Trellis Education is an organization supporting the development of long-term models for STEM teacher education and professional learning.

We support teacher preparation providers and partner school districts creating and enacting "gold standard" pathways for recruiting, preparing, supporting, developing, and retaining ambitious, effective STEM teachers.


We are living in one of the most frightening moments in the history of this country. Democracies are quite rare and usually short-lived in the human adventure. The precious notion of ordinary people living lives of decency and dignity—owing to their participation in the basic decision making in those fundamental institutions that affect their life chances—is difficult to sustain over space and time. And every historic effort to forge a democratic project has been undermined by two fundamental realities: poverty and paranoia. The persistence of poverty generates levels of despair that deepen social conflict; the escalation of paranoia produces levels of distrust that reinforce cultural division. Race is the most explosive issue in American life precisely because it forces us to confront the tragic facts of poverty and paranoia, despair and distrust. In short, a candid examination of race matters takes us to the core of the crisis of American democracy. And the degree to which race matters in the plight and predicament of fellow citizens is a crucial measure of whether we can keep alive the best of this democratic experiment we call America.
— Epilogue of Race Matters © 1994 Cornel West

The Trellis Education Commitment to Social Justice means that our Mentor Fellows and Teacher Scholars will:

  • View and represent STEM teaching and learning in California public schools as a sociopolitical act of social justice;

  • Prioritize communities and schools that are underserved, underresourced, and that serve historically marginalized students;

  • Create culturally-, linguistically-, and contextually-responsive STEM experiences in schools;

  • Diversify the teaching force and reflect the communities we serve;

  • Become leaders in social justice alongside becoming leaders in ambitious practice and long-term teacher preparation and support; and

  • Continuously define what social justice means in our community and what this definition means for who we serve and how we serve them.