by Emily Francis | 11.30.22
As a longtime ELL teacher and inclusion co-teacher I work alongside content-area teachers to develop more welcoming experiences for our ELL students.
by Victoria Thompson | 12.14.20
As more educators step up to do the work of anti-racism in their classrooms and communities – and make what John Lewis called “good trouble” – it’s essential that we seek out resources in every subject area that center the experiences of those who are Black, Indigenous, and/or people of color (BIPOC).
by Maurice McDavid | 6.18.20
Looking around at my fellow educators, I’m heartened by the movement that is happening right now.
by Jonathan Bolding | 8.27.19
When I first started teaching, I was working in a school that served mostly students of color. Even as a teacher of color, I didn’t share a lot of the same experiences my students had.
by Molly Castner | 8.6.19
I teach middle school, and it’s such an important time for students to discover what books they like and to develop a solid reader’s identity. I’ve come to better understand
by Dianna Tejada | 7.11.19
As a young person, I didn’t know what it was like to feel valued, heard, seen, or loved by most of my teachers – and that’s part of what led
by Maurice McDavid | 6.26.19
During my junior year of college, I couldn’t figure out what was so special about the history class I was taking. Finally it hit me: I loved that class because for the first time in my life, my teacher was an African American male.
by Marian Dingle | 6.24.19
I’m in my 20th year of teaching, and I’ve long considered myself an advocate for equity work – but it wasn’t until more recently that I decided to really intentionally join conversations with my fellow teachers about building more equitable classrooms.
by Erik Sievert | 6.10.19
When I first started teaching, I believed it was important for students to see teachers like me celebrating their diversity and supporting their self-expression – but I wasn’t confident about where to start.
by Eric Calderon | 6.7.19
As a special education teacher, my mission is to make sure every child knows they have limitless potential. Students come into my class carrying all these different diagnoses and labels, but I don’t see labels when I look at them. I see a group of students with unique learning styles.
