Interrupting the Spiral of Injustice (PD)

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This professional development course prepares K–12 educators and school leaders to explore the Spiral of Injustice as a framework for understanding how patterns of injustice develop and can be interrupted. Participants examine how subtle acts of bias, exclusionary language, and social avoidance can escalate into institutional discrimination and systemic harm. Through in-depth case studies featuring individuals, community leaders, and organizations working to interrupt these cycles, participants explore how targeted intervention and collective advocacy can disrupt patterns of injustice and consider how these approaches apply within their own school communities.

By the end of the course, educators will be prepared to translate this framework into a comprehensive, standards-aligned unit of study grounded in Universal Design for Learning principles. Participants will develop essential questions, assessments, and strategically sequenced lessons that engage students in examining injustice and the ways it can be interrupted. The unit also incorporates a service-learning project through which students apply their understanding to real-world challenges and consider their own agency as contributors to a more just world.

Enrollment, Delivery, and Completion Information

• EDUC 5597: Interrupting the Spiral of Injustice

• Course Completion: 45 clock hours awarded upon successful completion (graded as Satisfactory/Unsatisfactory)

• Enrollment Type: Open enrollment with self-registration

• Completion Timeframe: Six months from the date of enrollment

• Delivery Format: Fully online

• Purpose: K-12 professional development for recertification/relicensure*

*Always check your state’s relicensure requirements first before registering for a course. 

Recertification and Professional Advancement Statement

Successful completion of this course results in a satisfactory or unsatisfactory completion status. This course provides 45 clock hours of professional development that may be applied toward teacher license renewal or recertification requirements. Learners enroll as non-matriculated students, and course completion is recorded on an Idaho State University transcript.

Depending on state, district, employer, and applicable salary schedule requirements, these clock hours may also be eligible for salary advancement, lane movement, or other forms of professional advancement. Acceptance and application of clock hours toward recertification, salary advancement, or other professional purposes are determined by the relevant state board of education, licensing authority, school district, human resources office, collective bargaining agreement, district policy, or other approving entity. Educators are encouraged to verify eligibility and obtain any required pre-approval before enrolling.

Student Expectations

Learners are expected to complete all activities and engage with the content in good faith. The course includes academically engaging learning through readings, lectures, videos, applied activities, and other instructional materials designed to support professional learning and implementation in educational settings. Successful completion requires meaningful participation in all required course components and learning activities as described below:

• Spend the time necessary to complete all assigned learning materials, activities, and assessments in support of the course learning outcomes

• Demonstrate thoughtful and substantive engagement by applying course knowledge through high-quality, timely work that produces practical strategies, tools, resources, or artifacts ready for use in educational settings

Required Materials and Technology

Students must have regular access to a reliable laptop or desktop computer capable of loading and running standard software.

The computer must support word processing, presentation tools (e.g., PowerPoint), Adobe Acrobat files (PDF), file downloads and uploads,  and viewing videos.

The learning management system supports mobile devices, but mobile access should be considered supplemental only. Mobile devices may limit a student’s ability to complete assignments successfully, particularly those involving file handling, multimedia creation, lesson plan development, or other course activities.

An up-to-date browser on any computer or device is required, along with a reliable internet connection.

General Technology Hardware for Online/Hybrid Courses - ISU Help Desk

No textbook purchase is required for this course.

Learning Outcomes

Include course-level learning outcomes. Outcomes should progress from understanding and analysis to application, design, implementation, or evaluation in professional educational settings.

• Evaluate the Spiral of Injustice as a framework for understanding how othering, language, avoidance, discrimination, violence, and elimination contribute to patterns of injustice and identify opportunities for intentional interruption.

• Analyze historical and contemporary case studies to identify how individuals, communities, and coalitions have challenged injustice and developed strategies for creating more just communities.

• Formulate standards-aligned essential questions, enduring understandings, and learning goals that guide students in examining the Spiral of Injustice, responses to injustice, and possibilities for social change.

• Design and sequence learning experiences that engage students in examining the Spiral of Injustice, applying Universal Design for Learning principles, and connecting learning to meaningful questions of justice and community.

• Develop a standards-aligned culminating project, service-learning experience, and formative and summative assessments that enable students to demonstrate their learning and identify meaningful ways to respond to injustice.

• Produce a comprehensive unit plan that integrates the Spiral of Injustice framework, relevant case studies, standards-aligned learning goals, inclusive learning experiences, authentic assessment, and opportunities for students to apply their learning through action.

Course Modules

Assignments and Grading

Successful course completion requires participants to complete all required learning activities and achieve a score of at least 80%.

Academic Integrity

Students are expected to follow institutional policies on academic honesty. Plagiarism, cheating, or misrepresentation of work undermines learning and will result in appropriate consequences as defined by university policy. If you are unsure whether something is acceptable, ask before submitting work.

Accessibility and Disability Services

The university is committed to providing an accessible learning environment. If you have a documented disability and need accommodations, contact the Disability Services office as early as possible to ensure that reasonable accommodations can be arranged. Students without documentation who believe they may have a disability or learning difference are encouraged to consult Disability Services about evaluation options and campus resources.