At DFI, we know that teachers make hundreds of instructional and non-instructional decisions everyday.
Through our programmatic work, we aim to ensure that those decisions create challenging, affirming, and inclusive classrooms for all students. However, outdated and narrowly focused policies are formidable barriers to achieving a system that ensures every child is taught by a well-prepared teacher. This document offers three areas in educator preparation that are ripe for improvement and that policy can meaningfully influence.
