Journal of a Black Teacher

Note to Readers : Courageous Conversation protocols are used in this reflection.  By Don Allen (Journal of A Black Teacher) REAL-LIFE FICTION In my second year teaching 7th-grade English to a predominantly Black middle school, I was making a difference. My classroom hummed with purpose as students turned ideas into action. They put out a monthly newspaper filled with their voice, stories, and dreams. We organized clothing drives to give back to the community, teaching the value of service and empathy. They knew their voices counted, not just with me but with the middle school. Many of them, for the first time, felt seen. By the end of that year, I was asked to move up with my students to teach 8th-grade English. The decision of the administration felt like a validation of the relational trust and curricular rigor I had established. However, the optimism I carried into my new role was quickly tempered when a new White teacher took over my 7th-grade classroom. Fresh out of a special...

In the ever-evolving landscape of education, a new podcast has emerged, promising to be a beacon of insight, inspiration, and innovation. " Niggle ," hosted by Don Allen, is a fresh and engaging podcast dedicated to exploring the complexities and challenges of education change, leadership, and teaching. With a mission to ignite conversations and foster understanding, " Niggle " delves into the pressing issues facing educators, administrators, and policymakers today. Who is Don Allen? Don Allen, Ed.S., M.A. Ed., MAT is no stranger to the world of education. With a rich background in organizational communication and instructional leadership, he brings a wealth of experience and expertise to the table. As a seasoned educator and communicator, Allen has dedicated his career to improving educational outcomes and advocating for equitable practices. His journey has been shaped by his commitment to diversity, equity, and doing what's right for K-12 scholars, particularl...

By Don Allen, Ed.S., M.A. Ed., MAT Within the heart of the Twin Cities, Minneapolis and St. Paul Public Schools remain bastions of education, grounds for changing the lives of thousands of students yearly. Still, in their halls and classrooms, there resides a looming, daunting question: What is the plan for teaching Black Twin Cities high schoolers? While the question does not simply point to academic performance indicators or graduation rates, it goes to the core of educational equity and social justice. The academic success of Black students has had systemic barriers placed in its way. Together with resource and funding discrepancies and biases in disciplinarian practices, the path to education in Minneapolis and St. Paul for Black students has not been made smooth. One really important issue that needs critical attention is the process of credit recovery. Sometimes considered a last-ditch effort in the case of students failing in their academics, credit recovery programs were suppos...