Transformative professional learning: Critical affinity groups for veteran K-12 Teachers of Color

As teachers gain experience beyond the first one third of their career (approximately 7 to 10 years), students not only make academic gains, but they also make non-academic gains such attendance improvements, fewer disciplinary offenses, increased time spent on reading for pleasure, and decreased time needed to complete homework. When students are taught by Teachers of Color (TOC) not only are these academic and non-academic gains experienced, but they are also particularly increased in Students of Color (SOC). However, TOC leave the profession at higher rates than their White counterparts. As such, if educational institutions want to continue supporting their SOC, they must consider implementing strategies known to support experienced TOC. One way to keep TOC in the profession is to offer these educators targeted professional learning (PL) opportunities in the form of racial affinity groups. Racial affinity groups support TOC because they affirm TOC goals, values, racial identities and humanity, while also providing mentorship and a sense of community that ultimately retains TOC in the profession. This study examines the PL experiences of six experienced TOC participating in a racial affinity group. Through semi-structured interviews, these TOC educator shared how participation in a racial affinity group as a PL experience transformed their teacher identities.