Centering Diversity, Equity, and Inclusion in Teacher Education

• In Event: Teacher Education for All: Intersectionality and Preparing All Teachers

Abstract

Objectives
The objective of this session is to highlight research results from initiatives to center Diversity, Equity, and Inclusion across teacher education programs in a university system.
Perspectives
Ensuring our schools and students have access to diverse and well-prepared teachers is essential. This current research is built off of research from a prior initiative that focused on rigorous, relevant teacher preparation. Students, communities, and teachers all benefit when the best possible training takes place prior to a new educator’s first days and years as a classroom leader. Emerging research shows that better-prepared teachers are more likely to stay in their careers — bringing years of experience to the classroom and helping schools avoid the significant costs of recruiting and onboarding new faculty.
Methods & Data Sources
Outcomes are measured by specific focus areas and key indicators related to curriculum design and development, teacher candidate competencies, LEA partnerships, and faculty professional learning and development.
Results
Preliminary results from our pilot initiative resulted in the identification of five key elements of teacher preparation. These include deep partnerships between campuses and districts, collaboratively defining and prioritizing skills, preparing through practice in school sites, creating a culture of feedback for teacher candidates, and using data.

Authors

• Marquita Grenot-Scheyer, California State University

• Bre Evans-Santiago, California State University, Bakersfield