It's Not Whatever: Novice and Teacher Leaders Developing Competence, Confidence, and Political Clarity in a Small High School

• In Event: Roundtable Session 17
  In Roundtable Session: Toward Advocacy and Inclusion for In-Service Teachers

Abstract

This study examines the nature of politically relevant teacher development in an urban high school that has social justice goals for its teachers to understand and transgress systemic inequities. This qualitative research focuses on how three teacher leaders and three novice teachers of color representing English, Social Studies, and Science departments are facilitated to develop their competence, confidence, and political perspectives in conjunction with these goals. Data includes existing documents from the site, participant meetings, narratives, observations, and interviews. The research significance for teacher development is towards illuminating how a school that is committed to social justice attempts to guide and support teachers to deepen their clarity of these goals while developing their practices and political perspectives to achieve them.

Author

• G. T. Reyes, Stanford Center for Assessment, Learning, and Equity