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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.

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Ukpokodu presents a myriad of instructional and general classroom strategies that teachers can integrate into the mathematics classroom.

This article from Berkeley's Greater Good Science Center includes links to resources presents mindfulness as a pedagogy to support SEL.

How SEL and Mindfulness Can Work TogetherThis link will take you to an external website in a new tab.

Human Diversity in Education: An Intercultural Approach prepares teachers and other human-service providers to teach and interact more effectively with the diverse pool of students they are certain to encounter, and help them to create an accepting and welcoming learning environment for all. It uses a research-based approach with cross-cultural and intercultural emphasis. The ninth edition provides a broad treatment of the various forms of diversity common in today's schools, including nationality, ethnicity, race, religion, gender, social class, language acquisition and use, sexual orientation, health concerns, and disability.

This book provides step-by-step guidance for district-wide committees, school leadership teams, and teacher teams committed to ensuring that the ELLs in their classes, schools, and districts are successful and can reach high core content and English language development standards. It takes a comprehensive, systemic, and strategic approach to educate all students, particularly ELLs. The 12 Key Practices Framework is divided into four parts:

  1. Shared practices at the district, school, and classroom levels
  2. Common classroom practices for all ELL educators
  3. Core instructional practices of every program for ELLs
  4. Organizing the key practices into effective program configurations

The Implicit Association Tests (IAT) measure attitudes and beliefs that people may be unwilling or unable to report. Individual tests cover a variety of areas including race, disability, and sexuality.

Researchers explored 45 northern California teacher candidates' implementation of Universal Design for Learning (UDL) principles in the classroom. The data suggest that all students, in particular those with special needs in general education settings, benefit from lesson plans that incorporate UDL techniques.

SAGE JournalsThis link will take you to an external website in a new tab.

The intent of this professional development module is to give instructors of candidates in teacher and administration preparation programs the opportunity to develop the knowledge and skills necessary to equip candidates with the practice of providing multi-tier instruction and interventions matched to students' needs.

CEEDAR Center Module: Improving Instruction, Accessibility, and OutcomesThis link will take you to an external website in a new tab.

This documentary Including SamuelThis link will take you to an external website in a new tab. was filmed over four years and chronicles a family’s efforts to include Samuel, their son who has cerebral palsy, in school and in their life outside of school. The film documents portray the family’s hopes and struggles, as well as the experiences of four other individuals with disabilities and their families.

The article offers teachers guidance and strategies to support the children of Lesbian, Gay, Bisexual, Trans and Queer (LGBTQ) families in their programs. It includes the LGBTQ families' exposure to books, gives children an opportunity to listen and think about the importance of families, and provides storytelling.

This website provides examples of research and examples promoting inclusive education. The primary audience for this work is faculty in the CSU system that prepare general education teachers and leaders, and special education teachers who provide support to collaborating teachers, service providers, and students across settings. This website was developed with a specific focus on the California context and licensure requirements (Teaching Performance Expectations). It is organized using CA MTSS and UDL frameworks as the overarching structure. The website provides teacher educators five sections featuring a variety of resources in core instruction (literacy, math, content areas of science, social science, music and visual arts) as well as social emotional learning and PBIS.

The Inclusive Schools NetworkThis link will take you to an external website in a new tab. (ISN) is a web-based educational resource for families, schools, and communities that promotes inclusive educational practices. ISN’s mission is “to encourage, embolden and empower people to design and implement effective inclusive schools, by sharing insights and best practices and by providing opportunities for connection.”

The IRIS CenterThis link will take you to an external website in a new tab. at Vanderbilt Peabody College hosts free online high-leverage practices, evidence-based resources and materials that can be used by teachers who work with culturally and linguistically diverse students with and without disabilities. Modules, Activities, Information Briefs, Videos, and Case Studies are a few of the resources.

Leading EquityThis link will take you to an external website in a new tab. is a podcast in which the host, Dr. Sheldon Eakins, interviews guests about their areas of expertise related to diversity. The topics cover wide ranging issues of diversity including social and emotional learning, universal design for learning (UDL), bilingual education, food insecurity, and educational policy.

This article focuses on how leaders create inclusive schools for all students—inclusive school reform. Inclusive school reform can result in all students with disabilities being placed into general education settings (including students with significant disabilities, students with mild disabilities, students with emotional disabilities, students with autism - all students) and providing inclusive services to meet their needs while eliminating pullout or self-contained special education programs.

This report from the Education Alliance at Brown University provides research-based information on cultural competencies to help inform the design of professional development. This resource is designed for higher education, state-, and district-level educators and professional developers who are preparing teachers to work with students from diverse cultural and linguistic backgrounds. This guide draws together three sets of teacher cultural competencies in the areas of culture, language, and race and ethnicity, along with supporting research and resources.  These competencies have been advocated by educators or endorsed through initiatives and reports by numerous national organizations, including Interstate New Teacher Assessment and Support Consortium (INTASC), Teacher Education Accreditation Council (TEAC), the National Board for Professional Teaching Standards (NBPTS), the National Council for Accreditation of Teacher Education (NCATE), and Educational Testing Service’s (ETS) Praxis II: Principles of Learning and Teaching (PLT).