Journal of Teacher Education

Includes bibliographical references.

Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color -- Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines -- The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators -- Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention -- Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs -- "Color Does Not Equal Consciousness": Educators of Color Learning to Enact a Sociopolitical Consciousness.

[Article Title : Changing the Narrative on Diversifying the Teaching Workforce: A Look at Historical and Contemporary Factors That Inform Recruitment and Retention of Teachers of Color / Dorinda J. Carter Andrews, Eliana Castro, Christine L. Cho, Emery Petchauer, Gail Richmond, and Robert Floden, p. 6-12] Abstract : The genesis of this issue is in large part an outgrowth of the organizing efforts of the leaders of AACTE's Diversified Teaching Workforce (DTW) Topical Action Group (TAG). The DTW TAG held its first meeting at the 2015 AACTE Annual Conference, and subcommittees were formed to address recruitment, research, mentorship, professional development, and advocacy. At the 2016 AACTE Annual Conference, the DTW TAG presented a research panel that explored various facets of research needed across the teacher development continuum for Teachers of Color (TOCs; please see Editors' note regarding definition). Based on the need for more research scholarship, DTW team leaders Drs. Conra Gist, Margarita Bianco, and Marvin Lynn proposed a theme issue to the Journal of Teacher Education (JTE) editors focused on developing a diversified teaching workforce in the United States and the implications for teacher education. Three of the five articles in this issue (those authored by Bristol & Goings; Gist, Bianco, & Lynn; and Kohli) are among the many efforts resulting from this group's work and were accepted for publication after proceeding through the regular review process. The remaining two articles were selected because they are aligned with this same issue: one (by Acosta) is focused on the paradox of pedagogical excellence among exemplary Black women educators, and the other (Jackson & Knight-Manuel) on pedagogical tools and practices utilized by TOCs to support Black and Brown students' navigation of the college knowledge and access process. Collectively, these articles provide deeper insights into factors associated with recruiting and retaining TOCs in U.S. schools and ways to enact critical change in teacher education programs, teacher professional development, and educational policy making. We see insights from these articles as useful for considering diversifying the teacher workforce across North America and as being insightful for international contexts where student demographics are increasingly diverse and teacher workforces are racially and ethnically homogeneous.;[Article Title : Examining Grow Your Own Programs Across the Teacher Development Continuum: Mining Research on Teachers of Color and Nontraditional Educator Pipelines / Conra D. Gist, Margarita Bianco, and Marvin Lynn, p. 13-25] Abstract : Grow Your Own (GYO) programs are cited in recent policy briefs as viable pathways for increasing the racial/ethnic diversity of teachers, yet recent scholarship on GYO programs is minimal. To address this issue, this article investigates what we know, and do not know, about GYO programs, by examining a range of data sources on different types of GYO program teacher pools (e.g., middle/high school, paraprofessional, community activists/parents mentors) and making sense of findings over a continuum of teacher development (e.g., recruitment, preparation, induction, and retention). Based on a research synthesis within and across GYO program teacher pools, we argue implications for policy, practice, and research that should accompany increased recommendations for expanding GYO models for Teachers of Color.;[Article Title : The Paradox of Pedagogical Excellence Among Exemplary Black Women Educators / Melanie M. Acosta, p. 26-38] Abstract : Research has documented that effective Black educators ignite the torch and light the path toward effectively meeting the needs of all students, particularly African American. However, descriptions of "highly qualified" teachers often ignore the critical insights and practices that undergird the success of Black teachers, and one consequence of this pedagogical negligence has been the professional alienation of effective Black female educators. This article shares findings from a study with five community-nominated Black female teachers, and uses the theories of intersectionality and positionality, along with discourse analysis, to investigate the groups' perceptions of their professional positionality. Findings reveal a distinctive narrative in which participants expressed being positioned in ways that reflect negative stereotypical images of Black women despite their effectiveness in promoting student success. Implications and recommendations for teacher effectiveness research, teacher preparation, and teacher quality policy are included.;[Article Title : Lessons for Teacher Education: The Role of Critical Professional Development in Teacher of Color Retention / Rita Kohli, p. 39-50] Abstract : With disproportionately high attrition rates for teachers of Color, there are many lessons to be learned from veteran teacher leaders that can inform how we train teachers. In this article, I share analysis of interviews with 11 women of Color veteran teachers who serve in formal or informal leadership roles within social justice education. Their reflections reveal how teacher education programs-justice oriented or not-fell short in preparing them for the hostile racial climate of schools, thus putting them at increased risk of being pushed out of teaching. This article also points to collectivized teacher-led spaces of racial literacy development-framed as critical professional development (CPD)-that have helped to sustain them in the field. These teachers' narratives offer significant insights for teacher education to better prepare teachers of Color for long, effective, and transformative careers.;[Article Title : Exploring the Boundary-Heightening Experiences of Black Male Teachers: Lessons for Teacher Education Programs / Travis J. Bristol and Ramon B. Goings, p. 51-64] Abstract : This article uses a phenomenological approach to explore the organizational dynamic of boundary heightening for 27 Black male teachers, across 14 schools, in one urban school district. Black male teachers described being perceived by their colleagues as either incompetent or overqualified to teach their subject matter. These experiences created workplace environments in which participants felt alienated from their colleagues. In response, these Black male teachers strategically erected social boundaries to manage interactions with their colleagues. Black male teacher diversity campaigns in education preparation programs should be informed by Black male teachers' school-based experiences. The article shows how teacher education programs can redesign facets of their preparation to attend to the boundary-heightening and workplace experiences that Black male teachers may face in becoming teachers of record.;[Article Title : "Color Does Not Equal Consciousness": Educators of Color Learning to Enact a Sociopolitical Consciousness / Iesha Jackson and Michelle Knight-Manuel, p. 65-78] Abstract : This study is based on an initiative for increasing college and career readiness for Black and Latino male high school students in New York City. From data that include 58 total hours of participant observations from 24 educators of color, written documentation from culturally relevant education-professional development (CRE-PD) activities, and transcripts of six group interviews, we examine these educators' work to further their own sociopolitical consciousness in relation to increasing Black and Latino male students' college and career readiness. We explore how secondary educators of color utilize pedagogical tools and practices in attempting to support their Black and Latino male students' navigation of particular inequities related to college knowledge and access. Our findings highlight educators' experiential knowledge as a pedagogical tool, approaches to preparing students for postsecondary opportunities, and missed opportunities to enact a sociopolitical consciousness. Recommendations for in service educator PD and future research are discussed.