Curriculum Literacy Resource Hub

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 EPPs 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 on how Dallas College centers curriculum literacy. It shows the shift from writing lesson plans to implementing HQIM, so new teachers can focus on delivering strong instruction from day one. Use it with faculty to build a shared picture of what changes in coursework and how.

Read the UnboundEd White Paper titled Equitable Math Instruction with faculty and aspiring educators. It makes the case that HQIM is central to equitable math instruction and describes culturally affirming, grade-level teaching.

Use the Teacher Candidate-to-HQIM Practitioner Learning Continuum to see where your program is best placed to embed HQIM, and to agree with colleagues on the skills and mindsets you want candidates to have by the end of the program

Explore Part 1 of the Curriculum Literacy Math Assessment from US 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.

With colleagues, annotate a lesson from an HQIM using US PREP’s Lesson Plan Annotation Protocol to see its design, structure and content focus.

Browse the open-access mathematics HQIM to see the materials candidates will be asked to teach with. You will need to create an account and log in.

Use the five partnership shifts and the joint analysis questions in the Meaningful Shifts in HQIM Learning resource to set up the conditions for strong HQIM integration and coherent candidate development.

Review the RIVET Framework for Curriculum-Based Professional Learning. It is written for in-service teachers, but its elements of strong curriculum-based learning give faculty a standard for coursework and field experiences. EPPs and LEAs can review it together to align pre-service preparation with the professional learning candidates will see in schools.

Review the Delaware DOE K-12 Mathematics Framework as an example of a state building HQIM into its vision for effective math instruction. Use its core actions and planning considerations, especially the Academics and High-Quality Professional Learning sections, to reflect on whether your coursework prepares candidates for the teacher actions it describes.

Revisit the Dallas College example, Innovative Educator Prep Program Centers HQIM and Research-Based Teaching Methods, as you decide which methods assignments should shift from lesson design to HQIM internalization.

Watch the Building Faculty Curriculum Literacy session from EF and TeachingWorks to begin outlining what key understandings and skills faculty members need as they work to embed HQIM into their coursework.

Decide where in your methods courses candidates will use US PREP’s Lesson Plan Annotation Protocol to annotate lessons, including for instructional considerations and differentiation.

Choose a unit from the open-access mathematics HQIM to use in a methods course, so candidates practice internalizing real materials as they plan.

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 EPPs 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.

Revisit the white paper titled Equitable Math Instruction with faculty to check whether your coursework and field experiences prepare candidates to teach in culturally affirming, grade-level ways.

Use the RIVET Framework for Curriculum-Based Professional Learning’s elements as a checklist each time you review coursework and field experiences. With district partners, compare candidates’ preparation with the professional learning teachers receive in schools.

Review the Delaware DOE K-12 Mathematics Framework’s teacher actions to audit your coursework and clinical experiences. With LEA partners, identify how your partnership can support effective math systems in schools.

Return to the Dallas College example, Innovative Educator Prep Program Centers HQIM and Research-Based Teaching Methods, when you scale curriculum literacy to new courses or programs, and compare its coursework shifts with yours.

Build the open-access mathematics HQIM units into your methods courses and review how candidates’ use of them develops across the program.

Watch the Coteach.ai session, then try the tool to see how it affects aspiring educators’ experience implementing Illustrative Mathematics.

Read the TCTA article New Shift Emerging in Lesson Planning: “Internalizing” Instead of Designing learn how lesson internalization differs from lesson design and why HQIM calls for internalizing.

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.

Review DFI’s Lesson Internalization Protocol and Template with faculty to see how you might guide aspiring educators through the process of internalizing HQIM lessons prior to teaching. Rehearse a lesson together so faculty see what candidates need.

Review the Kentucky Math Unit Internalization Protocol and choose where coursework will have candidates unpack a whole unit before they plan to teach it.

Use EF’s Mathematics Lesson Internalization Protocol to have candidates internalize a lesson before teaching it, to the depth HQIM requires and students deserve.

Use Parts 2-3 of the Curriculum Literacy Assessment from US PREP to plan methods activities backward from what candidates must demonstrate.

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 adapt HQIM lessons based on those misconceptions.

Teach candidates to annotate an existing HQIM lesson with US PREP’s Lesson Plan Annotation Protocol, marking its key components as part of planning to teach it.

Adapt the Arkansas DESE Math Instructional Walkthrough Tools (grades K-2, 3-5, and/or 6-8) to define what candidates should aim to show when they teach.

Use the example Curriculum-Embedded Assessment activity from EF to facilitate an opportunity for aspiring educators to engage with an HQIM’s assessment to better understand lesson objectives and expectations, as well as how they intend to meet both through their delivery.

Tailor the Kentucky DOE Math Unit Internalization Protocol to your state standards so candidates see how topics connect within a module and how lessons build toward summative assessments.

Use the TN Math IPG Observation tool 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.

Review the Mentor Teacher Recruitment and Training Guidance from the Louisiana DOE. EPPs can use this resource to collaborate with LEA partners to strengthen mentor teachers’ skill at delivering quality, curriculum-connected feedback and coaching.

Use the Teacher Candidate-to-HQIM Practitioner Learning Continuum  to identify where teacher candidates stand in their development as HQIM users and decide where to deepen that learning across the program. The tool lays out four proficiency levels, from early coursework through year one lead teaching, with defining mindsets, observable behaviors and course-embedded activities at each stage.

Use the five partnership shifts in the Meaningful Shifts for HQIM Implementation tool with a district or EPP partner to name the changes each side must make in planning, coaching and observation, and what each partner does differently when a shift takes hold.

Use the Fishbowl rehearsal tool to have candidates practice and refine delivering HQIM lessons. Faculty can use it to model effective delivery.

Review the Mentor Teacher Recruitment and Training Guidance from the Louisiana DOE. EPPs can use this resource to collaborate with LEA partners to strengthen mentor teachers’ skill at delivering quality, curriculum-connected feedback and coaching.

Use the TN Math IPG Observation tool to give candidates curriculum-connected feedback after walkthroughs.

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

Use the same EF’s Mathematics Lesson Internalization Protocol as a model for a weekly internalization meeting. Adapt the pre-work, meeting agenda and post-work steps to your program’s schedule.

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.