Analyzing instruction for the purpose of improving it

This four-episode unit engages novice teachers in considering the relationship between English language arts instruction and the advancement of justice. It introduces two sets of ideas in the scholarly literature as tools for considering this relationship - culturally relevant pedagogy (CRP) and restorative justice – and engages novices in reading and analyzing two texts on these ideas and then analyzing examples of unit plans and videos of classroom instruction using the perspectives and tools that they offer.

Novice teachers examine patterns of "achievement" in English Language Arts in the United States, and begin to consider what "achievement" might mean from the perspective of students.

Novice teachers consider Gloria Ladson-Billings’ theory of culturally relevant pedagogy and the principles offered by Maisha Winn and her colleagues about restorative justice in the English language arts classroom.

Novices begin to apply the core ideas from the readings on culturally relevant pedagogy and restorative justice from the previous episode to the consideration of specific ELA lesson plans.

Novices build their understanding of specific practices for advancing justice by viewing video of instruction using an advancing justice frame.