This paper, published in Education Sciences, introduces justice-centered reflective practice, a praxis for teacher educators defined as purposeful and systematic, iterative and cyclical, critically reflective, agentive, done in community, and loving and hopeful. The praxis was developed from the approach used in the Independent School Teaching Residency (ISTR) Program at the University of Pennsylvania Graduate School of Education. Written by program faculty, the paper explores how the practice has been implemented at ISTR in both the program structure and pedagogy, offering insights into how critical teacher educators can continue to enact liberatory values and aspirations within institutions and policy environments that often inhibit collective work. This resource is directed at teacher educators and teacher preparation program administrators.