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Click the + above and share your thoughts!

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Dr. Lucretia Carter Berry

My org is Brownicity.com

I teach ‘Anti Race/ism 101’ at Community School of Davidson, a public charter school.

I also teach a community version of this course for adults to help restore and build community.

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This initiative aims to inspire a lifelong love of learning, promote unity through shared history, foster science literacy, encourage environmental responsibility, and instill a lifelong passion for reading.

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SYNOPSIS

Guided by the Intercultural Development Inventory (IDI), participants gain insights from 'Teaching for Justice and Belonging – A Journey for Educators and Parents' (2022) by Dr. Tehia Starker Glass and Dr. Lucretia Carter Berry and leave equipped with tools and strategies to dismantle unjust systems and foster more equitable learning spaces.

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Teaching for Justice & Belonging: A White Educator’s Review - The Educators Room

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Have you signed up for The Educator’s Room Daily Newsletter? Click here and support independent journalism! Teaching for Justice & Belonging, co-written by Dr. Lucretia Carter Berry, Founder and President of Brownicity, and Dr. Tehia Starker Glass, Associate Professor of Educational Psychology and Elementary Education at UNC Charlotte, is a breath of fresh, healing air in the educational […]

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NC NTSP is committed to supporting beginning teachers through instructional coaching in partnership with school districts and IHE educator preparation programs.

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The power of afterschool and how it can compliment in-school learning and development

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Support for beginning teachers that invest in their professional careers.

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Stagnant teacher pay and increasing cost of living.

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Thanks to NC for paying teachers a 12% raise when they earn National Board Certification.

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Investment in our educators. Raising teacher pay, providing support, professional development and raising awareness of the leadership opportunities.

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PROBLEM: Why do we give kids who are 8-13 years old tests that can last more than 2 hours? As an adult, I NEVER sit and read or do math for 2 hours with nothing but a 3 minute stretch break.

POTENTIAL SOLUTION: Give similar tests to everyone in the legislature. Then ask current teachers to redesign assessments that will provide better information without torturing students.

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As a parent, my son is in a 4th-grade class with 29 kids and one teacher. Why do we have to continue having the same one teacher/one classroom model? Why can't schools shift to innovative school models and workforce design?

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Create a statewide system that redefines teacher career pathways by embedding leadership opportunities within the classroom, making every public school a place where talented educators can grow, lead, and stay. North Carolina has amazing educators, but many feel forced to choose between staying in the classroom and advancing professionally. Advanced Teaching Roles (ATRs) in every school, not just pilot sites

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Meet industry standards for school-based personnel (classroom teachers, intervention, counselors, social workers, nurses, media coordinators, APs, etc.).

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We need to expand partnerships that bridge the gap from pre-service to inservice support for teachers.

Invest- time and resources.

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One thing that has a HUGE impact on time for teachers is having increased assistants in elementary schools. I don't know why we use a ratio of 1 assistant for every 34 students in k-2. It makes no sense that we have such strict class size laws at k-3, but are given such a small allocation for assistants. Some ways increasing assistants would help would be to do lunch and recess coverage as well as allow principals and coaches to pull teachers for job-embedded PD immediately following a walk through or an observation. Who better to cover the class when the teacher steps out for 10-30 minutes for varied planning and PD than another adult who is with the class full time an knows the students?

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Transparency for Advanced Course Mandating

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Transparency for Advanced Course Mandating

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Right now in North Carolina, there’s no consistent statewide reporting on who’s actually taking AP, Honors, or IB courses. Without disaggregated data, we can’t see the full picture—especially when students of color and multilingual learners are being left behind. We’re asking for a statewide mandate that requires schools to publicly report enrollment, access, and outcomes in these advanced courses by race, language status, and other factors. This kind of transparency—through a public dashboard—would allow us to identify gaps, address recommendation bias, and ensure every qualified student has a fair shot, regardless of their background or where they live.