Chapter 06. Programs for Professionally Licensed Personnel

“Accreditation”, also referred to as “national accreditation”, means a teacher education program has met standards set by a national accrediting agency recognized by the Department and the Commission.

“Action research” means a deliberate, solution-oriented investigation to enhance student achievement that is conducted by the teacher candidate, under the guidance of a mentor teacher and clinical faculty.

“Alternative teacher preparation program” means a sequence of courses established by a county board, an institution of higher education, or a nonprofit organization and approved by the State Superintendent that leads to a participant receiving a Resident Teacher License issued by the Department and includes teaching assignments with supervision and mentoring by a qualified teacher.

“Approval” means a program has met all requirements set by the Department.

“Approval with conditions” means a program has met some, but not all, requirements set by the Department and may operate under certain circumstances.

“Candidate” means an individual enrolled in an educator preparation program who is preparing for or serving in a position as an educator in schools that educate students in preschool through grade twelve.

“Clinical experience” means guided, hands-on, practical applications and demonstrations of a candidate’s professional knowledge and the application of theory through collaborative and facilitated learning, including in the practicum and in field-based assignments, tasks, activities, and assessments across a variety of settings.

“Clinical supervisor” means an individual employed by the education preparation provider who oversees a candidate, is trained or experienced in the field in which the individual is supervising, and is trained to work with and provide feedback to candidates.

“Commission” means the Maryland Higher Education Commission.

“Completer” means the candidate has met exit requirements outlined in Regulation .08E of this chapter.

“Department” means the Maryland State Department of Education.

“Educator preparation program (program)” means either a traditional or alternative Maryland-approved sequence of courses and experiences required to train candidates to become licensed educators in a specific area.

“Educator preparation provider (provider)” means an accredited college, university, or other post-secondary institution, public or private educational association, local school system, corporation, or institution approved to operate traditional or alternative educator training programs in Maryland.

“Entrance” means matriculation into a program.

“Exit” means completion of a program.

“Focused revisit” means the subsequent review by the Department of a program that holds the status of approved with conditions or probation.

“Institution of higher education” means a place of postsecondary education that generally limits enrollment to graduates of secondary schools, and awards degrees at either the associate, baccalaureate, or graduate level.

“Interstate Certification Compact (ICC)” means a legal agreement with other states to facilitate the certification of out-of-State teachers and other professional educational personnel as authorized by Education Article, Title 6, Subtitle 6, Annotated Code of Maryland, or as otherwise provided by law.

“Local school system (LSS)” means a Maryland public local education agency, a State-operated school, or a nonpublic school.

“Maryland Teacher-Principal Evaluation” means an assessment framework for the performance of teachers, administered annually by the local school system, a State-operated school, or a nonpublic school, and recommended by the State.

“Mentor teacher” means a highly competent educator, trained and selected by the partner school, who will work to instill in the participant the skills, attitudes, values, and knowledge necessary for the next generation of teachers.

“Partner school” means a local school system, nonpublic school, nonpublic special education school, or eligible prekindergarten provider that has a written partnership agreement with an institution of higher education or alternative teacher preparation program to provide a teacher training practicum for participants enrolled in a teacher preparation program at the institution of higher education or alternative teacher preparation program.

“Practicum” means the clinical experiences in which candidates have an increased teaching responsibility under the guidance of a mentor teacher.

“Probation” means a program has seriously failed to meet program requirements or has demonstrated a pattern of noncompliance.

“Professional development” means a variety of specialized training, formal education, or advanced learning intended to help administrators, teachers, and other educators improve their professional knowledge, competence, skill, and effectiveness.

“Traditional program” means a sequence of courses for educator preparation that:

Professional Standards for Educational Leaders (PSEL), National Policy Board for Educational Administration (NPBEA), 2015.

Program Recognition Standards: District Level, National Educational Leadership Preparation (NELP), 2018.

ISTE Standards for Educational Leaders, International Society for Technology in Education (ISTE), 2018.

Ensuring Quality in Early Childhood Education Professional Preparation Programs: NAEYC’s Early Childhood Higher Education Accreditation Standards, 2021.

CAEP 2018 K-6 Elementary Teacher Preparation Standards, Council for the Accreditation of Educator Preparation (CAEP), 2018.

National Council of Teachers of English (NCTE) Standards for the Initial Preparation of Teachers of English Language Arts 7–12, 2021.

Maryland College and Career Ready (MCCR) Standards for English Language Arts/Literacy, 2014.

Standards for Mathematical Practice, Common Core State Standards Initiative, 2010.

Standards for Mathematics Teacher Preparation, National Council of Teachers of Math (NCTM), 2020.

Standards for Science Teacher Preparation, National Science Teachers Association (NSTA), 2020.

Disciplinary Core Ideas (DCI) Arrangements of the Next Generation Science Standards, Next Generation Science Standards (NGSS), 2017.

Initial Practice-Based Professional Preparation Standards for Special Educators, Council for Exceptional Children (CEC), 2020.

Initial Practice-Based Standards for Early Interventionists/Early Childhood Special Educators, Council for Exceptional Children (CEC), 2020.

Knowledge and Practice Standards for Teachers of Reading, International Dyslexia Association (IDA), 2018.

Standards for School-Based Agricultural Education Teacher Preparation Programs, American Association for Agricultural Education (AAAE), 2017.

Business Teacher Education Curriculum Guide and Program Standards, National Business Education Association (NBEA), 2013.

Standards for Computer Science Teachers, Computer Science Teachers Association (CSTA), 2020.

Standards for Technological and Engineering Literacy: The Role of Technology and Engineering in STEM Education, International Technology and Engineering Educators Association (ITEEA), 2021.

National Standards for Teachers of Family And Consumer Sciences, National Association of State Administrators of Family and Consumer Sciences (NASAFACS), 2018.

National Core Arts Standards: Theatre, National Coalition for Core Arts Standards, 2014.

National Standards for the Preparation of Social Studies Teachers, National Council for Social Studies (NCSS), 2018.

Handbook, National Association of Schools of Theatre (NAST), 2023—2024.

NAGC — CEC Teacher Preparation Standards in Gifted and Talented Education, National Association for Gifted Children (NAGC) — Gifted and Talented Specialist: Council for Exceptional Children (CEC); The Association for the Gifted (TAG), 2013.

Introduction to the 2024 CACREP Standards, Council for Accreditation of Counseling & Related Educational Programs (CACREP), 2024.

ASCA Standards, American School Counselor Association (ASCA), 2019.

American Library Association (ALA), American Association of School Librarians (AASL), & the Council for the Accreditation of Educator Preparation (CAEP) School Librarian Preparation Standards, 2019.

Standards Framework for Learners, American Association of School Librarians (AASL), 2018.

Standards for Accreditation of Master’s Programs in Library and Information Studies, Adopted by the Council of the American Library Association (ALA), 2015.

Standards for the Preparation of Literacy Professionals, International Literacy Association (ILA) Standards for the Preparation of Literacy Professionals, 2017.

Standards for Graduate Preparation of School Psychologists, National Association of School Psychologists (NASP), [2010] 2020.

Standards for School Social Work Services, National Association of Social Workers (NASW), 2012.

ACTFL/CAEP Program Standards for the Preparation of Foreign Language Teachers, American Council on the Teaching of Foreign Languages (ACTFL)/ Council for the Accreditation of Educator Preparation (CAEP), 2013.

Standards for Learning American Sign Language: A Project of the American Sign Language Teachers Association, American Sign Language Teachers Association (ASLTA), 2012.

Standards for Art Teacher Preparation, National Art Education Association (NAEA), 2009.

National Association of Schools of Music (NASM), Handbook 2023—2024.

National Core Arts Standards: Dance, National Coalition for Core Arts Standards, 2014.

National Core Arts Standards: Music, National Coalition for Core Arts Standards, 2014.

National Core Arts Standards: Visual Arts, National Coalition for Core Arts Standards, 2014.

SOPHE 2019 Health Education Teacher Preparation Standards, Society for Public Health Education (SOPHE), 2019.

National Standards for Initial Physical Education Teacher Education, Society of Health and Physical Educators (SHAPE), 2017.

Standards for Initial TESOL Pre-K—12 Teacher Preparation Programs, Teaching English to Speakers of Other Languages (TESOL), 2019.

WIDA’s English Language Development Standards, Kindergarten—Grade 12, WIDA, 2020.

Standards for Educators, International Society for Technology in Education (ISTE), 2017.

Model Core Teaching Standards and Learning Progressions for Teachers 1.0, Interstate Teacher Assessment and Support Consortium (InTASC), 2013.

Model Code of Ethics for Educators (MCEE) 2^nd Ed., National Association of State Directors of Teacher Education and Certification, (2023).

Social Justice Standards: The Teaching Tolerance Anti-Bias Framework, Teaching Tolerance, A Project of the Southern Poverty Law Center, 2018.

The Commission has granted a Maryland institution preparing educators approval to operate in Maryland as applicable; and

The provider obtains and continues to hold accreditation from a national accreditation organization recognized by the Department and the Commission, or meets the approval requirements as outlined in this chapter.

Any fee that a national accrediting agency charges an institution of higher education in connection with the accreditation process;

Any training fee that a national accrediting agency charges a State representative who serves with a review team of an accrediting agency in conjunction with an accreditation visit to an institution of higher education in the State; and

One-half of the expenses incurred by an institution of higher education in connection with the accreditation visit of a review team of a national accrediting agency.

A provider shall submit an application for new program approval to the Department that includes the following:

A provider shall notify the Department not later than 6 months before applying for State approval.

Name of the provider;

Location of the provider;

List of programs leading to certification;

Description of degree or degrees, and certificates awarded on completion of the program; and

Length of approval.

The program status is approval with conditions, unless the provider provides sufficient evidence that the change is necessary to meet all approval requirements;

The program is on probation;

The program has not filed its annual report with the Department;

The Department is investigating a written complaint alleging that the provider’s program is in violation of one or more regulations under this chapter, unless the change is necessary to bring the program into compliance with this chapter; or

The Department is implementing procedures and sanctions as specified in Regulation .11 of this chapter.

The provider stops operating a program; or

The State Superintendent issues a final order requiring the program to stop operations.

A provider may seek approval for a new program, or a new specialization in a currently operating program area, if the documentation submitted contains sufficient justification to warrant the program or new specialization, and has been approved by the Commission.

Where a provider seeks first-time approval for a program, the Department may conduct annual monitoring and a full review of the program or programs within the first 2 years of operation and may also conduct an on-site review if considered necessary by the Department to confirm information in the application.

The Department shall approve or reject the proposal for a new program and notify representatives of the provider, in writing, of the decision.

A new program may not admit candidates to the program until the Department has provided approval.

In addition to meeting the requirements found in §A of this regulation, a provider of an alternative program shall provide at least 4 weeks of professional development before the candidate assumes full responsibility of the classroom.

The provider shall ensure this professional development includes, but is not limited to, pre-employment training, initial coursework, pedagogy, and pre-practicum experiences.

As part of the approval process for proposed programs for which there are no national content standards, the Department shall review the program application, and may also conduct an on-site review if considered necessary by the Department to confirm information in the application.

A program approved under this section shall complete all requirements in §A to receive program approval.

At least 6 months before requesting program approval, a provider shall notify the Department of its intent to initiate the review process for a program for which there are no national content standards.

At least 6 months before the approval is requested, the provider shall submit the application for approval to the Department.

The provider shall ensure this application includes:

A provider of a traditional program shall require candidates to have a grade point average (GPA) of at least 3.0 on a 4.0 scale during the most recent 2 years of the candidate’s post-secondary education or demonstrate mastery of general knowledge by providing evidence of a qualifying score, as established by the State Superintendent of Schools and as approved by the State Board of Education (SBOE), on a basic skills assessment.

A provider of an alternative program shall require candidates to submit:

A provider of a program may waive the entrance requirement for up to 10 percent of the candidates admitted in an annual cohort.

A provider of a program shall implement strategies to ensure that candidates admitted under a waiver receive assistance to successfully demonstrate the required standards and competencies and meet requirements for licensure on exit from the program.

A provider shall ensure that its teacher preparation programs provide the following for all candidates:

A provider of a teacher preparation program leading to licensure in early childhood education, elementary education, English as a Second Language, and special education shall:

A provider shall ensure that programs preparing candidates for licensure in early childhood and elementary education provide content instruction in each of the following:

Programs for Specialists. The Department shall approve specialists programs according to the national standards listed in Regulation .03A of this chapter.

Programs for Administrators.

Each participant in an undergraduate, graduate, or alternative teacher preparation program shall complete a teacher training practicum as a requirement for program completion.

A provider shall ensure that a teacher training program incorporates classroom observations in which the candidate is observed in different school settings at the beginning of the program to assist in determining if the candidate has the aptitude and temperament for teaching.

A teacher training practicum may be completed consecutively or over the course of the program.

Before July 1, 2025, a provider shall ensure that a teacher preparation program has a required practicum of a minimum of 100 days.

Minimum Required Practicum.

A provider shall ensure collaboration with mentor teachers of a partner school to evaluate participants in a teacher training practicum and ensure each participant demonstrates the competencies required of licensed teachers.

Special Requirements for Alternative Teacher Preparation Programs. A provider shall ensure that a teacher training practicum in an alternative teacher preparation program includes, at a minimum, the following content:

A provider shall ensure that a program leading to licensure in an area of teaching includes a practicum experience in a partner school and:

A provider shall ensure that a program for administrators includes supervised clinical experience totaling a minimum of 240 hours distributed within the program to include observations and evaluations of candidates aligned to a Department-approved administrator evaluation system.

A provider shall ensure that a program for specialists includes a supervised clinical experience in the specialty area being pursued.

A provider shall establish exit requirements for programs that:

Candidates who complete an approved program in the State who passed an approved portfolio-based assessment will not be required to take the assessment more than one time.

A local school system induction program under §E(1)(c)(ii) of this regulation shall:

A provider shall ensure that a program leading to a bachelor’s degree is a 4-year program and award 120 credits, unless otherwise permitted by law.

A provider may expand the program by no more than 12 semester hours of credit or an additional semester only with the permission of the Department and the Commission.

A locally developed portfolio established under §E(3) of this regulation may be used to meet a portion of the coursework requirements of the program.

The provider of a program shall prioritize selecting partner schools within its same community;

The provider of a program and a partner school shall seek to provide teacher training placements in a variety of school environments with diverse student populations that provide participants with the same kind of experiences as teachers employed in the State; and

The instructional program and work organization of a partner school located in a local school system shall reflect the career ladder once the Accountability and Implementation Board determines that the career ladder system is well established throughout the State.

Be a highly competent teacher demonstrated by evidence of impacting student achievement;

Be trained and selected by the partner school;

Hold a professional Maryland educator license;

Have the skills and knowledge needed to mentor teacher training practicum participants and to instill the skills, attitudes, values, and knowledge necessary for the next generation of teachers;

Provide opportunities for teacher training practicum participants in guided, hands-on, practical applications and demonstrations of a candidate’s professional knowledge while applying educational theory through collaborative and facilitated learning tasks, activities, and assessments;

Have teaching and release time per the implementation of the county board approved career ladder to mentor candidates and lead workshops and demonstrations at the school level;

Collaborate with the educator preparation program to evaluate participants in a teacher training practicum to ensure each participant demonstrates the competencies required of certified teachers; and

Be selected using the following criteria:

The provider of the program shall collaborate with the partner school to provide the mentor teacher:

The provider of the program shall collaborate with mentor teachers to ensure teacher candidates demonstrate the teacher competencies established in Regulations .12—.15 of this chapter.

A partner school shall:

Compensation of Mentor Teachers.

A provider shall ensure that all programs require teacher candidates to conduct action research during the practicum.

Candidates shall present findings to the partner school and program.

Candidates shall ensure these findings include the ongoing cycle of problem identification, data collection, reflection, analysis, and lessons learned for the next cycle.

A provider shall provide evidence of adherence to program requirements as outlined in this regulation.

If a provider submits annual reporting to a national accreditation agency recognized by the Department and the Commission, the provider shall submit a copy of the annual report to the Department within 30 calendar days.

A provider shall submit data and annual reports to the Department demonstrating each program’s compliance with requirements.

A provider shall ensure the annual reports include documentation of compliance with the following measures:

A provider shall compile and report data to the Department for each graduating cohort at the individual level, including race, ethnicity, and gender, for the most recent 5 years of program cohorts, on a selection of Department-identified metrics that may include, at a minimum:

The Department shall review programs every 5 years.

The Department shall approve programs that meet its requirements and standards for 5 years.

Programs that fail to meet all the requirements and standards addressed in this chapter may be approved with conditions or placed on probation.

Program Extensions.

The Department may monitor or conduct an interim review of a program at any time.

Beginning in the 2025—2026 school year, each approved educator preparation program leading to certification in early childhood education, elementary education, special education, and ESOL, shall post on its website information describing its program to prepare teachers to teach reading using evidence-based practices in literacy programming and instruction aligned to the science of reading.

If the approved program fails to meet all of the standards and competencies, reporting, or compliance requirements, it may be approved with conditions for a period of 2 years.

The Department shall conduct a focused review of a program approved with conditions within 2 years of the original review.

The Department may extend a program’s approval with conditions for good cause beyond the original 24-month period.

Programs may continue to accept candidates for entry while approved with conditions.

Approval with conditions shall last 2 years unless, through its annual reports, the program supplies sufficient evidence to meet program approval requirements, after which it may be removed from approval with conditions after 1 year, granted approval, and returned to a 5-year review cycle.

A program approved with conditions shall continue to provide all annual reporting.

If after 2 years a program has not made satisfactory progress toward meeting Department requirements and national standards, reporting requirements, or compliance requirements, the program may be placed on probation or revoked.

Programs that have seriously failed to meet the standards and benchmarks or reporting or compliance requirements, or have demonstrated a pattern of noncompliance, may be placed on probation.

Programs that do not submit data or required reports to the Department, or who lose national accreditation status by revocation or by expiration, may be placed on probation status or may face immediate revocation of Department approval.

The Department may conduct a full review within 1 year of the last focused revisit for a program on probation unless, through annual reporting requirements, the program supplies sufficient evidence to meet program approval requirements.

Programs may not accept candidates for entry while on probation.

A program on probation shall continue to provide all annual reporting to the Department.

Within 30 calendar days of the notification of probation, the provider shall notify each candidate individually in writing of the probation of the program, explain what probation means, and provide documentation of the notification to the Department.

The Department shall monitor program progress towards meeting the Department requirements and national standards for the program throughout the probationary period, including review of required reports and monitoring visits as considered necessary.

If a program supplies evidence of meeting all program requirements, the Department may remove it from probation.

The Department may request an annual follow-up report with an annual re-visit for institutions removed from probation.

If after the 1-year probation a program has not made satisfactory progress toward meeting program standards, reporting requirements, or compliance requirements, the Department may revoke its approval.

The Department may revoke its approval if a program fails to meet the standards, reporting requirements, or compliance requirements set forth by this chapter.

The Department shall notify the provider in writing of a decision to revoke approval.

On provision of the notification, the provider shall stop operating the revoked program.

A revoked program may not recruit or accept new candidates.

Within 30 calendar days of the notification of revocation, the provider shall notify each candidate individually, in writing, of the revocation of program approval, explain what revocation means, and provide documentation of the notification to the Department.

Candidates enrolled in the revoked program who have accumulated enough credits to be on track for program completion within the current academic year may exit.

A provider shall wait 2 years after revocation of a program before it may apply to the Department for approval of a program that is substantively the same as the one revoked.

A provider may request a hearing to challenge the revocation if the provider files a written request with the State Superintendent within 20 calendar days of receipt of the notice of revocation.

The State Superintendent shall promptly refer the case to the Office of Administrative Hearings.

The hearing procedures for appeals referred to the Office of Administrative Hearings are in accordance with the Administrative Procedure Act, State Government Article, §§10-201—10-226, Annotated Code of Maryland, and with COMAR 28.02.

The Office of Administrative Hearings shall prepare an official case record as provided in COMAR 28.02.01.22.

The administrative law judge shall submit in writing to the State Superintendent a proposed decision containing findings of fact, conclusions of law, and recommendations, and distribute a copy of the proposed decision to the parties.

A party objecting to the administrative law judge’s proposed decision may file exceptions with the State Superintendent within 15 calendar days from the date of the decision. A party may respond to the exceptions within 15 calendar days of the date of the exceptions.

If exceptions are filed, any party may request an opportunity for oral argument before the State Superintendent before a final decision is made. Each side may present no more than 15 minutes of oral argument before the State Superintendent.

The State Superintendent shall make a final decision in writing containing findings of fact and conclusions of law.

A provider may seek judicial review of a State Superintendent’s determination under this regulation as provided by the Administrative Procedure Act, State Government Article, §10-222, Annotated Code of Maryland.

The general teacher preparation competencies apply to teacher candidates across all content areas and grade levels, to determine readiness to enter the profession.

The teacher candidate shall demonstrate essential knowledge and skills of general competencies that align with current expectations for teacher candidates to exit a program.

Use evidence-based research strategies, learning theories, and methods to help improve student performance;

Use inquiry skills and methods regularly to collect meaningful data and improve the candidate’s professional practice;

Incorporate personal reflection, professionals’ feedback, best practice, and expert opinion to improve the candidate’s professional practice;

Demonstrate that knowledge of the learner’s physical, cognitive, emotional, social, and cultural development is the basis of effective teaching of the following students:

Create, build, and sustain a safe, inclusive learning environment by effectively:

Apply multiple, valid assessment approaches, both formal and informal, modifying when appropriate, that address a variety of developmental needs, conceptual abilities, curriculum outcomes, and school goals;

Develop action research that advances the candidate’s knowledge base, promotes equity, and addresses an academic need;

Collaborate effectively with colleagues, families, school professionals, businesses, and social services agencies to support student development and student achievement;

Apply instructional supports, including a 504 Plan and an individualized education plan, to support a student with disabilities by providing developmentally appropriate access to age-level or grade-level instruction, individually and in collaboration with colleagues;

Evaluate student behaviors and unique learning needs in the adaption of various learning environments, such as physical arrangement, student grouping, instructional intensity, pacing, and embedded assistive technology supports;

Use assistive technologies ranging from low-tech to high-tech devices or equipment, materials, and resources to educate individuals whose disabilities interfere with written or verbal communication;

Analyze and use data derived from assessments to develop intervention plans aligned to the specific needs of individual students to remedy learning deficits;

Implement Response to Intervention (RtI), Universal Design for Learning (UDL), and Direct Instruction (DI) to differentiate instruction;

Implement Specially Designed Instruction (SDI) to implement the Individualized Education Program for students with disabilities; and

Effectively use high quality instructional materials (including online) and adapt existing curriculum to make it stronger using standards-aligned tools, including the ability to use digital resources and computer technology.

The Learner and Learning. The teacher candidate shall:

Content Knowledge. The teacher candidate shall:

Assessment and Instruction. The teacher candidate shall:

Professional Responsibility. The teacher candidate shall:

Literacy Processes. The teacher candidate shall:

Literacy Instruction in the Diverse Classroom. The teacher candidate shall:

Effective Literacy Assessment. The teacher candidate shall:

Researched-based literacy instruction aligned to the science of reading, to include:

Apply mathematics content knowledge for teaching within the candidate’s area of licensure;

Candidates prepared to teach elementary education shall apply content knowledge for each of the four essential topics: Numbers and Operations, Algebraic Thinking, Geometry and Measurement, and Data Analysis and Probability;

Demonstrate conceptual understanding, proficiency with procedural skills, and the ability to solve real world problems;

Recognize the coherent progression of mathematical concepts both within an age/range/grade/course and across an age/range/grade/course;

Use mathematics to model real world problems; and

Use precise mathematical language.

Identify the appropriate sequence of mathematical learning targets for both a unit of study and an individual lesson;

Construct collaborative and self-directed learning opportunities that reflect active student engagement in learning and a growth mindset;

Develop strategies for responding to anticipated and present student misconceptions;

Design rich mathematical tasks that help students develop the conceptual understanding, procedural skills, and the ability to apply the mathematics associated with learning targets;

Integrate instructional strategies and teaching aids that enhance the learning of mathematics, such as multiple representations, manipulatives, calculators, and other technological aids; and

Recognize productive struggles and unproductive struggles to promote perseverance and thinking flexibly.

Preparation to support culturally, racially, linguistically, and otherwise diverse populations of students through providing culturally responsive instruction to increase academic achievement, critical consciousness, and cultural competence; and

Required knowledge and skills to include application of competencies that support various racial, ethnic, linguistic, socioeconomic groups through teaching that promotes social justice and equity, including restorative practices and practices to develop racial literacy.

Identify and apply the elements of culturally responsive teaching, including academic achievement, critical consciousness, and knowledge of self and at least one other culture;

Identify and assess how issues such as racism, sexism, socioeconomic status, immigration, and gender impact marginalized students, families, and educators on multiple levels by:

Demonstrate respect for students’ cultures by:

Examine curriculum and learning materials for bias and deliver instruction with materials that center the perspectives and lived experiences of historically marginalized people;

Build a safe and accessible environment, respectful of all individuals, by:

Build relationships with families and communities by: