The University of St. Thomas School of Education and Education Evolving teamed up to examine what can be done to increase teacher retention and what conditions enable teachers to thrive in their schools.
At Park Center Senior High, Pang Yang is teaching a heritage language course for native Hmong speakers. But the course is more than about language, culture, and history—it’s about the exploration of identity.
On Monday, the Professional Educator Licensing and Standards Board (PELSB) announced the first draft of revised rules for the standards educators learn in Minnesota teacher preparation programs. We summarize the most significant changes in the new draft teacher standards.
Policies and initiatives have neglected to address elements of schools that frustrate those who don’t identify as part of the dominant culture. We talked with some of those who have stayed—and learned what makes them stay.
Letitia Johnson-Davis, an elementary principal in Los Angeles, shares reflections on how their culturally responsive school community has engaged and invigorated teachers, and in turn has kept student needs at the center.
Standards for the core set of teaching knowledge and skills all teacher candidates in Minnesota teacher preparation programs learn are under review. Here we describe nine areas we recommend strengthening or adding when drafting new Standards.
