Education Imperatives

  1. Routes to Certification - NABSE believes that current state initial certification rules and policies with a heavy emphasis on certification tests for licensure keep Black and Latinx teachers out of American classrooms. Therefore, there must be a hybrid of traditional and innovative, less test-dependent routes that will lead to certification or licensure.
  2. Mastery beyond Academics - NABSE supports policies that will require pre-service and alternative certification candidates to master not only academic content but are also held accountable for mastering trauma-informed methodologies, social-emotional learning tenets, and social justice curricula to meet the needs of African American learners better.
  3. Strategic area field placement - NABSE believes that there must be a requirement for pre-service and alternative certification candidates/teachers to participate in high-quality field placements or residencies in low-performing schools in urban areas. These placements should be under the mentorship of a highly effective teacher of African American students in the actual classroom and community setting.


NABSE Teacher Institute - Careful and comprehensive educator preparation and on-going staff development must arm teachers with the skills and attitudes needed to educate African American children successfully. To that end, it is the recommendation of the Educator Preparation Thought Leaders that NABSE undertake the yeomen’s task of creating a high-quality intensive teacher institute.  This institute will take pre-service and veteran teachers through a carefully selected set of experiences (knowledge, skills, and attitudes) designed to prepare them to teach children of African descent more effectively.  This institute will foster a paradigm shift resulting in a teaching-learning template that will translate into effective teaching for all students.  It has often been said that when things improve for African American children, all children become beneficiaries. More importantly, such an institute will also demonstrate that even as we propose and fight for policy changes, we still recognize that “ . . . there will remain some things we must do for ourselves (Saving the African American Child, p. 21*).”

[*National Alliance of Black School Educators. (1984).  Saving the African American Child: A report of the task force on Black academic and cultural excellence. NABSE, Inc.

Thought Leaders

Dr. Cherry Ross Gooden & Dr. Renee T. Willis
Ms. Agenda Bonner – Recorder