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 analysis identifies effective practices for English learners based upon a Multi-Tiered System of Supports (MTSS) model. The practices include three central areas: (a) academic instruction, (b) monitoring of student progress, and (c) family-school partnerships.
Authors: Richards-Tutor, C. Aceves, T. Reese, L.
This Literacy Leadership Brief from the International Literacy Association argues for an expansive approach to literature selection in which the diverse streams of culture, history, and language comprising the human experience are represented.
This analysis emphasizes that relationships with students matter significantly in advancing equity and contributing to the overall culture of learning environments in schools. It identifies key elements that contribute to positive relationships and school cultures.
Authors: Peter W. Cookson, Jr
This article provides live links to research and further information on trauma-informed teaching published by the Greater Good Science Center at the University of California, Berkeley.
For White Folks Who Teach in the ’Hood is for every educator. The book gets to the heart of how inequities are perpetuated in schools and society. Emdin calls out the “pedagogy of poverty” that “rewards [students] for being docile and punishes them for being overly vocal or expressive.” It’s not just the stresses of their lives outside of school, but traditional school practices as well that often disempower students from struggling neighborhoods, his research has found.
The continued proliferation of linguistic diversity in US mainstream classrooms, coupled with the language demands of the Common Core Standards for mathematics instruction (CCSSM), and the National Council of Teachers of Mathematics' Principles to Actions (PtA), has prompted educational researchers to identify effective, linguistically relevant practices for preparing secondary mathematics educators adept at meeting the needs of emergent bilingual students. In this article, the authors argue for implementation of teacher education courses in mathematics that infuse "pedagogical language knowledge" as a tool for providing future teachers the skills and dispositions to foster a "classroom culture of discourse." This call comes in light of the discipline-specific language demands of the above-mentioned standards and secondary students' use of variable linguistic repertoires across and within languages to learn and display mathematical thinking and ideas.
This article discusses the funds of knowledge students bring to classrooms. It is particularly helpful for future educators to read when they are teaching students who may not excel in traditional academic ways.
This exploration of effective practices to support lesbian, gay, bisexual, transgender, queer (LGBTQ) and gender-diverse students in elementary, middle, and high school contexts focuses on curriculum, pedagogy, and school environment. Narratives and artwork are framed by sociocultural and critical theory as well as research-based elaboration on the issues discussed. Applications of antidiscrimination law and policy, as well as learning skills like creativity, collaboration, and critical thinking help teachers tackle some of the most significant educational challenges. The stories of real-world practices offer encouragement for building inclusive environments and enhancing social-emotional relationships among youth, families, and schools. Gender Diversity and LGBTQ Inclusion in K-12 Schools provides a helpful roadmap for educators hoping to create safe and empowering spaces for LGBTQ and gender-diverse students and families.
The Global Oneness ProjectThis link will take you to an external website in a new tab. aims to bring the world's cultures alive in the classroom using stories as a pedagogy. Committed to the exploration of cultural, environmental, and social issues, they offer a rich library of multimedia stories, companion curriculum, and discussion guides. They focus on global meta-level issues, such as climate change, water scarcity, food insecurity, poverty, endangered cultures, migration, and sustainability.
GLSENThis link will take you to an external website in a new tab. works to ensure that LGBTQ students are able to learn and grow in a school environment free from bullying and harassment. Educator resources include lessons on bullying, bias, and diversity.
These Guidelines for Discussion of CyberBullying and Expressions of Anti-Gay SentimentThis link will take you to an external website in a new tab., from the Center for Research on Teaching and Learning at the University of Michigan, can help instructors facilitate classroom discussions around incidents involving the use of racial or sexual epithets, taunting, and other behavior that expresses hostility, intolerance, or violence.
This book offers research-based, practical day-to-day teaching strategies that promote second language learning while offering students access to the core curriculum. Introductory chapters address linguistic fundamentals of language learning, and practical classroom-based assessment tools. Subsequent chapters focus on specific language arts including vocabulary development, writing, reading comprehension, and listening and speaking. Teaching strategies are specifically linked to the Common Core Standards. The final chapter lays out a framework that guide teachers through organizing for instruction.
This brief shows the promise of High-Leverage Practices (HLP) and evidence-based practicesThis link will open a PDF file from an external website in a new tab. (EBP) for improving student outcomes for students with disabilities and struggling learners.
Authors: D. McCray, E. - Kamman, M. T. Brownell, M. Robinson, S.
The Council for Exceptional Children and the CEEDAR center prepared this overview of High-Leverage Practice (HPL) for special educators and teacher candidates. It includes 22 practices addressing critical skills that have been shown to improve student outcomes for struggling learners.
- Authors: McLeskey, J. Et al.
This assignment is for Multiple Subject candidates and is required after the candidates have received Parent/Teacher Home Visit TrainingThis link will take you to an external website in a new tab..