Our Publications

Resources to build a common understanding of curriculum literacy 

• Share the EdReports article 5 Reasons Instructional Materials Matter for Equity with colleagues to build a shared understanding around why HQIM are important and how they can support equitable outcomes for students to ensure students are able to access the content they need to thrive in college and careers. 

• Review the EdReports article Centering Quality Materials in Teacher Preparation Programs with colleagues to build a shared understanding of what curriculum literacy is and how TPPs can support aspiring educators in understanding why HQIM matters and how they promote coherent instruction for students. 

• Discuss the TNTP article Innovative Educator Prep Program Centers HQIM and Research-Based Teaching Methods about how Dallas College centers curriculum literacy in its program to ensure aspiring educators are trained on effective use of high-quality instructional materials. The article highlights the shifts from creating lesson plans to implementing HQIM, allowing new teachers to focus on delivering impactful instruction from their first day in the classroom. It can be used to build a common understanding among faculty regarding the “what” and “how” of coursework shifts in the initial phases of coursework revisions or when scaling curriculum literacy to new programs. 

Resources to support a common vision for effective math instruction and professional learning 

• Review the UnboundEd White Paper titled Equitable Math Instruction with colleagues and aspiring educators to deepen your understanding of equitable mathematics teaching. This review emphasizes the crucial role of high-quality instructional materials in delivering effective and equitable math education. The article also explores ways for aspiring educators to provide culturally affirming and sustaining grade-level instruction, ensuring that lessons are engaging and meaningful for all students. 

• Review the Framework for Curriculum-Based Professional Learning from RIVET Education. While focused on professional learning for in-service teachers, it provides guidelines on the critical elements of high-quality curriculum-based learning experiences which faculty can reference ensure that both coursework and field experiences reflect these standards. TPPs and LEAs can also collaboratively review this framework and work to align pre-service training with the professional learning experiences candidates experience in schools. 

Resources to build knowledge of how to develop aspiring educators’ understanding of HQIM in methods coursework  

• Examine the Annotated Methods Course Syllabus from Dallas College to understand the thinking behind how other TPP faculty have integrated curriculum literacy learning experiences into a mathematics methods course. 

• Explore Part 1 of the Curriculum Literacy Math Assessment from U.S. Prep and TeachingWorks with a group of faculty to build a common understanding of what candidate mastery of competency 1 looks like and how it can be assessed in methods courses. 

• Along with colleagues, use the Lesson Plan Annotation Protocol from US Prep to go through the process of annotating a lesson plan from HQIM to build a common understanding of how you might support candidates in building their skill at utilizing HQIM in your courses.  

• Access open-access mathematics HQIM to gain a deeper understanding of what aspiring educators will be asked to use in the classroom, as they begin to plan effective lessons aligned to HQIM. TPPs can also integrate these open-access materials into their coursework. (Note: You will need to create an account and login to access these examples.) 

Resources to deepen collaboration with K12 partners  

• Reference the “Questions for Districts and EPPs to Discuss when Establishing Mutually Beneficial Partnerships” in the Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM resource to guide conversations between EPPs and district partners about how they can work together to  enhance future teachers’ Day 1 readiness. These conversations can occur when TPPs and districts are launching a new partnership or as part of a “step-back” conversation for existing partners to self-reflect on their collaborative relationship.  

• Use the “Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM Scale” in the Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM resource with your LEA partners to collectively self-assess the health of your collaborative partnership, identify areas of strength, set goals for areas for growth and track progress in strengthening your partnerships over time.  

Resources to build a common vision for effective math instruction and professional learning 

• Discuss the UnboundEd White Paper titled Equitable Math Instruction with colleagues and aspiring educators to deepen your understanding of equitable mathematics teaching. This review emphasizes the crucial role of high-quality instructional materials in delivering effective and equitable math education. The article also explores ways for aspiring educators to provide culturally affirming and sustaining grade-level instruction, ensuring that lessons are engaging and meaningful for all students. 

• Review the Framework for Curriculum-Based Professional Learning from RIVET Education. While focused on professional learning for in-service teachers, it provides guidelines on the critical elements of high-quality curriculum-based learning experiences which faculty can reference ensure that both coursework and field experiences reflect these standards. TPPs and LEAs can also collaboratively review this framework and work to align pre-service training with the professional learning experiences candidates experience in schools. 

• Review the Delaware DOE K-12 Mathematics Framework as an example of how a state has integrated use of high-quality instructional materials into its vision and framework for effective mathematics instruction. Teacher Preparation Programs can use the core actions and planning considerations in this document, particularly in the Academics and High-Quality Professional Learning sections to guide reflections on the ways in which teacher candidate coursework and clinical experiences prepare them to engage in the teacher actions laid out in the framework. TPPs can also use this resource to guide conversations with LEA partners to identify ways that their partnership can help to support effective mathematics systems in schools.  

Resources to support revising coursework to build aspiring educators’ understanding of HQIM in methods coursework  

• Discuss the TNTP article Innovative Educator Prep Program Centers HQIM and Research-Based Teaching Methods about how Dallas College centers curriculum literacy in its program to ensure aspiring educators are trained on effective use of high-quality instructional materials. The article highlights the shifts from creating lesson plans to implementing HQIM, allowing new teachers to focus on delivering impactful instruction from their first day in the classroom. It can be used to build a common understanding among faculty regarding the “what” and “how” of coursework shifts in the initial phases of coursework revisions or when scaling curriculum literacy to new programs. 

• Use the Annotated Methods Course Syllabus from Dallas College as a model to guide your thinking as you update your own methods courses to include assignments that support candidates in understanding the features of mathematics HQIM. 

• Reference  Part 1 of the Curriculum Literacy Math Assessment from U.S. PREP and TeachingWorks to backwards plan your methods course to build candidates skills in identifying and unpacking HQIM. 

• Review the Lesson Plan Annotation Protocol from US Prep to begin to think about where you will integrate it into your methods courses to help aspiring educators annotate their lesson plans, focusing on instructional considerations, differentiation strategies, among other planning aspects. 

• Explore the Lesson Plans for Methods Courses from TeachingWorks to see examples of methods course activities that guide aspiring educators to compare, contrast and analyze curriculum materials, understanding why and how materials might need adaptation. 

• Access open-access mathematics HQIM to gain a deeper understanding of what aspiring educators will be asked to use in the classroom, as they begin to plan effective lessons aligned to HQIM. TPPs can also integrate these open-access materials into their coursework. (Note: You will need to create an account and login to access these examples.) 

Resources to deepen collaboration with K12 partners  

• Reference the “Questions for Districts and EPPs to Discuss when Establishing Mutually Beneficial Partnerships” in the Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM resource to guide conversations between EPPs and district partners about how they can work together to  enhance future teachers’ Day 1 readiness. These conversations can occur when TPPs and districts are launching a new partnership or as part of a “step-back” conversation for existing partners to self-reflect on their collaborative relationship.  

• Use the “Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM Scale” in the Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM resource with your LEA partners to collectively self-assess the health of your collaborative partnership, identify areas of strength, set goals for areas for growth and track progress in strengthening your partnerships over time.  

Resources to support a common vision for effective math instruction and professional learning 

• Discuss the UnboundEd White Paper titled Equitable Math Instruction with colleagues and aspiring educators to deepen your understanding of equitable mathematics teaching. This review emphasizes the crucial role of high-quality instructional materials in delivering effective and equitable math education. The article also explores ways for aspiring educators to provide culturally affirming and sustaining grade-level instruction, ensuring that lessons are engaging and meaningful for all students. 

• Review the Framework for Curriculum-Based Professional Learning from RIVET Education. While focused on professional learning for in-service teachers, it provides guidelines on the critical elements of high-quality curriculum-based learning experiences which faculty can reference ensure that both coursework and field experiences reflect these standards. TPPs and LEAs can also collaboratively review this framework and work to align pre-service training with the professional learning experiences candidates experience in schools. 

• Review the Delaware DOE K-12 Mathematics Framework as an example of how a state has integrated use of high-quality instructional materials into its vision and framework for effective mathematics instruction. Teacher Preparation Programs can use the core actions and planning considerations in this document, particularly in the Academics and High-Quality Professional Learning sections to guide reflections on the ways in which teacher candidate coursework and clinical experiences prepare them to engage in the teacher actions laid out in the framework. TPPs can also use this resource to guide conversations with LEA partners to identify ways that their partnership can help to support effective mathematics systems in schools.  

Resources to support continuous improvement in methods coursework to build aspiring educators’ understanding of HQIM  

• Review the TNTP article Innovative Educator Prep Program Centers HQIM and Research-Based Teaching Methods about how Dallas College centers curriculum literacy in its program to ensure aspiring educators are trained on effective use of high-quality instructional materials. The article highlights the shifts from creating lesson plans to implementing HQIM, allowing new teachers to focus on delivering impactful instruction from their first day in the classroom. It can be used to build a common understanding among faculty regarding the “what” and “how” of coursework shifts in the initial phases of coursework revisions or when scaling curriculum literacy to new programs. 

• As you are reviewing implementation data from your revised methods course, reference the Annotated Methods Course Syllabus from Dallas College for ideas on how you might refine the activities in your course to build aspiring educators’ understanding of the purpose, features and use of HQIM.  

• Utilize Part 1 of the Curriculum Literacy Math Assessment to assess aspiring educators’ ability to identify and unpack elements of HQIM. 

• Integrate the Lesson Plan Annotation Protocol from US PREP into your coursework to help aspiring educators plan lessons using HQIM, highlighting the key components for effective annotation. 

• Incorporate the Lesson Plans for Methods Courses from TeachingWorks into your coursework to give aspiring educators practice in comparing, contrasting and analyzing curriculum materials, helping them understand why and how to adapt lessons. 

• Access open-access mathematics HQIM to gain a deeper understanding of what aspiring educators will be asked to use in the classroom, as they begin to plan effective lessons aligned to HQIM. TPPs can also integrate these open-access materials into their coursework. (Note: You will need to create an account and login to access these examples.) 

Resources to deepen collaboration with K12 partners  

• Reference the “Questions for Districts and EPPs to Discuss when Establishing Mutually Beneficial Partnerships” in the Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM resource to guide conversations between EPPs and district partners about how they can work together to  enhance future teachers’ Day 1 readiness. These conversations can  occur when TPPs and districts are launching a new partnership or as part of a “step-back” conversation for existing partners to self-reflect on their collaborative relationship.  

• Use the “Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM Scale” in the Collective Teacher Educator Efficacy (CTEE) for Utilizing HQIM resource with your LEA partners to collectively self-assess the health of your collaborative partnership, identify areas of strength, set goals for areas for growth and track progress in strengthening your partnerships over time.  

Resources to deepen understanding of how to build aspiring educators’ skill at planning for instruction utilizing HQIM 

• Read the TCTA article New Shift Emerging in Lesson Planning: “Internalizing” Instead of Designing to understand the difference between lesson planning and lesson internalization to fully internalize how to effectively plan lessons using HQIM. 

• Review the Annotated Methods Course Syllabus from Dallas College to understand how course designers embed lesson annotation and internalization practices into a mathematics methods course. 

• With colleagues, use the Math Unit Internalization Protocol from Kentucky DOE with a sample HQIM module to explore the process of in unpacking and internalizing a module before teaching. This includes understanding the module content, internalizing the standards, analyzing student learning data to adjust the unit and plan instructional moves accordingly to ensure success on summative assessments.  

• Review the Lesson Internalization Protocol and Template from DFI with faculty to see how you might guide aspiring educators through the process of internalizing HQIM lessons prior to teaching. Rehearse a lesson together, allowing each instructor to understand what aspiring educators need to effectively deliver instruction using HQIM. 

• Use Parts 2-3 of the Curriculum Literacy Assessment  from US PREP to better understand the types of tasks that aspiring educators might complete to demonstrate their ability to plan for instruction using HQIM. 

Resources to support revising coursework to build aspiring educators’ skill at planning for instruction utilizing HQIM 

• Review the Annotated Methods Course Syllabus  from Dallas College as a model for updating coursework to include thoughtful lesson internalization, including a focus on planning, participation in PLCs and rehearsal of delivering HQIM to help aspiring educators effectively plan for instruction using HQIM. 

• Review the Math Unit Internalization Protocol from Kentucky DOE as a resource to integrate into coursework to  create opportunities for aspiring educators to practice unpacking HQIM in preparation for using it to plan instruction.   

• Review the Lesson Internalization Protocol and Template from DFI as a guide for how you can begin integrating it into your coursework, allowing aspiring educators to internalize a lesson so that they are prepared to teach to the depth HQIM requires and students deserve. 

• Review Parts 2-3 of the Curriculum Literacy Assessment from US PREP to backwards plan methods course activities to prepare aspiring educators to demonstrate their ability to plan for instruction using HQIM.  

• Review the Planning to Respond to Student Thinking Protocol from DFI to guide your design of learning opportunities for aspiring educators to anticipate and address student misunderstandings in future lessons and begin to appropriately customize HQIM lessons based on those misconceptions. 

Resources to support continuous improvement of coursework to build aspiring educators’ skill at planning for instruction utilizing HQIM 

• Use the Annotated Methods Course Syllabus  from Dallas College to begin the implementation process of shifting all coursework to allow for opportunities for aspiring educators to analyze and internalize HQIM components to prepare them to teach them effectively, focusing on planning, participation in PLCs and rehearsal of delivering HQIM.  

• Adapt the Math Unit Internalization Protocol from Kentucky DOE to use as a resource in your mathematics methods courses, using your specific state standards, to allow aspiring educators opportunities to effectively plan instruction using HQIM, allowing them to reflect on connections between topics within a module and understand how lessons build upon one another to effectively support with the success on summative assessments.  

• Use the Annotated Methods Course Syllabi to begin the implementation process of shifting all coursework to allow for opportunities for aspiring educators to analyze and internalize HQIM components to prepare them to teach them effectively, focusing on planning, participation in PLCs and rehearsal of delivering HQIM.  

• Integrate Parts 2-3 of the Curriculum Literacy Assessment from US PREP into your coursework to provide opportunities for aspiring educators to demonstrate their ability to plan for instruction using HQIM. 

• Utilize the practices outlined in the Planning to Respond to Student Thinking Protocol from DFI in your methods course to give aspiring educators the opportunity to practice anticipating student misunderstandings and appropriately adjusting instruction using HQIM to address these misconceptions. 

Resources to deepen understanding of how to build aspiring educators’ skill at using HQIM in instruction 

• Use the Observation tool from the TN DOE with faculty as you visit K12 classrooms to align on what effective instruction using HQIM looks like. 

• Review the Curriculum Implementation Observation Tool from Eureka Math to use as you visit classrooms using Eureka materials to discuss the guidance for effective instruction and implementation of curricula. 

Resources to support aligned clinical practice experiences 

• Review the Mentor Teacher Recruitment and Training Guidance from the Louisiana DOE and the Institute of Education Sciences’ Training Facilitator’s Guide. TPPs can use these materials to collaborate with LEA partners to strengthen mentor teachers’ skill at delivering quality, curriculum-connected feedback and coaching. 

Resources to support revising coursework to build aspiring educators’ skill at using HQIM in instruction 

• Use the Observation tool from the TN DOE as you visit K12 classrooms to gather qualitative data on aspiring teachers’ use of HQIM in their instruction. 

• Use the Curriculum Implementation Observation Tool from Eureka Math to guide feedback to aspiring educators around their internalization and implementation of Eureka materials. 

• Review the Student Work Analysis Protocol from the TN DOE as an example of a process mentors can use to support aspiring educators in discussing and analyzing student work samples. This protocol allows aspiring educators to understand students’ understanding of concepts to improve student learning. 

• Review this Fishbowl rehearsal tool as a resource to guide aspiring educators in practicing and refining their instructional delivery using HQIM. Faculty at EPPs can also utilize this tool to demonstrate effective teaching methods and to train aspiring educators in how to deliver instruction effectively, ensuring they are well-prepared to implement high-quality instructional materials in their future classrooms. 

Resources to support aligned clinical practice experiences 

• Review the Mentor Teacher Recruitment and Training Guidance from the Louisiana DOE and the Institute of Education Sciences’ Training Facilitator’s Guide. TPPs can use these materials to collaborate with LEA partners to strengthen mentor teachers’ skill at delivering quality, curriculum-connected feedback and coaching. 

Resources to support continuous improvement of coursework to build aspiring educators’ skill at using HQIM in instruction 

• Use the Observation tool from TN DOE as a guide to provide meaningful, curriculum connected feedback to aspiring educators when completing walkthroughs. 

• Use the Curriculum Implementation Observation Tool from Eureka Math to guide feedback to aspiring educators around their internalization and implementation of Eureka materials. 

• Integrate the Student Work Analysis Protocol from the TN DOE into your methods courses to allow aspiring educators the opportunity to analyze student work samples to reflect on student learning and determine what next steps need to occur to improve student learning.  

• Utilize this Fishbowl rehearsal tool as a resource to guide aspiring educators in practicing and refining their instructional delivery using HQIM. Faculty at EPPs can also utilize this tool to model effective preparation methods and to train pre-service teachers on how to deliver instruction effectively, ensuring they are well-prepared to implement high-quality instructional materials in their future classrooms. 

Resources to support aligned clinical practice experiences 

• Review the Mentor Teacher Recruitment and Training Guidance from the Louisiana DOE and the Institute of Education Sciences’ Training Facilitator’s Guide. TPPs can use these materials to collaborate with LEA partners to strengthen mentor teachers’ skill at delivering quality, curriculum-connected feedback and coaching.