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Branches In The Pipeline: Status-Seeking In Principal Licensure Candidates, Madhu Narayanan
Branches In The Pipeline: Status-Seeking In Principal Licensure Candidates, Madhu Narayanan
Northwest Journal of Teacher Education
This paper investigates the reasons and motivations that people pursue administrative licenses. Questions such as who enrolls, why they choose to seek an administrative license, and what are their future goals, are all relevant to address challenges of principal attrition and turnover. With calls for the development of quality, equity-focused leaders, it is important to understand how motivations of entrants align with those of school districts and policy makers. This paper contributes to the research on the so-called “principal pipeline” by analyzing the reflections of candidates from an institutional perspective. This view considers modern schools to be social structures governed …
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
Zero Tolerance Policies Are Anti-Black: Protecting Racially Profiled Students From Educational Injustice, Jonathan Lightfoot
Northwest Journal of Teacher Education
When students are tracked from their schools into the juvenile and adult criminal justice system, primarily because of zero-tolerance policies, they fall victim to a practice that is now widely known as the school-to-prison pipeline. President Obama urged educators to abandon severe disciplinary policies that criminalize students for offenses that could be handled without law enforcement (Du, 2015). A review of the literature indicates a disproportionate number of Black students are at a greater risk of being adversely impacted by such policies thus increasing their chances of having a negative educational experience. Research shows that Black students receive higher rates …
Reimagining Education, Not Relocating It: A Reflection For The Covid-19 Pandemic, Brian Robert Taberski
Reimagining Education, Not Relocating It: A Reflection For The Covid-19 Pandemic, Brian Robert Taberski
Northwest Journal of Teacher Education
As we prepare for the upcoming academic year and the new normal COVID-19 initiated, how are we as teachers framing our approach? Are we asking how we teach online? Or, are we asking what learning looks like for online and hybrid experiences? The author suggests that the questions we ask guide our decisions and identifies the obstacles we face. By contextualizing the challenges and change we are presented with as adaptive, we can become more conscious of what may be impacting our work and consider paths forward that ensure the equitable success of our students.
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Reinvigorating Classroom Practice Through Collaborative K-12 And Higher Education Professional Development, Sean W. Agriss, Katie O'Connor, Louann Reamer, Andrea Reid
Northwest Journal of Teacher Education
High school, community college, and university faculty attempted to address student readiness for first-year college English classes by working with each other across sectors in an ongoing, collaborative professional development project, Successful Transitions to College (STC). STC demonstrates that teachers can work across sectors to smooth transitions for students who often navigate multiple educational systems throughout their K-16 experience. This professional development work intentionally built opportunities for faculty to work collaboratively while honoring teaching expertise and shared problem solving. Interest in student transition across academic sectors has created a fresh realization for many teachers—one of the best ways to …