Early career teachers are often encouraged to implement student-centered, inquiry-based, and justice-oriented teaching practices. However, when these approaches are first introduced, they can feel uncomfortable, messy, and even unsuccessful. Students may resist, discussions may fall flat, and teachers may feel pressure to return to more familiar routines—especially within the constraints of pacing guides, testing demands, and school culture.
This interactive workshop draws on a classroom-based case study of a high school history teacher who attempted to integrate new instructional approaches focused on diverse perspectives. His initial attempts were marked by confusion, silence, and frustration—leading him to remark, “This is painful.” However, over time, these moments became the foundation for more meaningful student engagement and discussion.
Participants will explore a three-phase framework—disruption, constraint, and breakthrough—to better understand their own experiences when trying new teaching strategies. Through structured reflection, small-group discussion, and practical planning, participants will identify challenges in their own contexts and develop strategies for sustaining justice-oriented teaching practices, even when they feel difficult or uncertain.
After leaving teacher education programs, early career teachers often navigate new contexts in isolation, making it difficult to sustain justice-oriented practices amid pressures to conform to existing norms. This session supports early career teachers in reframing moments of struggle as part of the process of growth, building sustainable practices, and remaining committed to equitable and engaging instruction. Furthermore, this session fosters a sense of community creating space for early career teachers to share experiences, challenges, and approaches across contexts.
In this session, you will:
- Reframe common classroom challenges as opportunities for teacher and student learning.
- Build resilience through community by sharing strategies for sustaining justice-oriented teaching practices.
