Decentering Whiteness in Professional Learning Experiences of BILPOC Educators Pursuing National Board Certification

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Learning in the Professions: Decentering Whiteness, Modeling Leadership, and Understanding Longitudinal Assessment (Table 18)

Abstract

BILPOC National Board Certified Teachers (NBCTs) experiences in professional development support during their pursuit of National Board Certification mirrors the patterns BILPOC teachers encounter in the broader profession: having their expertise questioned, carrying the responsibility of speaking up on issues of race, and experiencing microaggressions. White supremacy culture shaped the design and facilitation of the programs; the supports were race-evasive and, at times, racist. Many of the white leaders, who are themselves NBCTs, fail to recognize and address how racism and the existing racial status quo manifest in their program design and facilitation. With that problem identified, this study explores the impact of an antiracist learning space for white leaders to examine their practices and programs.

Author

• Lisa Clarke, National Board for Professional Teaching Standards