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We will be returning to school in the fall in a much different world than the school we left in the spring. The spotlight on the need to engage in the work of becoming actively antiracist has never been brighter and the urgency of getting it right for our students has never been more acute. Teachers play an indispensable role in this work in hundreds of thousands of classrooms across the country every day. Aspirations to improve and to do the challenging work are high as are the risks of doing it poorly. This is not comfortable work, but this is essential work and the time to do it cannot wait another minute. This begs many questions. How can I reimage my teaching plans and practices while embedded in systems with racist histories and legacies? How did we get here? What levers can I pull in my classroom and school to affect change? What levers can I pull in my community to affect change? What levers do I have a responsibility to pull inside my own heart to affect change? What are the contours of this work of a teacher as advocate, as instructor, as planner? Where can I find the courage and community to do so in an accountable and constructive manner? We began exploring answers to these questions at last year's EdCo Summer Collective with keynote speakers Chakita Patterson and Dr. Mona Ivey Soto. They started each day with keynote addresses that helped teachers in attendance more clearly identify the challenging self-work needed, ways to identify evidence of racism embedded in our systems, curricula, and pedagogy, as well as the power of knowing our own stories and relationships with race. This year, in order to continue this work and to investigate clues into the ways our work should be oriented as we continue to grow as antiracist teachers and learners, we have invited some special guests to discuss the questions and topics you submitted when you registered.