Teacher Preparation

Mathematics for Whom: Reframing and Humanizing Mathematics

With a focus on the elementary classroom, this paper analyzes the purported neutrality of mathematics textbook word problems and considers ways to use mathematics to analyze social inequities in the world.

Microaggressions in Everyday Life: Race, Gender, and Sexual Orientation

Derald Sue’s book explores the topic of unintentional bias. The book examines the psychological effects of unintentional bias on both the perpetrator and the victim.

Misbehavior or Misrepresentation

This brief conceptual article discusses how understanding the cultural context of the learning environment is a primary factor in effective classroom management.

Mistakes We Have Made: Implications for Social Justice Educators

Mistakes We Have Made: Implications for Social Justice Educators is an edited collection from eleven authors with a wealth of experience teaching in K-12 schools and utilizing culturally relevant practices. This book is current with social justice research and strategies while connecting to the audience through personal vignettes in each chapter. The personal connection of research-supported ideas to help new teachers avoid the authors' early career mistakes in the classroom is at the center of this text. The content is organized into three themes: Inclusive Classrooms, Curriculum Implementation, and Professionalism. It can be used as a text in a variety of college courses, professional development workshops, or as a gift for new teachers.

Moving From Teacher Bias to Teacher Agency

This is a video of a 90-minute seminar led by Rebekah Berlin and Dr. Robert Berry with a group of future teachers around the idea of acknowledging teacher bias and developing teacher agency, particularly around issues of equity in mathematics. What's powerful about this is Ms. Berlin's willingness to share how she confronted her own biases as a new teacher and realizes that "my locus of control turned out to be much larger than I thought" (at about 1:18:00). There are many ways to use segments of the video to spark productive reflection and discussion. Recently, Dr. Mark Ellis, who submitted the resource to the Toolkit, used this with a group of teacher leaders. He had them watch two segments (52:15 to 1:00:03 and 1:12:35 to 1:18:30) and talk about what these brought to mind for both them individually as well as for their work with other teachers to address issues of equity and social justice within their schools and districts.

Native Knowledge 360 Education Initiative

Native Knowledge 360° provides educational materials, virtual student programs, teacher training, lesson plans that incorporate comprehensive histories and information to enlighten and inform teaching and learning about Native America. Common assumptions about Native peoples are challenged and perspectives are presented that include the vibrancy of Native peoples and cultures today.

Navigating SEL from the Inside Out Looking Inside & Across 25 Leading SEL Programs: A Practical Resource for Schools and OST Providers (2017)

This report provides background information on social and emotional learning (SEL), including a framework that identifies key areas that should be part of a comprehensive SEL effort.

Navigating SEL From the Inside Out This link will open a PDF file from an external website in a new tab. (pdf)

Published by: CEEDAR Center This link will take you to an external website in a new tab.

Authors: Jones, S. et al.

NCSM and TODOS Position Statement

The Mathematics Education Through the Lens of Social Justice: Acknowledgment, Actions, and Accountability This link will open a PDF file from an external website in a new tab. (pdf) joint position Statement from the National Council of Supervisors of Mathematics and TODOS: Mathematics for ALL emphasizes social justice as a key priority in mathematics education.

Padlet: Access to Core Curriculum for Students With Significant Support Needs

This Padlet is a collection of resources for providing accessible instruction to students with significant support needs.

Access to Core Curriculum for Students with Significant Support Needs This link will take you to an external website in a new tab.

Preparing to Teach Social Studies for Social Justice: Becoming a Renegade

This book shows how veteran, justice-oriented social studies teachers build curriculum, support students’ literacy skills, and prepare students to think and act critically within and beyond the classroom. Part I of the book introduces three ways teachers navigate teaching for social justice within the context of standards-based classrooms (embracing, reframing, or resisting the standards). Part II analyzes specific approaches to teaching the Common Core, using teacher narratives to illustrate key processes. Part III demonstrates how teachers develop, support, and sustain their identities as justice-oriented educators in standards-driven classrooms. Each chapter includes lesson plans drawn from diverse grades and classrooms, and offers concrete recommendations to guide practice.

Promoting Ethnic Identity Exploration While Teaching Subject Matter Content

This article provides a research-based model for teacher educators and K-12 classroom teachers to use to facilitate ethnic identify exploration among students in concert with teaching subject matter content. Researchers have found ethnic identification to be correlated with higher levels of psychological well-being and directly related to school success factors. Moreover, ethnic identity exploration engenders academic engagement and persistence in academic pursuits. This four dimensional model is a resource to help teacher educators to prepare K-12 classroom teachers to begin to meet this critical need among all students in the culturally diverse classrooms in which they find themselves.

Quality Indicators for Inclusive Education

The Quality Indicators for Inclusive Building Based Practices was designed to assist school teams in determining if their school buildings are inclusive and meeting the needs of their diverse learners. The instrument was developed to reflect evidence-based inclusive practices and is intended to be conducted through a team process, as a self-assessment.

Maryland Coalition for Inclusive Education: Quality Indicators This link will take you to an external website in a new tab.