This article argues that economic exclusion, standardized testing, and racially biased definitions of teacher quality continue the exclusion of teachers of color from the urban teaching force. The authors highlight two urban programs designed to address such barriers and situate such efforts within a critical race theory framework that identifies ways urban communities can increase control through local teacher development. The article concludes by presenting a teacher evaluation model that integrates school, district, and university perspectives with urban students, families, community-based organizations, and teacher self-perceptions to redefine teacher effectiveness.
I was invisible, man. I knew it. I sat in those schools for two years. I sat in the back of the room and I did nothing. I didn't speak to anyone and no one spoke to me. Nobody said, “Do your work” or nothing. Then one day I said it, “Man I'm invisible here.” I got up and walked out the door and I never went back. — an Oakland “dropout” who later graduated from the Oakland Street Academy I have to be honest and tell you, “I wish some of my students would drop out.” I'm so happy on the days they don't come to class. — a 1991 California credential candidate
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