Abstract
This chapter is a foundational overview of educational policy and initiatives for pre-service and in-service elementary teachers in the United States, with a focus on the development of critical consciousness about policy that directly impacts the implementation of curriculum and pedagogy in the classroom. The first section introduces the basics of policy, the policy-making process, the educational policy ecosystem, and the community school model of integrated student supports. The second section provides historical context for major federal policy reforms with lasting impact, beginning with the Elementary and Secondary Education Act and subsequent reauthorizations, concluding with the Every Student Succeeds Act. The third section takes a developmental perspective on recent state-level policies and initiatives, including the Common Core State Standards Initiative, Next Generation Science Standards, 21st Century Learning, Social Emotional Learning, and Project-Based Learning. The fourth section guides the framing of thinking about the interaction of policy and the practitioner at the local level. Through the creation of a working developmental educational philosophy, examination of teacher education, and professional development, teachers may situate themselves in systemic and cultural contexts, articulating pedagogical approaches to support the whole child, rooted in the values of social justice and equity.