[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591107-105":59,"doc-detail-591107-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","roadwork-ahead-fostering-racial-literacy-in-educator-preparation-programs","Roadwork Ahead - Fostering Racial Literacy in Educator Preparation Programs","","Equity and advocacy are essential for deconstructing and challenging racism, and educator preparation programs must translate these commitments into sustainable change. The paper presents a qualitative study of educators’ perceptions of racism in P-12 schools, examining how preparation can support candidates in using equitable and socially just practices informed by critical race theory. Findings indicate educator preparation programs should explicitly address race-related issues to prepare instructional and teacher leaders to confront concerns affecting students and communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/roadwork-ahead-fostering-racial-literacy-in-educator-preparation-programs/591107/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/roadwork-ahead-fostering-racial-literacy-in-educator-preparation-programs/591107.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central question addressed by the study?","Question",{"text":112,"@type":113},"How educators apply equity and advocacy concepts in educator preparation programs to promote sustainable change, including fostering racial literacy informed by critical race theory.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What do the findings suggest about educator preparation programs?",{"text":117,"@type":113},"They should explicitly address race-related issues to prepare candidates to confront critical concerns that impact students and communities.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper identify as a persistent problem in schools?",{"text":121,"@type":113},"There is limited continuity between theory and practice, while race-based educational inequalities continue to appear through disparities in access, expectations, implicit bias, resegregation, and the school-to-prison nexus.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591107,1792165617,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Roadwork Ahead: Fostering Racial Literacy in Educator Preparation Programs  \nAmy J. Samuels and Gregory L. Samuels  \nUniversity of Montevallo  \nAbstract  \nEquity and advocacy are essential in deconstructing and challenging racism, but how do educators apply these concepts in preparation programs to promote sustainable change? This paper exploresa qualitative study on educators’ perceptions of racism in P-12 schools to examine how educator preparation can navigate complex terrain to better prepare candidates to employ equitable, and socially just practices informed by critical race theory and foster racial literacy. The researchers’findings support the works of others in the field who assert that educator preparation programs must explicitly address race-related issues to prepare both instructional and teacher leaders to confront critical concerns that impact students and communities.  \nKeywords: critical race theory, educator preparation, racism, racial literacy, social justice  \nProfessional standards support educators in developing the individual and collective capacity to meet professional performance expectations by highlighting knowledge, skills, behaviors, attitudes, and dispositions for educator effectiveness. The standards guide policies and programs and establish outcomes for professional learning in both educator preparation programs and professional development.  \nAccording to the National Policy Board for Educational Administration (2015), the Professional Standards for Educational Leaders (PSELs) highlight foundational principles of leadership that provide a framework for instructional leaders to accelerate student achievement and promote increased equity in relation to outcomes. Ten interrelated standards present a holistic view of leadership that directly connect to student learning. Specifically, standard one, which relates to vision, mission, and core values, states,“Effective educational leaders develop, advocate, and enact a shared mission, vision, and core values of high-quality education andacademic success and well-being of each student” (p. 9) . Connecting more explicitly to the idea of each student, element three of standard one states that instructional leaders are expected to “articulate, advocate, and cultivate core values that define the school’s culture and stress the imperative of child-centered education; high expectations and student support; equity, inclusiveness, and social justice; openness, caring, and trust; and continuous improvement”(p. 9) .  \nAs said by the Teacher Leadership Exploratory Consortium (2011), the Teacher Leader Model Standards highlight foundational principles of leadership that provide a framework for teacher leaders to work collectively with administrative leadership roles to support effective teaching and promote student learning. The standards emphasize a broad range of knowledge, skills, and competencies characterized as domains that define critical dimensions of teacher leadership. The standards consisted of seven domains and included in each domain are functions that explicitly outline actions and expectations that include how teacher leaders serve to promote increased equity and foster collaborative communities. Domain one, which relates to “Fostering a Collaborative Culture to Support Educator Development and Student Learning” (Teacher Leadership Exploratory Consortium, 2011, p. 14) emphasizes the importance of developing a collaborative culture of collective responsibility while promoting an environment of collegiality, trust, and respect that focuses on continuous improvement. Connecting more specifically to the idea of equity and inclusiveness, function 1d states that the teacher leader, “strives to create an inclusive culture where diverse perspectives are welcomed in addressing challenges” (p. 14) and function 1e emphasizes that the teacher leader “uses knowledge and understanding of different backgrounds, ethnicities, cultures, and languages to promote effect","cbCailkw7ZCxJcst","https://ap.wps.com/l/cbCailkw7ZCxJcst","pdf",101551,11,"English","# Abstract\n## Equity, advocacy, and sustainable change\n## Professional standards and leadership frameworks\n## Teacher leadership model standards\n## Gap between theory and practice\n## Key questions and strategic response","[{\"question\":\"What is the central question addressed by the study?\",\"answer\":\"How educators apply equity and advocacy concepts in educator preparation programs to promote sustainable change, including fostering racial literacy informed by critical race theory.\"},{\"question\":\"What do the findings suggest about educator preparation programs?\",\"answer\":\"They should explicitly address race-related issues to prepare candidates to confront critical concerns that impact students and communities.\"},{\"question\":\"What does the paper identify as a persistent problem in schools?\",\"answer\":\"There is limited continuity between theory and practice, while race-based educational inequalities continue to appear through disparities in access, expectations, implicit bias, resegregation, and the school-to-prison nexus.\"}]","Roadwork Ahead - Fostering Racial Literacy in Educator Preparation Programs | PDF",1792071140,28]