UNLESS YOU STOP IT !!!
WARNING FROM CHILD PROTECTION LEAGUE OF MN :: Action on radical new pending teacher licensing rules: The Minnesota Teacher Licensing Board known as PELSB is about to adopt new Rules and Standards that will determine what all teachers in Minnesota must understand and implement. MORE INFO ON THIS : Action on radical new pending teacher licensing rules: The Minnesota Teacher Licensing Board known as PELSB is about to adopt new Rules and Standards that will determine what all teachers in Minnesota must understand and implement. (CPL article Teachers must demonstrate a Marxist worldview to obtain their teaching license (https://cplaction.com/cpl-article/teachers-must-demonstrate-a-marxist-worldview-to-obtain-their-teaching-license/) .) Unless they are stopped, the new standards will become official sometime after the August 24th Administrative Law Judge Hearing. The new teaching standards will embed basic Marxist principles and practices such as critical race theory (CRT), fluid sexual identity, and gender politics into ALL Minnesota schools. When formally adopted, higher education programs in elementary, early childhood education, and adult basic education will be required to implement these standards in order for their graduates to be eligible to be licensed to teach in Minnesota. Some additional resources are here as background when sharing with your private school, your candidates and your school board members: * Rule Draft RD4615 (cplaction.com) (https://cplaction.com/wp-content/uploads/2022-MN-Teacher-Licensing-draft-revisions-June.pdf) Proposed Standards of Effective Practice * Teacher-Licensing-Law-Rules-Abstract (PDF) (https://cplaction.com/wp-content/uploads/2022-Teacher-Licensing-Law-Rules-Abstract.pdf) Abstract of current Rules and Statutes that govern licensing * Teacher-Licensing-Law-Rules-Report (PDF) (https://cplaction.com/wp-content/uploads/2022-Teacher-Licensing-Law-Report.pdf) Full report of Rules and Statutes that govern licensing The PELSB Licensing Board needs to know that Minnesota parents and taxpayers expect and demand education, not indoctrination. Each person will have four minutes to speak. Use some of the examples below. As you read through these proposed standards, you will see that they are ideological, not academic. They require teachers to adopt a worldview that is hostile to the social, ideological and moral standards that most Minnesotans hold dear. For example: [All italics are quotations from the proposed new Standards.] * Teachers will be required to encourage students to identify themselves as part of groups, not as their individual identities: 36.10 Help students develop positive social identities based on their membership in multiple groups in society. * Teachers will be required to affirm and "empower" gender fluidity, sexual orientation, and transgender identities." 38.7 The teacher fosters an environment that ensures student identities such as race/ethnicity, national origin, language, sex and gender, gender identity, sexual orientation, physical/developmental/emotional ability, socioeconomic class, and religious beliefs are historically and socially contextualized, affirmed, and incorporated into a learning environment where students are empowered to learn and contribute as their whole selves. * Teachers will be required to teach that inequities of oppressed groups are currently structured into the system i.e., systemic racism: 38:12 The teacher understands and supports students as they recognize and process dehumanizing biases, discrimination, prejudices, and structural inequities. * Teachers will be required to differentiate their curriculum and teaching by race and choose BLM-type resources: 40.3 The teacher plans how to achieve each student's learning goals by choosing anti-racist, culturally relevant, and responsive instructional strategies, accommodations, and resources to differentiate instruction for individuals and groups of learners. * Teachers will be required to highlight and emphasize identity groups and culture from groups that the Left identifies as oppressed, including transgender, fluid gender identity, sexual orientations and non-white ethnicities while demeaning the traditional, dominant American culture and values: 40.6 The teacher features, highlights, and uses resources written and developed by traditionally marginalized voices that offer diverse perspectives on race, culture, language, gender, sexual identity, ability, religion, nationality, migrant/refugee status, socioeconomic status, housing status, and other identities traditionally silenced or omitted from curriculum. * Teachers will be required to teach students to view people as divided into oppressor and oppressed groups and the oppressed must be liberated from the oppressors: 40.12 The teacher creates opportunities for students to learn about power, privilege, intersectionality, and systemic oppression in the context of various communities and empowers learners to be agents of social change to promote equity. * Teachers will be required to train students into political agitators through "Action Civics,'" which is what service learning and community-based learning have become: 40.22 integrate real-world learning opportunities, including service learning, community-based learning, and project-based learning, into instruction. * Teachers will be required to connect students to political agitators around the country and the world: 41.2 extend student interaction with ideas and people locally and globally. * Teachers will be required to encourage students to oppose the dominant American culture and traditional understandings of race (while we have different ethnicities, we are all members of the human race).: 41:14 The teacher encourages critical thinking about culture and race and includes missing narratives to dominant culture in the curriculum. * Teachers will be required to implement Social Emotional Learning (SEL indoctrinates students' values, attitudes and beliefs, e.g., mandating equal outcomes by race or other "protected/oppressed groups"): 41.21 develop social and emotional competencies. * Teachers will be required to teach that our founding principles are oppressive: 42.9 The teacher understands the historical foundations of education in Minnesota, including laws, policies, and practices, that have and continue to create inequitable opportunities, experiences, and outcomes for learners, especially for Indigenous students and students historically denied access, underserved, or underrepresented on the basis of race, class, gender, sexual orientation, language, socioeconomic status, or country of origin. * Teachers will be required to teach that racism is built into all relationships, groups, and current institutions: 42:14 The teacher understands how prejudice, discrimination, and racism operates at the interpersonal, intergroup, and institutional levels. * Teachers will be required to consider themselves as biased with intersecting oppressive identities (race, gender, heterosexual, etc.): 42.16 The teacher explores their own intersecting social identities and how they impact daily experience as an educator. * Teachers will be required to self-criticize based on this Marxist worldview and self-censor: 42:21 The teacher uses a variety of self-assessment and problem-solving strategies 42.22 to analyze and reflect on their practice and to make adaptations and adjustments toward 42.23 more equitable outcomes. * Teachers will be required to challenge and ignore traditional knowledge, teaching practices, and beliefs: 43.21 The teacher recognizes the responsibility to question normative school knowledge, conventional teaching and other professional practices, and beliefs and assumptions about diverse students, their families, and communities that adversely impact learning. * Racial divisions will be considered central as seen in this whole section: 44.4 Standard 8. Racial consciousness and reflection * Teachers will be required to teach that identity groups that are to be considered oppressed must be viewed through a lens of intersecting oppressions: 44.20 The teacher understands the impact of the intersection of race and ethnicity with other forms of difference, including class, gender, sexuality, religion, national origin, immigration status, language, ability, and age Please share about the coming standards with those who will be most affected. Who does this impact? * Public school teachers, students, parents, and administrators * Private school teachers, students, parents, and administrators * Public and private higher education institutions with an education department * School board members * School board candidates * School choice advocates Will legislative candidates, school board candidates, & candidates for statewide office, school choice advocates, and private schools demand Walz reverse this before they are finalized? 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