The Teacher Preparation Toolkit provides a searchable database of resources related to encouraging and inspiring future educators for equity and inclusion - important aspects of educator preparation. Resources can be searched by keyword and filtered by category, subject, and media type.
We welcome new resource suggestions; you may submit them using the teaching for diversity suggestion form. Generally, these resources are available at no cost or through a subscription carried by CSU campus libraries.
Legislation that requires the State Board of Education to 1) include “phonological processing” in that description of basic psychological processes, and 2) develop and disseminate program guidelines for dyslexia to be used to assist regular education teachers, special education teachers, and parents to identify and assess pupils with dyslexia, and to plan, provide, evaluate, and improve educational services, as defined, to pupils with dyslexia, ...for use no later than the beginning of the 2017–18 academic year".
This chapter provides information and guidance to educators in their work to support all students in achieving their highest potential.
The IRIS Center Module: Autism Spectrum Disorder: Evidence-Based Practices This link will take you to an external website in a new tab. highlights the characteristics of autism spectrum disorder (ASD) and the differences found in diverse student populations (e.g., social communication/interactions, behaviors/interests). The information targets all age levels (i.e., early childhood, elementary, middle, high school) and overviews instructional strategies teachers can use when working with children with ASD. Equally significant are videos from experts who share high-impact practices for engaging students in inclusive classrooms.
Assembly Bill (AB) 1369, Statutes of 2015, required the Superintendent of Public Instruction to develop program guidelines for dyslexia. The guidelines are to be used to assist regular education teachers, special education teachers, and parents to identify and assess pupils with dyslexia, and to plan, provide, evaluate, and improve educational services to pupils with dyslexia. For purposes of writing the guidelines, the bill also required the California Department of Education (CDE) to consult with teachers, school administrators, other educational professionals, medical professionals, parents, and other professionals involved in the identification and education of pupils with dyslexia. The full text of AB 1369 is available on the California Legislative Information Website.
The California English Language Development Standards This link will open a PDF file from an external website in a new tab. (pdf) were adopted by the California State Board of Education in November 2012.
The MAP to Inclusion & Belonging… Making Access Possible This link will take you to an external website in a new tab. Map organizational website contains links to a myriad of resources to support inclusion including links to state resources, teacher tools, and research articles.
The CCTE Reader on Social Justice is an e-book that contains 18 articles about social justice and teacher education, selected from Teacher Education Quarterly & Issues in Teacher Education. Topics include breaking the cycle of racism in the classroom, examining the practice of critical reflection for developing pre-service teachers’ multicultural competencies, inclusion and students with autism, supporting the development of new social justice educators, the urban university and teacher education for the future, collaboration and resistance, and a framework for culturally relevant pedagogy. The Social Justice Reader is a resource for educator preparation and professional development.
The English Learner Roadmap This link will take you to an external website in a new tab. provides guidance to local educational agencies (LEAs) in welcoming, understanding, and educating the diverse population of students who are English learners attending California public schools.
Recognizing that evidence-based practices (EBPs) account for at least part of the effects of teachers on achievement and the critical role of teacher preparation, the CEEDAR Center professionals, along with their partner Great Teachers and Leaders, offer innovation configurations This link will take you to an external website in a new tab. (ICs) to promote the implementation of evidence-based instructional practices in teacher preparation activities. ICs are designed to evaluate current teacher preparation and professional development (PD) by determining the extent to which EBPs are taught, observed, and applied within teacher preparation and PD programs.
This website offers a number of robust and free learning tools related to Universal Design for Learning. The tools are designed to help educators, parents, and students experience flexible learning environments.
This website shows a list of Chrome extensions This link will take you to an external website in a new tab. that can support students with diverse reading difficulties.
Hosted by journalists of color, this podcast is home to conversations about race with empathy and humor. Episodes “explore how race affects every part of society — from politics and pop culture to history, food and everything in between.” Sample episodes titles include, “Where Are You Really From?”, “Love and Blood Quantum”, and “Who You Calling Hispanic?”
The article Making culturally responsive mathematics teaching explicit: a lesson analysis tool This link will take you to an external website in a new tab. by J. Aguirre and M. del Rosario Zavala (2013) provides a math lesson analysis tool that focuses on integrating mathematical thinking, language, culture, and social justice.
This piece is in response to Django Paris and Sammy Alim's response to Ladson-Billings original piece on Culturally Relevant Pedagogy.
This analysis addresses central themes in culturally responsive teaching (CRT). It addresses such areas as cultural language and racial identity, multicultural awareness, high expectations, critical thinking, and social justice. Evidence-based practices examined include such approaches as collaborating teaching, responsive feedback modeling, and instructional scaffolding.
Authors: Terese C. Aceves, Michael J. Orosco