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In the Common Core-era, Los Angeles teachers recommend support and accountability structures to better support unique student populations.

This action guide from Minnesota teachers includes strategies to empower educators to improve behavioral outcomes and academic achievement for students of color.

Minnesota teachers offer recommendations to recruit and retain more diverse teacher candidates and more adequately prepare teachers.

A national team of teachers proposes recommendations to protect Title I funding for underserved schools and leverage Title II funds to professionalize teaching.

New Haven teachers envision more positive school climates through better professional development, student empowerment programs, and deeper parent engagement.

Hartford teachers recommend individualized support, more collaboration between teachers, and greater accountability to better serve unique student populations.

New York City teachers recommend a focus on non-punitive discipline approaches and expanded training on building positive school climates.

Chicago teachers seek to improve professional development by including teacher guidance, aligning evaluation data with PD, and streamlining communication.

Los Angeles teachers discuss the potential of the Common Core State Standards to transform the art and science of teaching and learning.

New York City teachers see parental engagement, more time to collaborate, and better resources for differentiation as ways to ensure USPs are served by Common Core.

New York teachers envision elevating tenure to be a meaningful professional milestone based on evaluation and ensuring fair and timely due process for all teachers.

Minnesota teachers developed recommendations to improve the state’s teacher workforce to be more diverse, culturally competent, and highly effective.

The legal debate on tenure, as raised by the California Vergara case, created momentum among educators to better define the prestige and protections within their profession.