Equity-Oriented Experiences for Emerging Teacher Leaders

• In Event: Teacher Leadership for Social Justice

Abstract

Twelve specially-selected teachers from high-needs schools participated in the first year of a fellowship program designed to improve the learning experiences of all their students, as well as learning to lead their school-site colleagues. The activities were designed to help them understand the research regarding effective urban schools, cultural wealth model, and teacher’s professional noticing of students’ ideas. We used Guitiérrez’s (2012) dimensions of equity – access, achievement, identity, and power – for analysis of teacher discussions, written artifacts, and survey responses. We found the developing teacher leaders had several opportunities to engage with equity along all four dimensions. We contribute to knowledge of how teacher educators can support emerging teacher leaders to foster equity.

Authors

• Talia LaTona-Tequida, San Diego State University

• Donna L. Ross, San Diego State University

• Meredith Vaughn, San Diego State University

• Susan D. Nickerson, San Diego State University