Preparing Teachers for Racial Justice: Lessons From a Networked Improvement Community

• In Event: Harnessing Improvement Science for Equity in Education: Addressing Inequities in Educational Leadership, Teacher Preparation, and Systemic Reform

Abstract

This conceptual paper describes our approach to using a networked improvement community (NIC) to address the preparation of future teachers to be racially equitable educators. The NIC is composed of four university-based teacher preparation programs who have embedded racial equity throughout their programs. Our work is guided by networked improvement science (Bryk et al., 2015) and a community case study approach (Noble, et al., 2021). A conceptual framework was generated that includes commitment to racial justice, continuous analysis of positionality and privilege, willingness to share and strategize, and more reciprocal relationships with K-12 partners. Aligned with this year’s theme, our research approaches improvement science with racial justice to “forge deeper connections in our field” to “remedy educational inequality”.

Authors

• Terry K. Flennaugh, Michigan State University

• Edward R. Curammeng, California State University - Dominguez Hills

• Terrance Burgess, Michigan State University

• Laurie D. Inman, California State University - Dominguez Hills

• Markita C Warren, Cleveland State University

• Terri Lynn Purcell, Cleveland State University

• Bernadette Castillo, University of Houston

• Beth Beschorner, Minnesota State University - Mankato

• Anne M. Galletta, Cleveland State University

• Robin White, Independent Consultant