The Building Equity Awareness and Capacity strategy contains tools to help teachers explore their perceptions about students and then learn about what it means to be an equitable educator.

Effective classroom management creates a welcoming learning environment that supports all learners, even when they experience challenges.

This strategy will support teachers to learn about the importance of making time to connect with families to form a partnership in support of their children. This approach can help teachers to form positive connections with students and their families, and maintain a holistic/asset-based perspective about each student.

This strategy provides teachers with the opportunity to learn about and value the richness of their students' communities and support students as they identify ways to contribute to their communities. Spending meaningful time in students' neighborhoods and inviting community members into the classroom provides educators and school staff with the opportunity to learn from those they teach as well as those who care for their students and support their communities. In addition to experiencing an increase in student engagement, teachers will learn more about their students' caregivers and communities. This will create a stronger and more responsive school community.

According to the Clover Model of Youth Development published by the PEAR institute, a sense of belonging is one of the four essential elements that people of all ages need in order to thrive, learn, and develop. It is also a fundamental part of establishing a welcoming and inclusive learning community. This strategy provides the support needed for teachers to create and sustain such an environment, not only for the students in their classrooms, but also to represent the diversity in society.

Designing a Family Partnership Plan helps teachers to explore the assets that families bring to the table and the qualities of ideal partnerships. Learning about what it takes to develop effective partnerships will provide you with the support you need to create your own partnership plan. Strong partnerships with students' families can help teachers to optimize student achievement. This strategy will help you to assess your level of family-school partnership and provide you with the opportunity to focus on asset-based narratives as you explore critical considerations when engaging with families. Recognizing that parent involvement is a key factor in student success and considering the perspectives of your students' families about their involvement will make you a more effective partner.

The Examining Stereotypes strategy supports teachers to equip students with the ability to analyze how stereotypes are reinforced or challenged in texts, and to understand the importance of challenging stereotypes.

The Exploring Multiple Perspectives strategy is a resource containing the tools needed to help students build critical thinking skills through exploration and discussion. It is designed to support teachers to provide students with opportunities to develop their own perspectives as well as empathy for, and understanding and appreciation of, the perspectives of others. This strategy can be used throughout the school year as students continually explore points of view and expand their own thinking.

Designing and facilitating effective parent-teacher conferences is an important skill which requires intentional focus. This strategy provides you with guidance and resources regarding how to productively prepare for, engage in, and follow up on parent conferences. The parent-teacher conference can be an opportunity for you and families to co-develop goals for students. This strategy also provides you with an opportunity to explore the effectiveness and impact of goal-setting parent conferences where you value parents as partners and important contributors to their child's academic success.

This strategy provides teachers with the support needed to prepare for and facilitate the different phases of successful conversations about challenging and controversial issues with students and colleagues. It provides guidance about how to transition the conversation itself to being thoughtful about learning and norming activities that can take place prior to conversations. This will help students to have a framework and the mindset to be able to push each other's thinking in a constructive way. This strategy provides techniques to help teachers and students approach challenging conversations about issues of social justice more effectively.

The I Wish My Teacher Knew strategy is a resource containing the tools teachers need to build a strong foundation for the classroom. It supports teachers to connect with their students on a personal level. When students feel known by their teachers, they are more likely to feel authentically connected to the learning community. Ideally, this strategy would be used in the beginning, middle and end of the school year to begin and maintain a meaningful connection with students.

The Identifying and Addressing Implicit Bias strategy contains tools needed to discover and explore unconscious biases, and to develop ways to respond to those who act on prejudices. It is designed to support teachers to create safe, considerate and successfully collaborative learning environments. The strategy can be used in the beginning of and throughout the school year as students explore new content that may uncover new biases. When students have opportunities to transform their own thinking and plan ways to transition from bystanders to upstanders, the learning community becomes a place of empowerment.

The Southern Poverty Law Center released a report called "Teaching Hard History: American Slavery" which explores how little American high school students know about the origins of American slavery and the government's role in perpetuating it. Teaching History and Social Studies in an accurate and inclusive way is particularly challenging because most educators' understanding of American History is unfinished/incomplete. The Integrating Inclusive Content strategy is a resource that contains exemplary lessons and content that venture beyond what's usually included in the curriculum. It supports teachers to provide students with rich, inclusive learning experiences that reflect the dynamic perspectives and experiences of those whose lives and histories are not always reflected in the curriculum.

We encourage students to adopt a growth mindset about their own learning, and at the same time, in support of school accountability and standards-based instruction, we are also faced with identifying learning gaps and deficits. Unfortunately, once those gaps are identified, we tend to focus on what students are not capable of. This strategy will help you to truly value students by shifting the focus to their strengths and how those assets can help students to develop further. Modeling a growth mindset by identifying, highlighting, and building on students' strengths, and authentically celebrating their successes helps students to continually focus on what's possible as they set goals, and decide next steps as they pursue learning opportunities.

When looking through a window, we have the opportunity to see new things, and when the sun hits the window just right, it turns the window into a mirror where we can see ourselves reflected back. The Windows and Mirrors strategy is a journey both beyond and within and is designed to support teachers to reflect (mirror) and reveal (window) to ensure that students are engaged and empowered learners by providing them with continual opportunities to see their lives, interests, histories, cultures, perspectives, and experiences represented in the content in addition to learning the same about others. The strategy, based on the work of Rudine Sims Bishop, can be used when designing lessons in any content area, and particularly with literacy, social studies, history and/or humanities lessons.