ABOUT THE CENTER
Mission of the Center
The Center for Sustainable Teaching is a research-informed educational center dedicated to strengthening the professional capacity, effectiveness, and long-term sustainability of teachers. Its work focuses on the emotional and relational dimensions of teaching that influence classroom stability and professional longevity.
The Center develops academically grounded course content designed to support teacher preparation programs by addressing essential aspects of professional practice that are foundational to effective teaching.
Founding and Development
The Center for Sustainable Teaching was founded by an educator with 33 years of classroom experience teaching students in grades 7 through 12. This experience included sustained work in diverse classroom environments requiring continuous professional judgment, instructional decision-making, and classroom leadership.
In addition to classroom teaching, the Center’s founder is the author of Model Lessons, Teaching Strategies and High-Quality Texts Supporting the Common Core for Reading, Grades 6–8, published by Roman & Littlefield, an academic publisher serving educators and institutions nationwide.
This work reflects a sustained professional commitment to strengthening instructional practice and supporting teachers’ effectiveness.
Purpose of the Center’s Work
The Center was established to develop course content that prepares future teachers for the emotional and relational conditions that shape classroom life and influence professional effectiveness over time.
Its work is grounded in the understanding that teaching is not solely a technical activity, but a professional practice requiring sound judgment, responsible decision-making, and the ability to navigate complex human environments.
By supporting the development of these capacities, the Center contributes to the stability and strength of educational institutions and the profession as a whole.
Institutional Focus
The Center for Sustainable Teaching develops course content suitable for integration into teacher preparation programs and institutional initiatives supporting teacher readiness, effectiveness, and retention.
Its work is intended to complement existing academic programs and support institutions in preparing educators for the full scope of professional practice.