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Rethinking Quality: Foregrounding Equity in Definitions of "High-Quality" Educators 

April 2015
Rodney S. Whiteman, Kathleen A.K. Thorius, Seena M. Skelton, Tiffany Kyser

All children deserve access to high quality educators. Many definitions of “high quality” teachers over-emphasize student achievement outcomes and do not sufficiently consider other important factors of schooling and educator practices that may lead to those outcomes. This brief offers an equity-oriented framework that defines a high quality educator as one who: (1) views students’ existing cultural resources as assets, (2) applies these assets within critical pedagogies toward empowering students in their lives and communities, and in doing so, (3) fosters students’ academic, social, and personal growth

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