Teacher Preparation
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.
This conceptual paper explores the complexities of racial microaggressions in the context of schools. The authors theorize that culturally affirming educational practices have the ability to have positive impacts on psychological, social/emotional, and intellectual development of Hispanic and African American students.
Anti-bias education places diversity and equity goals at the heart of everything we do in early childhood. We begin by affirming each child and family’s social identities and cultural ways of being. Building on the strengths and knowledge children bring to school, anti-bias teachers seek the active engagement of families and communities. More than a set of curriculum activities, this approach is a commitment to equity and social justice. Anti-bias teachers observe carefully, think critically, and reflect deeply.
The film is organized around the 4 interrelated goals of anti-bias education, which are relevant to both children and adults. (Derman-Sparks& Edwards, 2020)
Goal 1: Identity: Demonstrate self-awareness, confidence, family pride, and positive social identities.
Goal 2: Diversity: Express comfort and joy with human diversity; accurate language for human differences; and deep, caring human connections.
Goal 3: Justice: Recognize unfairness, have language to describe unfairness, and understand that unfairness hurts.
Goal 4: Action: Demonstrate empowerment and the skills to act, with others or alone, against prejudice and/or discrimination
A collection of the best articles dealing with race and culture in the classroom that have appeared in Rethinking Schools magazine. These articles demonstrate a powerful vision of anti-racist, social justice education. Practical, rich in story, and analytically sharp.
Jonathan Kozol's book describes the vast differences in resources between schools in affluent areas and schools in low-income areas.
This books examines how seven schools, created specifically to serve boys of color, set out to address the broad array of academic and social problems faced by Black and Latino boys. Using student and teacher surveys, focus groups, interviews, and classroom observations, the authors describe how the schools were developed, what practices they used, and how their students responded academically and socially.
The SciGirls This link will take you to an external website in a new tab. website was built for an NSF grant on Gender Equitable Teaching Strategies at St.Catherine's University. The website includes many resources on gender equity in science and culturally responsive practices. Embedded videos provide role model profiles This link will take you to an external website in a new tab. of women scientists and presentations on such topics as culturally responsive teaching This link will take you to an external website in a new tab., explicit gender equity, and more.
Marking the 65th anniversary of the landmark court decision Brown v. Board of Education, this issue of the journal Educational Leadership examines pressing issues and opportunities surrounding race in America's schools. Articles present ideas on how today's educators can understand and address racial issues and help dismantle segregation and inequity in education. The issue is available on the Association for Supervision & Curriculum Development website and includes a reader's guide, video interview, and podcast.
Anchor standards and age-appropriate learning outcomes for anti-bias education in K-12 classrooms are provided in this document published by Teaching Tolerance.
Published by: Teaching Tolerance This link will take you to an external website in a new tab.
Combining culturally responsive pedagogy (CRP) and social emotional learning (SEL), this schema is a comprehensive framework for starting to build trusting relationships with students, families and communities. Using the social, emotional, cultural (SEC) schema as standards, along with state standards, adds another dimension to lessons and means much for teaching and learning.
This article examines critical connections between race and ability through examination of Brown v Board of Education, the Individuals with Disabilities Act (IDEA), and over-representation of minority students in special education. (Note: full-text .pdf is available through CSU libraries.)
The SWIFT education center This link will take you to an external website in a new tab. is a national technical assistance center that builds whole system—state, district, school, and community—capacity to provide academic and behavioral support to improve outcomes for all students. SWIFT has resources and videos related to MTSS as well as tools for administrators and teachers to use at their school sites. The "SWIFT Shelf" page also has research and white papers related to inclusive approaches.
The Taking Deeper Learning to Scale This link will open a PDF file from an external website in a new tab. report analyzes the efforts of schools and school districts to improve academic achievement, particularly among students who have historically underperformed. Three cases are presented to reveal the potential of using deeper learning as a reform strategy that can lead to greater equity in academic outcomes.
Published by: The Learning Policy Institute This link will take you to an external website in a new tab.
Author: Pedro A. Noguera
This qualitative study examines how teachers' mispronunciation of students' names may be the result of racial microaggressions.
This article examines effective approaches for teaching English language learners. These include differentiating instruction, encouraging students' intrinsic motivation for academic achievement, and using affirming approaches to correcting student errors.
Published by: CEEDAR Center This link will take you to an external website in a new tab.
Authors: Larry Ferlazzo and Katie Hull Sypnieski
WestEd's Teaching Pyramid This link will take you to an external website in a new tab. provides a systematic framework that promotes social and emotional development, provides support for children's appropriate behavior, prevents challenging behavior, and addresses problematic behavior. The Teaching Pyramid has many resources and practical strategies for teachers of early childhood education and early elementary focused on social emotional learning and development. It is based on evidence-based practice originally developed by the Center on the Social Emotional Foundations in Early Learning (CSEFEL), authorized by California Department of Education (CDE), and aligned with California"s Early Learning and Development System.