CorruptED: SPLC influence in pre-service teacher and continuing education

Total number of states: 38 plus District of Columbia

Total number of Colleges of Education in this report: 100

SUMMARY

Colleges of Education (COEs) across the country have incorporated the Southern Poverty Law Center’s (SPLC) Learning for Justice (formerly Teaching Tolerance) resources, lessons, and Social Justice Standards (SJS) into pre-service teacher preparation programs, coursework, departmental frameworks, and educator training initiatives.

Because COEs are the primary institutions responsible for preparing future K-12 classroom teachers, as well as the continuing education of present teachers and administrators, they play a major role in what content, materials, “best practices,” and perspectives shape educators.

Additionally, pre-service and current teachers often rely on curriculum, lessons, and resources promoted by Colleges of Education because these institutions are trusted by K-12 schools and educators.

This report exposes the various ways that Learning for Justice/ Teaching Tolerance content, materials, resources, Social Justice Standards, and ideologies are promoted, utilized, and integrated into Colleges of Education nationwide.

The SPLC’s websites, content, programming, and standards are found in:

• Course work, classroom activities and assignments
• Pre-service degree program evaluations and handbooks
• Foundational department frameworks
• Various educational resources

Importantly, few COEs outwardly acknowledge their use of SPLC materials; instead, many COEs hide their usage and promotion behind faculty login pages.

This report also examines academic journal articles, doctoral dissertations, and master’s theses to provide additional insight into how SPLC materials and Social Justice Standards are incorporated into Colleges of Education, teacher preparation programs, and K-12 classrooms.

KEY TAKEAWAYS

• A $275,000, grant-funded National Science Foundation Computer Science for All program between Northern Arizona University (AZ) and Flagstaff Unified School District features curriculum that incorporates Learning for Justice’s Social Justice Standards into lessons.
• In 2019, the Department of Education granted California’s Claremont Graduate University (GCU) $3.3M to “develop and cultivate educators-in-training for the Claremont Fellows Program.” According to GCU’s grant proposal, the program would “introduce Fellows to the following core social justice teaching ideas and practices” including the “Social Justice Standards from Teaching Tolerance.”
• Sacramento State University (CA) College of Education requires that pre-service teachers be evaluated on the integration of the Social Justice Standards into their professional practice.
• The Maryland State Department of Education incorporates the Social Justice Standards into its regulations governing new teacher induction programming run by school districts and “Programs for Professionally Licensed Personnel.”
• The University of Maryland College of Education’s Master’s in Teacher Leadership: STEM features a “Key Theme” of “Equity, Access, and Anti-bias Education” that foregrounds “anti-bias education and integrate social justice standards and critical practices from the organization, Learning for Justice, into our programs.”
• According to Brandeis University’s (MA) Teacher Education Program Handbook, it “uses Learning for Justice Social Justice Standards as a guide for our program-wide theme: Teaching for Social Justice.”
• The University of Michigan’s Marsal Family School of Education’s ASSETS Framework is focused on a “more just and equitable elementary science teaching” that includes developing a “critical consciousness” (i.e. woke) and “draws from or connects to” Learning for Justice’s Social Justice Standards.
• As part of the Kutztown University of Pennsylvania’s (PA) Pre-candidacy Field Experiences, students are to complete a “Teaching Tolerance module” to fulfill the “Developing My Understanding of Diversity” requirement.
• The University of Pittsburgh’s (PA) Falk Laboratory School, a progressive private K-8 school affiliated with the School of Education, incorporates the Social Justice Standards into the middle school Social Justice course curriculum.
• The University of North Texas’ (TX) summer of 2026 course EDCI 5360: Advances in Teaching features “Required Readings” that include Learning for Justice’s Social Justice Standards.
• Linfield University’s (OR) Department of Education states that it “integrates the Learning for Justice Social Justice Standards” into program curriculum. A program course titled EDUC 580: Planning, Implementing & Assessing Instruction for ESOL features a “Key Assessment” worth 20% of the overall course grade that requires students to create a “Social Justice Lesson Plan” that includes the Social Justice Standards.
• Portland State University’s (OR) Master’s of Elementary Education program incorporates the Social Justice Standards into its professional standards to be addressed by students.
• The College of William and Mary’s (VA) School of Education integrates the “Learning for Justice Social Justice Standards” into “course readings and assignments, deliberate integration into instructional planning, and the evaluation of professional dispositions for teachers” and requires that preservice teachers “integrate the Social Justice Standards for their selected grade levels across academic courses and in practica and internship instructional planning and instruction.” The teacher education program also states that the Social Justice Standards “reflect the School of Education’s philosophical approach to teaching and learning.”
• At Western Washington University (WA), student teachers are evaluated on their integration of the Social Justice Standards into planning documents by demonstrating “clear links to identity and diversity anchor standards found in Learning for Justice/ Teaching Tolerance Standards.”

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Indirect Integration

Learning for Justice content and Standards sometimes work their way into courses, pre-service programming, and K-12 classrooms indirectly. For example, a University of Kentucky College of Education professor, who consults for the SPLC, is the “co-creator and co-director of C3 Teachers (c3teachers.org).”

The C3 Teachers website gives the public access to free lesson plans that often feature Learning for Justice/ Teaching Tolerance materials, links, and Social Justice Standards. For Example, a lesson titled “What should we do about hate groups recruiting young people?” integrates the Social Justice Standards and states that “students will plan and carry out collective action against bias and injustice in the world and will evaluate what strategies are most effective.” The lesson includes a video clip as an authoritative source discussing the events surrounding the 2017 Charlottesville (VA) Unite the Right Rally.

The C3 Teachers site and content can be found in university teaching methods courses and even state-level Department of Education websites.

Other Social Justice Standards

There were cases in which course descriptions, websites, or other documents listed the use of “social justices standards” in that particular course or program (see the example from Johns Hopkins University below), but it was not possible to validate that these were Learning for Justice’s Social Justice Standards. Therefore, they were left out of this report.

For more in-depth background information on the SPLC’s Learning for Justice/ Teaching Tolerance programming, read our prior report here.

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COLLEGES OF EDUCATION EXAMPLES

NORTHERN ARIZONA UNIVERSITY (AZ)

A “Research-Practitioner Partnership (RPP)” between “Northern Arizona University (NAU) and educators from W.F. Killip Elementary School in the Flagstaff Unified School District” includes curriculums that incorporate Learning for Justice’s Social Justice Standards into the lessons.

The Partnership was intended to “introduce Native American students in elementary school to computer science through an innovative curriculum that integrated culturally-responsive pedagogy and problem-based learning to focus on understanding and measuring the internet.” The program received a $275,000 National Science Foundation (NSF) Computer Science for All grant to facilitate the partnership and creation of “culturally-responsive computer science curriculum.”

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CALIFORNIA STATE UNIVERSITY CHANNEL ISLANDS (CA)

California State University Channel Islands’ School of Education incorporates the Social Justice Standards into at least two required courses.

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SACRAMENTO STATE UNIVERSITY (CA)

According to Sacramento State University’s College of Education “Multiple Subject Credential Program” handbook, pre-service teachers are to be evaluated on the integration of the Social Justice Standards into their professional practice.

The “Teaching Credential Branch” of the College states that its “Mission” is to prepare “socially just teachers and teacher leaders to be agents of change, committed to equity and inclusion in culturally and linguistically diverse schools and communities.”

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BRANDEIS UNIVERSITY (MA)

Brandeis University’s Teacher Education Program Handbook states that it trains future educators to engage “students in issues of equity and justice.” The Teacher Education Program features a central theme of “Teaching for Social Justice.”

The handbook notes that the Program “uses the Learning for Justice Social Justice Standards as a guide for our program-wide theme: Teaching for Social Justice.”

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COLLEGE OF WILLIAM & MARY (VA)

The College of William & Mary’s School of Education 2025 – 2026 Teacher Education Handbook states that its “teacher education program in Curriculum & Instruction (C&I) is founded upon the department’s Social Justice Framework for Teachers.” The handbook notes that C&I integrates the “Learning for Justice Social Justice Standards” into “course readings and assignments, deliberate integration into instructional planning, and the evaluation of professional dispositions for teachers.”

According to the handbook, “preservice teachers will integrate the Social Justice Standards for their selected grade levels across academic courses and in practica and internship instructional planning and instruction.”

The document also states that the Social Justice Standards “reflect the School of Education’s philosophical approach to teaching and learning” and are meant to “supplement instructional planning and professional dispositions as a guiding framework and resource for teachers.”

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WESTERN WASHINGTON UNIVERSITY (WA)

According to Western Washington University’s (WA) Woodring College of Education, student teachers are evaluated on their integration of the Social Justice Standards into planning documents which demonstrate “clear links to identity and diversity anchor standards found in Learning for Justice/ Teaching Tolerance Standards.”

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JOURNAL ARTICLES, DISSERTATIONS, AND THESES EXAMPLES

As part of the report, education journals and College of Education dissertations and Master’s Theses were utilized as additional sources of how Learning for Justice content and its Social Justice Standards were integrated into university courses, preservice teacher programming, and K-12 classrooms.

For example, a journal article published in 2021 titled “Social Justice Standards in Teacher Education: Pre-Service and In-Service Teachers’ Successes, Struggles, and Futures” highlights the integration of the Social Justice Standards by “five pre-service and in-service teachers” while part of a “rural teacher education program.”

The article notes that one of the participant’s coursework “overwhelmingly centered around collective action for social change” and their “proposed student projects integrating the SJS with Texas curriculum standards for English included ‘writing a letter to a government representative, presenting at a local town hall meeting using argumentative, informative, or persuasive techniques, and writing poetry into action.”

Additionally, an article titled “‘I Used to Think, But Now I Know’: Interrupting Preservice Teachers’ Beliefs about Equity” featured in the Fall 2022 issue of Transformative Dialogues: Teaching and Learning Journal discusses integrating these Learning for Justice materials into a Foundations of Education course for aspiring teachers.

In a journal article titled Learning to Lead Group Discussions: Teacher Education at the Intersection of Content, Pedagogy, and Equity, the authors note how preservice teachers embedded the Social Justice Learning Standards into their fieldwork experiences.

A California State University, Northridge thesis titled “Teaching for Social Justice: A Professional Development Series” explains how they used professional development training sessions for Los Angeles Unified School District (LAUSD) teachers to promote social justice and advance the use of the Social Justice Standards.

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SAMPLE LIST OF JOURNAL ARTICLES, DISSERTATIONS, AND THESES

Below is a sampling of journals, dissertations, and theses that do one or more of the following:

• Promote the use and/or integration of Learning for Justice content and standards
• Recommend the adoption of the Social Justice Standards
• Notes how professors and preservice teachers embed these materials and standards into the classroom and lessons

This is not a comprehensive list.

Journals

• “’I Used to Think, But Now I Know’: Interrupting Preservice Teachers’ Beliefs about Equity” (Transformative Dialogues: Teaching and Learning Journal)
• “A Target Model for Social Justice Supervision” (Teaching and Supervising in Counseling – University of Tennessee Knoxville)
• “Social Justice in Action: A Document Analysis of the Integration of Social Justice Principles into Teaching” (Journal of the Scholarship of Teaching and Learning)
• “Social Justice Standards in Teacher Education: Pre-Service and In-Service Teachers’ Successes, Struggles, and Futures”
• “The Social Justice Educational Assessment Scale: Filling a Gap in Social Justice Education Assessment and Evaluation” (Health Sciences and Physical Education – Northern Illinois University)
• “Toward a Critical-PBL: Centering a Critical Consciousness in the Middle Grades”
• “Transforming PETE’s Initial Standards: Ensuring social justice for Black students in physical education”

Dissertations

• “Early Childhood Faculty Perspectives on Inclusion of Antibias Curriculum in Preprimary Teacher Training Curriculum in the United States” (Walden University)
• “Empowering Early Learners: An Exploration of Anti-Bias Education in Early Learning Environments” (Northeastern University)
• “‘We lead from the English Department’: English Teachers Enacting Social Justice Leadership” (University of Florida)

Theses

• “Anti­bias Pedagogy and the Progressive Legacy” (Bank Street College of Education)
• “The Classroom as a Catalyst for Change: Promoting Anti-Racist Pedagogy Through Tolerance in the Elementary Classroom” (Georgia Southern University)
• “Convening Social Justice Learning Communities to Encourage Pre-Service Teachers to Build Anti-Oppressive Pedagogies and Practices” (Northern Arizona University)
• “Experiences and Tensions in Justice-Oriented Teacher Education” (University of Minnesota)
• “A Natural Pairing: Social Justice and Theatre Education” (Columbus State University)
• “Professional Development Workshop for Kindergarten Teachers to recognize their unconscious bias towards gender in STEM Education” (Hamline University)
• “Social Justice Teaching in the Elementary General Education Classroom” (Hamline University)
• “Teaching for Social Justice: A Professional Development Series” (California State University, Northridge)
• “Teaching Social Justice in Kindergarten to Reduce Bias in Children” (Rowan University)
• “The Duty of Non-Neutrality: Teacher Perceptions of Social Justice and Critical Pedagogy in the Classroom” (California State University Sacramento)

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UNIVERSITIES

Below is a list of Colleges of Education by state that feature Learning for Justice/ Teaching Tolerance links, content, resources, or promote the organization’s Social Justice Standards. This is not a comprehensive list and will be updated as new information is identified and vetted.

ALABAMA

University of North Alabama

• Research & Innovation – Spring Spotlights (2021)

ARIZONA

Arizona State University

• TEL 212: Understanding the Culturally Diverse Learner

Northern Arizona University

• Northern Arizona University – Flagstaff Unified School District Research-Practitioner Partnership
  • CS for ALL – Towards Culturally Responsive and Computationally Rich Problem Based Learning for K-5 Students
    • Our Resources for Educators
    • LESSONS
      • How the Internet Works
      • Binary Basics
      • Citizen Scientist
      • Global Digital Divide
      • Hero Spotlight
      • Digital Divide Scavenger Hunt
      • Letter to a Representative

ARKANSAS

University of Central Arkansas

• Annual Report (2022 – 2023) – Faculty Workshop: Unpacking the Social Justice Standards. Learning for Justice
• MSIT 4311 – Middle Level Education Internship – Handbook

CALIFORNIA

California Polytechnic State University

• EDUC 431: Learning to Teach K-8 Social Studies with Diverse Populations
• EDUC433: Foundations of Bilingual Education

California Polytechnic State University, Humboldt

• Education Research Guide – Lesson Planning

The California State University System

• Educator & Leadership Programs – Projects & Initiatives – Social Justice Standards

California State University Channel Islands

• EDMS 526: Modern Methods in Mathematics Teaching to Grades 4-6
• EDSS 533: Teaching English in Middle Schools

California State University, Dominguez Hills

• TED 400: Introduction to Education

California State University Long Beach

• Content-Specific Pedagogy and Instructional Practices
• EDSP 454: Academic Language Development and Inclusive Instruction for English Language Learners (FA 2022)

California State University, Northridge

• ELPS 203: Urban Education in America

Claremont Graduate University

• Master’s Teacher Credential Guide

Sacramento State University (California State University, Sacramento)

• Single Subject Teaching Credentials Field Handbook
• Multiple Subject Credential Field Handbook
• Teaching Credentials – Resources
• Teaching Credentials – Antiracist Teaching

San Jose State University

• SOCS 138: US History for Teachers

Santa Clara University

• EDUC 250/ 275: Ethics, Diversity, Reflection: Introduction to Teaching – Social Justice Standards

Stanford University

• ED246F: Elementary Teaching Seminar
• EDUC 299: (Beyond) Equity and Schooling

University of California Berkeley

• High School Ethnic Studies Initiative Library Guide: Classroom Resources
• Center for Teaching & Learning – A Social Justice Approach to Teaching in Diffucult Times

COLORADO

University of Colorado Boulder

• EDUC 3013: School and Society
• EDUC 5365 – Secondary English Methods

CONNECTICUT

Quinnipiac University

• ED 252: Anti-Racism and Anti-Bias Through The Lens of Empathy: Broadening Perspective Through Literature for Children and Young Adults

Western Connecticut State University

• Teaching Education Guide: Teaching Social Justice

DELAWARE

Wilmington University

• MEd in Elementary and Secondary School Counseling – Diversity & Equity Resources

DISTRICT OF COLUMBIA

American University

• K-12 Resources for Handling Difficult Conversations

FLORIDA

Florida Agricultural and Mechanical University

• EDG 5791: Seminar in Multicultural Education

Florida Atlantic University

• EDF 2085: Introduction to Diversity for Educators
• EDF 3202: Equity Issues in Multicultural Education – Curriculum Development Resources
• EDF 3610: Education in Multicultural Society
• EEX 4616: Classroom Management for Inclusive Elementary Schools

University of Florida

• EDG 3623: Equity Pedagogy Foundations (Fall 2024)

GEORGIA

Kennesaw State University

• ECE 4465: Elementary Classroom Management

HAWAI’I

University of Hawai’i

• AFFECT – Module 1, Lesson 2: How Diverse are we?
• AFFECT – Module 1, Lesson 4: Culturally Responsive Curriculum Ideas
• AFFECT – Module 2, Lesson 4: How to Overcome Language Barriers
• AFFECT – Module 4, Lesson 11: Reflecting on our biases

ILLINOIS

Eastern Illinois University

• SOS 3400: Middle Level and Secondary Social Studies Teaching Methods
• HIS 4925: Methods, Theory, and Pedagogy for History and Social Justice Teaching

Elmhurst University

• 5 Must-Bookmark Sites for Teacher Leadership Resources

Northwestern University

• Professional Learning – The Social Justice Orientated Classroom I Backpack for Teachers Series

INDIANA

Ball State University

• Developing and Monitoring Teacher Candidate’s Dispositions: An Implementation Guide
• EDEL 655: Reading and Language Arts Instruction in the Elementary Classroom

Purdue University Fort Wayne

• Education Resources – Lesson Planning/ Teaching Resources

IOWA

William Penn University

• Education Division Student Guidebook

KANSAS

University of Kansas

• The importance of multicultural education

KENTUCKY

Western Kentucky University

• ELED 355: Student Diversity in the Classroom

MAINE

The University of Maine

• Diversity Resources

MARYLAND

Maryland State Department of Education

• Comprehensive Teacher Induction Program

University of Maryland

• TLPL298 – Teaching for Change: The Elementary Classroom and Social Justice
• Master’s Program – M.Ed. in Teacher Leadership: STEM
• EdTerps Learning Academy (ETLA) – Other Helpful Links

MASSACHUSETTS

Brandeis University

• Teacher Education Handbook

Fitchburg State University

• EDUC 1005: Developing Culturally Proficient Educators for a Democratic Society

Harvard University

• Teaching Tolerance Today

Stonehill College

• TED 640: Principles of Pedagogy

MICHIGAN

Michigan State University

• Inclusive Excellence and Impact – IDI & IDEA Coordinators Programming
• Resources for Difficult Dialogues in the Classroom

Northern Michigan University

• Tips for Teaching 

University of Michigan

• ASSETS Framework
• Developing our own critical consciousness

Western Michigan University

• Urban Teacher Residency Program

MINNESOTA

Metropolitan State University

• Education: K-12 Online Resources

Minnesota State University Mankato

• College of Education Conceptual Framework
• Education: Diversity and Inclusion

St. Olaf College

• Resources for Equity & Inclusion

University of Minnesota

• Social Justice Planning Templates

MISSISSIPPI

Delta State University

• CEL/CUR 611: Classroom Management

Mississippi Valley State University

• ED 280: Introduction to Teaching

NEBRASKA

University of Nebraska Kearney

• Teacher Education
• TE 313: Practicum – Math

NEVADA

University of Nevada, Las Vegas

• Teacher Development & Resources Library – Curriculum Standards

NEW JERSEY

The College of New Jersey

• Center for Excellence in Teaching and Learning – Inclusive Pedagogy

Rutgers University

• 15_257_564_90 – Social Studies in the Elementary School

William Paterson University

• Multicultural Education Resources
• ELRL 6050: Advanced Inquiry into Literature for Children and Youth

NEW YORK

City University of New York

• ESC 414: Special Methods in Art/ ESC 714: Teaching Art in Middle and High School

Columbia University Teachers College

• Educator Resources – Raising Consciousness
• Hollingworth Preschool – Professional Memberships

State University of New York – Brockport

• Social Studies Resources for K-12

University at Buffalo

• Educators – Teaching Tools – Diversity and Inclusion
• Bullying Prevention Toolkit for Elementary School Educators
• Bullying Prevention Toolkit for Middle School Educators
• Bullying Prevention Toolkit for High School Educators

NORTH CAROLINA

Appalachian State University

• Professional Development – Experiences & Opportunities

North Carolina State University

• Becoming Anti-Racist ELA Teachers
• School Climate Lab – Fishbowl Discussion

Western Carolina University

• Diversity Committee – Resources for Learning & Teaching Anti-Racism

NORTH DAKOTA

University of North Dakota

• T&L 324 Integrating the Arts in the Elementary Classroom

OHIO

Heidelberg University

• Educator Preparation Program Handbook

Kent State University

• Education Resources

Mount St. Joseph University

• Education Guide – Teacher Resources

The Ohio State University

• K-12 Teacher Resources

Youngstown State University

• Doctor of Education – Educational Leadership: Social Justice in the Classroom

OREGON

Central Oregon Community College

• Early Childhood/ Education Student Handbook

Linfield University

• College of Education
• EDUC 580: Planning, Implementing & Assessing Instruction for ESOL

Oregon State University

• Youth Education Resources – Color Blindness (Learning for Justice)
• Equity, Diversity, Accessibility and Inclusion (EDAI) resource library – EDAI webistes

Portland State University

• ITP 456/556 : Identity and Social-Emotional Learning
• Elementary Program Standards

University of Portland

• Recommendations and Resources for Racial Equity in Education

Western Oregon University

• Project FIRST – Chapter 3: Teacher Preparation

PENNSYLVANIA

Kutztown University of Pennsylvania

• Pre-candidacy Field Experiences

University of Pittsburgh

• Falk Laboratory School

Westminster College

• Early Childhood Education 203: Diversity within Family-School-Community Partnerships

RHODE ISLAND

Brown University

• EDUC 1010: The Craft of Teaching

The University of Rhode Island

• EDC 458: Social Studies Methods for Elementary and Middle Level Teachers

TENNESSEE

Vanderbilt University

• Teaching U.S. Enslavement to K-12 Students: Getting Started
• The Doll Test and the Impact of Segregation
• Professor – About my work
  • Teaching Social Justice & the Black Music Experience through Children’s & Young Adult Literature
  • Carole Boston Weatherford: Using Black Music & Children’s Literature To Teach Social Justice

TEXAS

Prairie View A&M University

• History and Social Studies Methods

Stephen F. Austin University

• EDUC 2301: Introduction to Special Populations – Learning for Justice Webinars

Texas A&M University San Antonio

• Special Education Research Guide: Find Curriculum & Lesson Planning Resources – Social Studies & History

University of Houston

• CUIN 3302: Fostering Social Education through Service 

University of North Texas

• EDCI 4070: Teaching Diverse Learners
• EDCI 4840: Instructional Strategies & Classroom Management
• EDCI 5360: Advances in Teaching
• EDEE 3320: Foundations of Education: The School Curriculum
• EDRE 4850: Teaching the Tools and Practices of Reading Across the Curriculum

University of Texas at Austin

• EDC 340F: Foundations of Bilingual Education
• EDC 370E: Elementary Social Studies Methods

University of the Incarnate Word

• Social Justice Resources – Research and Reports

UTAH

Southern Utah University

• EDUC 2400: Schools, Society, and Diversity 

VERMONT

University of Vermont

• Teaching for Justice
• Teach for Justice Lab
• Teach for Justice Lab – Lab Projects

VIRGINIA

College of William & Mary

• Teacher Education Handbook (2025 – 2026)

George Mason University

• EDUC 301-003: Educating Diverse and Exceptional Learners (FA 2019)
• EDUC 301-003: Educating Diverse and Exceptional Learners (SP 2024)
• EDCI 597.B02: Special Topics in Education: Teaching & Learning Difficult History

James Madison University

• Introduction to Early Field Experience Mentorship – Module 4: Culturally Responsive Classroom Practice

University of Virginia

• Remaking Middle School (part of the School’s “Youth-Nex Initiatives”)
  • Middle Schoolers & Belonging – Resource Guide
  • Professional Learning & Development – Teaching in Ways Young Adolescents Learn Best
  • School Climate & Culture – Resource Guide
  • Social and Emotional Learning – Resource Guide

WASHINGTON

Central Washington University

• College of Education and Professional Studies Presentations – Social Justice and Art Learning Standards Integration in an Anti-Bias Curriculum

University of Puget Sound

• EDUC 629: Engaging Teaching Dilemma to Foster Culturally Responsive Practice

University of Washington

• Multicultural Education: Links to Other Resources

Western Washington University

• Student Teaching Evaluation Rubric – Secondary Education
• Teaching Handbook: Social Justice Toolkit – Curricular Ideas
• SCED 491: Methods in Secondary Education for Science Teachers

WISCONSIN

University of Wisconsin Milwaukee

• Teaching Resources: Diversity

University of Wisconsin Whitewater

• Social Studies Education Resources