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Published
2026-09-10
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Editorial
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Copyright (c) 2026 Catherine Cavanaugh; Nick Kleese
This work is licensed under a Creative Commons Attribution 4.0 International License.
Introduction: Teacher Power, Teacher Impact
Scholarship from the University of Minnesota’s Climate Literacy Teacher Leader Fellows
Catherine Cavanaugh
Nick Kleese
University of Minnesota
Keywords: Multidisciplinary climate literacy education, professional development, teacher leaders, preK-12, Minnesota education
Abstract
In this introduction, we offer our observations on the first year of the University of Minnesota’s Climate Literacy Teacher Leader Fellowship Program—an eight-month professional development program that brought together sixteen in-service Minnesota teachers to deepen their knowledge of climate literacy education and produce scholarship that forms the content of this special issue. What are the possibilities when in-service educators are provided time, space, support, and funding to develop, create, teach, plan, assess, and share climate justice curricular projects? We hope their work in this issue gives you a peek into real-life classrooms in Minnesota that are brimming with ideas, creativity, innovation, and learning.
