| Summary: | <p> This case study explored the viability of using a Critical Friends Group (CFG) dialogue protocol within a novice teacher induction program to facilitate dialogue about equity in a diversifying suburban school setting. The study included two research questions: How do novice teachers in a suburban school district with shifting demographic diversity make sense of racial, ethnic, and socioeconomic inequities? How does an equity-focused community of practice using a dialogue protocol affect novice teachers’ praxis through their understanding of how to address issues of student equity in their instructional practice? Even in a high performing suburban school, novice teachers had significant dilemmas of equity in their classes. Consequently, the novice teachers did not feel suitably trained or capable of providing the range of differentiation necessary to equitably meet the needs of their students. Thus, the novice teachers admitted to teaching by subjective intuition and asking for guidance from colleagues. The effects of adding the dialogue protocol included both an improved sense of trust among participants and of personal efficacy among the novice teachers. Questions posed during the dialogue protocol challenged the novice teachers’ personal biases, ethics, and decisions. Overall, the dialogue sessions created a space to help each of the novice teachers understand their options, responsibilities, and resources to improve their instructional praxis. This study recommends future research be conducted about the longitudinal impact of implementing a Critical Friends Group (CFG) dialogue protocol into the California induction credentialing process. This includes research into how to train mentors to facilitate group dialogue sessions, and collect and analyze student outcomes data.</p><p>
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