Journal of a Black Teacher

The dominant culture in education constantly reminds me that no matter how many degrees I hold, my place in their system is defined by their comfort with my presence. Credentials don’t shield against biases; they merely illuminate the barriers to equity, reinforcing a hierarchy that resists meaningful change for marginalized voices. Yes, DEI is dead.  By Don Allen, Ed.S., M.A. Ed., MAT  - Journal of A Black Teacher        Sitting in Cohort 13's class on Saturday represented one of the most uncomfortable experiences of my doctoral journey. The topic of the evening rested on an upcoming event meant to seek current disparities in education and propose solutions with key policymakers and stakeholders. This was a rare opportunity, as our voices as educators could be elevated into spaces of power. Then, as the discussion unfolded, I watched colleagues back out, pointing to vague reasons or shifting the focus to other priorities.       The unease in the room wasn't rooted in logistics

by Don Allen, Ed.S., M.A. Ed., MAT (Journal of A Black Teacher)  Introduction      This article focuses on best practices and research-based strategies for teaching middle school students (ages 11–14) academic writing. As an educator working directly with these students, I encounter the daily reality of bridging gaps in their understanding, often starting with small, targeted chunks of knowledge. Adopting a constructivist approach, I aim to engage students in active learning experiences that scaffold their growth, fostering a mindset that sees improvement as achievable and writing as a skill they can develop. One core principle in this process is recognizing the importance of attention in learning. As Zaretta Lynn Hammond notes, “Attention drives learning. Neuroscience reminds us that before we can be motivated to learn what is in front of us, we must pay attention to it.” Applying this to middle school writing instruction means designing lessons that captivate students, making academi

Disclaimer: This article does not mention the vice president or former president by name, nor do I mention Black Greek organizations, community leaders, or celebrities. This editorial opinion is a practice of higher-order thinking, or what some might call ‘nuanced,’ meaning to look into blind spots for discovery, truth, and facts. By Don Allen, Ed.S., M.A. Ed., MAT (written for educational purposes) In the wake of Tuesday's presidential election, our communities are broken, far more than we will ever want to admit. A Black woman, an apex of feminism, strength, free will, and determination, was denied the top seat, in the top spot, in the top country in the world. This historic opportunity moment, pregnant with the promise of progress, was squandered, leaving in its wake questions about the fissures within the Black political landscape. While nobody has the answer, valid philosophical questions must be asked to understand the structures at play. In a period of increased racial con

By USA Radical Black - An Urban Educational Think Tank (columnist include Don Allen) When a human body expires, all that remains is a lifeless shell that once held the vibrancy and identity of an individual. Similarly, in many learning organizations, we witness a high “mortality rate” in leadership competence—leaders who, though physically present, lack the necessary vitality, innovation, and insight to drive positive outcomes for students and families. This stagnation comes at the expense of students and communities, who count on schools to be more than just custodians of their children’s time; they expect educational institutions to be engines of knowledge, growth, and preparation for future success. Yet, as data increasingly reveals, the systems entrusted with shaping young minds are often hollow, devoid of best practices, creativity, and effective output. Mortality Leadership Competence , a term introduced by Don Allen, Ed.S., M.A. Ed., MAT, challenges us to confront the sobering