Supporting San Antonio Independent School District’s Teacher Induction and Retention Office with Equity-Focused Professional Development

The Problem

San Antonio Independent School District’s (SAISD) Teacher Induction and Retention Office faced the challenge of supporting new teachers through an equity-centered framework. The goal was to foster culturally sustaining practices while aligning with existing district initiatives. Thus, the office needed expert guidance to develop actionable strategies. Key issues included the lack of a unified equity definition, gaps in the alignment of programs to equity goals, and the need for a curriculum to support second year teachers.

The Solution

SAISD partnered with Multicultural ClassroomÒ to tackle these challenges through a collaborative and structured approach. The heart of this partnership was a guided book study, Textured Teaching®: A Framework for Culturally Sustaining Practices by Lorena Escoto Germán, founder of Multicultural Classroom. During a total of four sessions, the SAISD Equity Induction Design Team worked with Lorena to explore the principles of Textured Teaching and apply them to the district’s unique needs.

Additionally, Multicultural Classroom facilitated the development of a district specific equity definition and aligned it with the district’s vision, mission, and other equity-focused initiatives. The team also reviewed culturally responsive pedagogy reports and induction materials, ensuring that equitable practices were embedded throughout. The collaboration culminated in the creation of a curriculum for a pilot Professional Learning Network (PLN) targeting second year teachers, set for implementation in the 2023-2024 school year.

Germán’s keynote address at SAISD’s Epic Saturday event further energized the district’s educators, providing inspiration and practical insights to help them embrace culturally sustaining practices.

The Result

Through this partnership, SAISD’s Teacher Induction and Retention Office developed a clear and actionable equity framework tailored to their unique needs. The office also gained practical tools to support new teachers effectively, including a curriculum for their pilot PLN. Participants reported increased confidence in their ability to integrate equity into their work and address the diverse needs of teachers and students.

This collaboration not only enhanced the office’s capacity to support new teachers but also reinforced SAISD’s commitment to fostering equitable and inclusive educational environments.