This chapter explicates the ways in which certification assessments such as edTPA reproduce inequities related to settler colonialism and antiblackness. Too often in education policy analysis, issues of race are discussed briefly, if at all. This chapter argues that attending to constructions of race specific to settler colonialism is an important approach to education policy analysis. It sets the stage for the description of the study in Chapter 3 by describing the theoretical imperatives involved in the creation of the consortium.