Identifying Key Features of Equity-Centered Professional Learning

Abstract

To address the inequities within the educational system, there are calls for teachers to have an intentional focus on equity. Unfortunately, teachers often do not receive enough preparation within their certification programs or during in-service trainings to center equity- driven practices. This study provided insight into the features that one group of teacher leaders relied upon and found essential when working to enact high-quality, equity-centered professional learning for teachers, and researchers utilized these findings to develop a framework for equity-centered professional learning. The context for this research was teacher leader-led professional learning within the context of a job-embedded professional learning experience for teacher leaders. Data collection included professional learning lesson plans, written reflections by teacher leaders after the professional learning sessions, and field notes. Findings point to five features of professional learning focused on equity that teacher leaders utilized. These include: (1), Safe, trusting community grounded in relationships, (2) Dialogue to explore and critically reflect upon biases, beliefs, and experiences, (3) Active learning opportunities that promote dissonance, (4) Authentic connections to equity within the local context through inquiry, and (5) Responsiveness to participants’ varied experiences and understanding of equity. The findings have implications for routines of practice that can be utilized to enact these essential features and how an equity lens can permeate the design of professional learning.