do teacher leaders come to know about equity-centered teacher leadership in a PDS context through job-embedded professional learning? Sub-questions included: In what ways do teacher leaders bring an equity lens to their practice and actions as teacher leaders within the PDS? What are the challenges and barriers teacher leaders face when enacting equity-centered teacher leadership? Data was collected through a survey, exit tickets, field notes, and artifacts (i.e., teacher leader reflections, inquiry projects, emails, etc.). Findings point to the Teacher Leaders (TLs) development of an equity lens by (1) expanding their definition of equity, (2) experiencing consciousness-raising, and (3) beginning to engage in equitable practices at the classroom level. Additionally, many of the TLs started to engage in equity-centered teacher leadership outside of their classrooms. However, these actions led to challenges and barriers. The study has implications around the need to strengthen the professional learning of teacher leaders within a PDS as a foundation for a shared vision that advances equity, antiracism, and social justice.

Authors

• Jennifer Jacobs, University of South Florida

• Jennifer Rinck, University of South Florida