Clinical Practice Resources

24 examples of systemic inequities experienced by students of color and students from under-resourced communities in US schools.

This 2017 presentation from The Education Trust outlines inequities and then offers policies and key areas for change.

Sociologist Anindya Kundu invites us to take a deeper look at the personal, social and institutional challenges that keep students from thriving in the United States -- and shows how closing this "opportunity gap" means valuing public education for what it really is: the greatest investment in our collective future.

Harvard’s Ronald Ferguson, director of The Achievement Gap Initiative at Harvard University, says there is progress being made, there are encouraging examples to emulate, that an early start is critical, and that a lot of hard work lies ahead. But he also says, “There’s nothing more important we can do."

How to Be Heard offers every teacher 10 ways to successfully amplify his or her voice, and demonstrates that when teachers' voices are heard, they will be rightfully recognized and supported as change leaders in their schools.

Through explorations of ten concrete steps that you can take right now, Dr. Sheldon L. Eakins offers you the skills, resources, and concepts you'll need to address common equity deficiencies in education. You'll learn about: Things you can do today to advance the cause of equity in your classroom, from reconsidering your language choices to getting to know yourself and your students Using social justice as the basis for your advocacy for equity.

This article illustrates how, through advocacy on behalf of students who are marginalized, teachers demonstrate a model for critical teacher leadership.

In response to Autumn's continued struggles with the test, Susan wrote emails to the Virginia Department of Education to express concerns about the assessment and composed letters to her district central office to appeal on Autumn's behalf.

Teachers play a key role in realizing successful changes in education. Among them are real ‘change agents’ at both classroom and school level. To obtain insights into what characterizes these teachers, an exploratory study has been conducted by interviewing external experts, principals, and teachers.

Because the reality of our times is that most teachers no longer live in isolation behind their classroom doors, answering only to themselves about what and how they teach. Safe educators are strategic in how they do all this.