Stirring the Pot: Understanding Black Leadership, Culture, and Boundary-Spanning through the Metaphor of Roux

• In Event: Self-Study as Acumen for Advancing Teacher Education Practices: Cultivating a Path of Empowerment Within Supervision

Abstract

Purpose
As a Black American boundary-spanning educator,Resident Clinical Faculty (RCF), I play a key role in the school-university partnership between a highly ranked university situated in the heart of the most populous city proper on the Atlantic coast of the U.S., with a strong commitment to student success. I was raised in Baton Rouge, Louisiana by my biological mother and stepfather. I bring 21 years of experience as an elementary school teacher, primarily in third grade, and 4 years of experience as a clinical instructor and supervisor for teacher candidates in the later stages of their teacher education programs. My ongoing experiences with race, gender, and class-based oppression throughout my life have significantly influenced my worldview, access to opportunities, politics and professional trajectory. As an educator who bridges diverse perspectives, I focus on my clinical practice, supervision, and inquiry with teacher candidates who are placed in Title I urban schools situated in lower socioeconomic areas of the district, including three schools that are in partnership with the university.

Mode of Inquiry and Perspective
By using self-study as a lens throughout my professional experiences, I have observed how the personal, social, academic, and career development of teacher candidates are both disrupted and advanced by various micro- and macro-level relationships and policies.

●I've found myself in a unique position where I've been involved in resolving conflicts between teacher candidates, supervisors, and university course instructors. Several factors have contributed to this role that I've taken on: meditation skills, building trust and respect, and developing background knowledge and understanding of the dynamics between teacher candidates, supervisors, and instructors have proven valuable.
●Regarding diversity, I address bias against BIPOC populations including myself, within school-university partnership contexts has been a significant focus for me. I've made a concerted effort to raise awareness about bias and systemic issues through conversations and educational initiatives within the partnership (Kahn et al., 2014).
●In my role as a boundary spanner within university and partnership schools, I've come to see the critical importance of bridging gaps and connecting diverse constituents to address their needs effectively. The landscape of education is constantly evolving, and as a boundary spanner. I've embraced the need to adapt to change and encourage innovation within university and partnership school contexts. I prioritize open and explicit communication (Freeman, 1991), actively listen and engage with various groups, advocated for additional resources, and remain informed about emerging trends, technologies, and pedagogical practices.

Conclusions and Significance
Overall, I focus on addressing the diverse needs within my work environment. By bridging gaps, advocating for constituents, promoting collaboration, and embracing innovation, I've sought to create a more inclusive and effective educational ecosystem that benefits everyone involved. This includes actively seeking out diverse voices for leadership roles, committees, and advisory boards, as well as promoting professional development opportunities that address cultural competence and anti-bias education.

Author

• Shaundricka Medlock, University of North Florida