Kristien Zenkov, Bernard Badiali, Rebecca West Burns, Cynthia Coler, Michael Cosenza, Krystal Goree, Drew Polly, Donnan Stoicovy, Shamaine K. Bertrand, Kerry Haddad, Nelson Crane and Michelle Lague
To detail the revised Essential #1.
Abstract
Purpose
To detail the revised Essential #1.
Design/methodology/approach
This is a description and case study of Essential #1.
Findings
This article includes the following elements: details of the rationale behind the revisions to the Essential; highlights of the specific changes to the Essential; and definitions of the key concepts related to the Essential.
Practical implications
This article provides the following: a “Deepening Our Learning” section, with a description of the Essential in action that might help others to integrate this ideal into their teaching and teacher education practices; and a reflection on potential impacts of the new elements of each Essential on existing or new PDS work.
Originality/value
This article provides a description and application of the revised Essential #1.
Details
Keywords
This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize…
Abstract
Purpose
This article shares how providing teacher candidates with experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical courses. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or professional development school (PDS) partnerships can incorporate practices that address anti-blackness in clinical practice.
Design/methodology/approach
Conceptual paper sharing experiences addressing anti-blackness in school-university partnerships.
Findings
National Association of Professional Development Schools (NAPDS) recently revised their Nine Essentials to include this revised version of Essential 1: A comprehensive mission which calls for the advancement of equity, antiracism and social justice within and among schools, colleges/universities and their respective community and professional partners. The work that the author presents in this article around preparing teacher candidates to address anti-blackness fits into the call of Essential 1 because when anti-blackness is addressed equity, antiracism and social justice can be part of the educational experiences of black children. This article shares how providing teacher candidates experiences in a predominantly black elementary school for their clinical experiences highlighted a need to recognize, acknowledge and address anti-blackness in teacher candidates’ clinical practice. As well as, a need to emphasize the brilliance and assets of black students. Additionally, this article shares ways in which those involved in the work of school-university or PDS partnerships can incorporate practices that address anti-blackness in clinical courses.
Originality/value
The author believes that this manuscript is appropriate for publication because it addresses a necessary shift that must happen in clinical practice by recognizing, acknowledging and addressing anti-blackness, as well as making sure teacher candidates are prepared to teach black students. This manuscript has not been published and is not under consideration for publication elsewhere. The author has no conflicts of interest to disclose.