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Curriculum Literacy Resource Hub

Imagine a world where teachers can ditch the time-consuming scramble for lesson plans and materials and instead focus on mastering complex mathematics concepts and personalizing instruction for their students. This is the power of HQIM, but unlocking its full potential requires a key skill: curriculum literacy, or “the skill of recognizing, selecting, revising and facilitating the use of quality curriculum” (Curriculum Literacy Guide, 2022) to being a smart user of curriculum, being able to both effectively evaluate and implement curriculum.

A recent survey by AIRS revealed that 43% of current teachers felt their preparation programs focused more on creating their own lessons rather than using instructional materials provided by their district (AIRS, 2023). This data points to a need for teacher preparation programs (TPPs) to shift their coursework and field experiences to develop teacher candidates’ skills in evaluating and using existing instructional materials. This resource hub is designed to support teacher educators in making these necessary shifts to their TPP programming. It is grounded in the Mathematics Curriculum Literacy Competency Framework to center the specific curriculum literacy skills aspiring educators need to develop and the coursework and clinical experiences needed to develop them. By fostering curriculum literacy in TPPs, we empower educators to deliver rigorous, relevant grade-level learning experiences for all students.

Head silhouette with checkbox insideCompetency 1

Aspiring educators should understand how HQIM contributes to better learning outcomes for students and understand their responsibility to be skillful users of curriculum rather than designers of instructional materials

Icon of rolled out paper with charts and graphcs

Competency 2

Aspiring educators can effectively plan for instruction utilizing HQIM

Competency 3

Aspiring educators can effectively deliver instruction utilizing HQIM

How to use this resource hub

Teacher Preparation Programs (TPPs) play an essential role in supporting aspiring educators in developing curriculum literacy skills so that they enter their classrooms ready to deliver relevant, rigorous grade level learning experiences for all students. This resource hub can be used by full programs or individual faculty interested in designing and teaching mathematics methods courses and/or coordinating and supervising teacher candidate field experiences. At the same time, it is critical that TPPs collaborate closely with district partners to ensure that teacher candidates engage in clinical practice experiences where they have opportunities to work with mentor teachers to plan and deliver instruction using HQIM. Many of the tools in this resource hub can be used together by TPPs and districts to explore ways to partner more effectively with one another and to ensure alignment between candidates’ coursework and clinical experiences related to curriculum literacy.

It is organized around components from two resources:

  • The Mathematics Curriculum Literacy Competency Framework highlights three curriculum literacy competencies that aspiring educators must develop in order to skillfully use mathematics HQIM and outlines the types of learning experiences candidates need in order to develop in these three areas.
  • The Curriculum Literacy Guide was developed to support TPPs in addressing key challenges regarding curriculum literacy. It outlines three phases of integrating curriculum literacy into TPP coursework: exploration, preparation, and implementation. The tools in this resource hub were selected and developed based on learning from the field since this guide was developed.

In this resource hub, we have identified resources to support teacher educators in developing learning experiences aligned to each of the competencies in the Mathematics Curriculum Literacy Competency Framework. Within each competency, we’ve suggested ways that TPPs at each of the three stages of curriculum literacy implementation outlined in the Curriculum Literacy Guide can use these resources. To get the most out of this resource hub, we suggest that you first determine where your program or individual faculty members stand within the exploration, preparation, and implementation phases of integrating curriculum literacy into your program by completing the Curriculum Literacy Guide’s Self-Assessment, starting on page 7. This will support you in identifying the most relevant resources for implementing learning experiences to build the mathematics curriculum literacy competencies in your coursework and field experiences.

Resource Hub

This resource hub offers tools for programs and individual faculty members to develop learning experiences aligned with the Mathematics Curriculum Literacy Competency Framework. Each competency includes suggestions on how TPPs at various stages of curriculum literacy implementation, as outlined in the Curriculum Literacy Guide, can utilize these resources. While these tools represent a strong selection from our partners in the field, they are not the only resources available.

Head silhouette with checkbox insideCompetency 1: Understand HQIM

Aspiring educators should understand how HQIM contributes to better learning outcomes for students and understand their responsibility to be skillful users of curriculum rather than designers of instructional materials.

What do aspiring educators need to know and be able to do?

Aspiring educators need to:

  • Understand the mathematics standards for their state and how the instructional materials are aligned to these standards.
  • Understand research-based instructional strategies in mathematics and how HQIM is designed to align with the systematic implementation of these strategies.
  • Understand the features of mathematics HQIM (e.g., modules, topics, lessons, formative assessment) and how its coherent design helps tell a continuous story of mathematics for students year over year.
  • Understand why HQIM matters and how it leads to more equitable outcomes for all students.

Coursework and clinical practices aligned to this competency

To build these skills, TPPs need to ensure that:

  • Aspiring educators are placed in field placements where HQIM is being used and is implemented skillfully.
  • Aspiring educators engage in coursework that analyzes their state’s mathematical standards and shifts aligned to their state context.
  • Aspiring educators engage in coursework and assignments that support them in understanding how to read and use HQIM to prepare for and facilitate lessons.
  • Aspiring educators analyze HQIM in field placements and make connections between the material, state standards, and research based instructional strategies in mathematics.
  • Aspiring educators analyze HQIM formative and summative assessments and make connections between modules, topics, and lessons to understand the depth and coherence of HQIM.

Resources that support developing coursework and clinical practices aligned to this competency


Exploration Phase

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 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.  

Preparation Phase

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 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. 
  • 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.  

Implementation Phase

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 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.  
  • 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.  

Icon of rolled out paper with charts and graphcsCompetency 2: Plan for instruction using HQIM

Aspiring educators can effectively plan for instruction utilizing HQIM

 

What do aspiring educators need to know and be able to do?

Aspiring educators need to:

  • Navigate HQIM to identify learning goals for modules, topics, and lessons and how they connect to state standards and mathematics research-based practices.
  • Understand the arc of learning across a year and how lessons within modules and topics build upon each other to support depth and coherence of mathematics content.
  • Plan for lessons and units by completing questions and activities students will complete and identifying one’s own gaps in understanding and plan to address them.
  • Anticipate student misunderstandings using formative assessment data and using curriculum embedded scaffolds and supports to support diverse learners to access Tier 1 math instruction.
  • Be able to appropriately customize lessons without undermining coherence and rigor of the materials to address diverse learner needs, time constraints and campus priorities.

Coursework and clinical practices aligned to this competency

To build these skills, TPPs need to ensure that:

  • Aspiring educators have opportunities to engage in lesson study protocols to internalize HQIM modules and lessons rather than engaging in lesson and module design.
  • Aspiring educators have opportunities to engage with teacher mentors in planning for instruction utilizing HQIM both independently and in collaborative settings (e.g., PLCs).
  • TPPs faculty model for aspiring educators how to plan for instruction utilizing HQIM and are given opportunities to rehearse planning for instruction with HQIM alongside classmates and mentors.
  • Aspiring educators are evaluated and given feedback on their ability to plan to utilize HQIM.

Resources that support developing coursework and clinical practices aligned to this competency


Exploration Phase

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

  • Review the Annotated Methods Course Syllabus 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. 

Preparation Phase

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

  • Review the Annotated Methods Course Syllabus  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 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. 

Implementation Phase

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

  • Use the Annotated Methods Course Syllabusto 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.  
  • 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. 

Competency 3: Deliver instruction using HQIM

Aspiring educators can effectively deliver instruction utilizing HQIM

 

What do aspiring educators need to know and be able to do?

Aspiring educators need to:

  • Effectively execute pedagogical activities described in the materials such as facilitating collaborative problem solving and discussion that enable students to carry the cognitive load to achieve the intended learning goals.
  • Identify essential instructional activities, tasks, and questions (to address time constraints and diverse learner needs) in lessons and prioritize these without undermining the coherence or rigor of materials.
  • Deliver the curriculum as designed; only making customizations in response to student misconceptions and diverse needs.
  • Utilize formative assessments during lessons to address misconceptions in both procedural and conceptual understanding.

Coursework and clinical practices aligned to this competency

To build these skills, TPPs need to ensure that:

  • Aspiring educators can see models of expert educators planning and delivering instruction utilizing HQIM.
  • Aspiring educators observe and participate in collaborative HQIM internalization meetings where lesson rehearsal and customization take place.
  • Aspiring educators get multiple opportunities to deliver instruction utilizing HQIM.
  • Aspiring educators get multiple opportunities to respond to formative and summative assessments and make customizations and adjustments to lessons using data.
  • Aspiring educators receive feedback on their ability to execute HQIM lessons where students carry the cognitive load through the use of observation rubrics that measure a candidate’s ability to use HQIM skillfully.

Resources that support developing coursework and clinical practices aligned to this competency


Exploration Phase

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 

Preparation Phase

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. 
  • 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 

Implementation Phase

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. 
  • 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 


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