A brave space to interrogate systems of power

As I facilitated my first class of the fall term, I held this question—Do we still need schools of education?—top of mind. That first class was more than an introduction to the course, Literacy Development and Instruction in Secondary Education; we took it as an opportunity to engage in discourse around literacy and equity. We investigated the anti-literacy laws that made it illegal in many Southern states for enslaved and freed Black individuals to learn or be taught to read and identified the ripple effects that continue to impact children.

What I take from moments like this is that teacher education programs provide a brave space for future educators to engage in critical discourse around social, political, racial, gender and other important topics. Schools of education provide the space to interrogate systems of power that have historically marginalized specific groups of people, with the hope that future teachers will take this knowledge into their own schools and classrooms to make change. Educators are also charged with accounting for learner variability, including multilingual and neurodivergent students. Successful schools of education include teacher preparation programs where future teachers are equipped with theoretical knowledge, pedagogical practices and strategies, as well as mentorship to help provide equity and access to a quality education for all children.

Teacher education programs provide the space for future teachers to engage in a gradual release of responsibility approach, where we faculty guide our students through a process in which they slowly ingest, digest and apply the knowledge we impart in our classes. This supports their growth as educators. Through it, they are tasked with reflecting on their practice and making the necessary adjustments to improve their teaching skills and the learning outcomes for their future students.

Coming back to the question: Yes, we need schools of education. Schools of education act as a foundation or a starting point for the changes that need to be made to achieve educational equity for all children.