Chapter 3: Preparing Novice Teachers Through Cultural Educators and Real-Life Teacher Experiences

In this chapter, we offer two specific strategies for supporting novice teachers' reflection on their assumptions, beliefs, and interactions with families. The first strategy centers on Beth's work to create opportunities for teacher candidates to reflect and learn with families during classroom observations. The second strategy centers on Pat's continued support of a recent graduate in her early years of teaching.

The Institute for Urban Education at our university partnered with a large, complex local school district to prepare teachers for the job, including working with families and communities. To achieve this, the Institute needed to assist new teachers in understanding the importance of being vulnerable. Whereas, the partner district included 97% students of color, the far majority of preservice teachers at the Institute were White. For some of these preservice teachers, it was their first experience even being in a city.