The solution is threefold. Our teacher preparation programs must engender cultural fluency; equip teachers with the skills to actually teach Black and brown students; and commit to diversifying courses, professors, and student bodies.
1. Engender cultural fluency and understanding. Teacher preparation programs and their faculties have proven time and time again to be something short of truly culturally responsive to Black and brown communities. The heights of tenured teachers college posts are too far removed from the lived experiences of Black and brown students.
The result is a pipeline of new teachers inadequately prepared to serve Black and Brown students. In a recent survey, fully 72 percent of newly graduated aspiring teachers say they feel unprepared to work in an urban classroom and 62 percent say they feel unprepared to teach culturally diverse students.
Those who prepare our future teachers must be more assertive in addressing their own shortcomings and acknowledge when they don’t have a particular sphere of understanding, knowledge and skills. Vitally, they must then be willing to do the work to acquire them.
2. Equip teachers with the skills and knowledge to help Black and brown students actually learn, not just “speak woke.” It is not enough to be able to speak of liberation and equity; our teachers must be able to provide students with the tools to actually secure it. Performative wokeness should not be an exercise perfected in teacher colleges, but it seems to be the primary occupation of many who enjoy tenure in them. When the teachers of teachers are more enamored with virtue signaling than embracing meaningful accountability for their students and their grand-students’ success, we are lost.
Teacher prep syllabi should be informed by the aspirations and goals of the Black and brown communities, not just by what they wrote their latest book about. Teacher preparation programs should embrace accountability for the impact, or lack thereof, of the students who graduate from their programs. The point of preparing teachers, after all, is for them to teach well.
We should also look to the programs that are effectively preparing more of our Black and Brown teachers. We need new investments in HBCUs generally and their schools of education in particular. Given the transformative role that teachers of color can play in the lives of all students, such an investment would redound to the benefit of our entire education system.
Instead of bashing alternative certification programs, traditional programs should draw lessons from their experience and effectiveness. These programs essentially level the playing field with aspiring teachers from traditional four-year programs and graduate more Black and Brown aspiring teachers than all non-HBCUs, combined.
States can use their accreditation authority to drive productive reforms. This past summer, the Pennsylvania State Board of Education passed new regulations to require teacher prep programs to implement “Culturally Relevant and Sustaining Education”, including trauma informed approaches to instruction, cultural awareness, and the ability to address “any factors that inhibit equitable access for all Pennsylvania’s students.”
The Biden administration is also well-positioned to lead on this issue. They can start by bringing a much-needed dose of public transparency to teacher prep. As it stands, we know too little of how well programs and institutions are recruiting and preparing Black and Brown teachers.
At the last, there is little standing in our way and much to be gained in creating better-prepared and more culturally competent new teachers. Teacher retention and efficacy will improve. Student achievement will rise. More people, especially from diverse backgrounds, are likely to be interested in teaching and the profession as a whole will be elevated.
More than anything, though, this work can improve the lives of our students and the broader well-being of our public school communities.
These should be the baseline goals of any institution claiming to be woke or committed to the equitable education of our students.
Sharif El-Mekki is the Founder and CEO of
the Center for Black Educator Development. The Center exists to ensure there will be equity in the recruiting, training, hiring, and retention of quality educators that reflect the cultural backgrounds and share common socio-political interests of the students they serve. The Center is developing a ...