Abstract

The majority of teachers in the United States are of a different race, ethnicity, class, gender, and linguistic dominance from that of their students. Teachers are specifically challenged by a variety of racial and ethnic issues as they enter their classrooms. This paper discusses the importance of educator preparation programs devoting attention to reforming preparation programs to include high-need clinical experiences for practicing teacher candidates. To better meet the needs of the nation’s future students, especially those in high-need schools, public policymakers and the education community must take collective ownership for recruiting, preparing, and supporting a critical mass of new professional practitioners.

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