Kristina Livingston: One of the big challenges that I’m seeing involves information overload, particularly when it comes to materials and supplements on the internet. Without a real foundation in what makes materials high quality, or without an aligned program teachers know how to use well, they are turning to unvetted sources for classroom content. As a new teacher, it’s nearly impossible to piecemeal things that you find from Google or Teachers Pay Teachers together to make a really strong standards-aligned, coherent unit.  In teacher preparation programs, there is a lingering belief that teachers should be creating their own materials. This leads to the pervasive idea that lesson planning and curriculum writing are one in the same.

Kristina Livingston:  It’s a problem because there's already so much that you’re having to deal with as new teachers – creating your own materials should not be one of them. The cognitive load is so high. Adding the hours it takes to create or find new materials, which might not even be quality and certainly aren’t part of a coherent program, is an unfair ask. If teachers could just walk in and have great materials with ongoing professional learning to show them how to use those materials, it would make a world of difference. And teachers could spend their time inspiring a love of learning and supporting each and every student to thrive instead of being constantly overwhelmed with the daunting task of coming up with something new for each week, day, or class period.

Kristina Livingston: I’d focus on three big areas: centering curriculum literacy in pre-service learning, rethinking the role of lesson planning, and more strategic coordination of field service experiences.

First and foremost, we need to put curriculum literacy front and center. This means ensuring new teachers are prepared to see the benefits of using high-quality curriculum, that they understand what makes a program high quality or not, that they know the resources available for vetting curriculum, and that they are a generally good consumer of educational content, so they know how to adapt a lesson to make the appropriate changes without sacrificing what is essential. 

We know new teachers are going to walk into schools that have materials that are not high quality, and teachers will be expected to use them for the next three to five years. Knowing how to adapt curriculum to meet the needs of diverse learners, while ensuring the content still meets the demands of the standards, is such an important skill.

Second, we have to look at what knowledge and skills we really want pre-service teachers to have for preparing and teaching an effective lesson (like having a great hook to start off the lesson or being able to close the lesson with some type of review and assessment.) Yes, they need to understand some foundational planning elements. But I think it is equally important for them to see coherent and well-scripted lessons from high-quality instructional materials so they can learn what a really great lesson should look like and how curriculum can support strong instruction.

The third area to evolve is how we organize our field service portion of training where student teachers are going into a school and teaching with a veteran teacher. Sometimes you have to pick local schools, but what if we could establish a partnership with districts or schools that we know are using high-quality instructional materials? And, what if, at the university level, we could have teacher copies of those same materials on hand in our college classrooms for pre-service teachers to read, review, and reflect upon? That would allow student teachers to experience implementing a living, breathing curriculum and see the impact high-quality content has on instruction and student learning.

Kristina Livingston: Signaling and incentivizing quality is huge. We’ve seen this in Mississippi with the creation of a state adoption list that includes guidance for districts on available quality programs. Resources for supporting comprehensive adoption processes and professional learning to implement what’s chosen are also key supports. Collaborating directly with teacher preparation programs and districts is also an option that can lead to all boats rowing in the same direction

Kristina Livingston: I always tell student teachers it’s so important for them to ask their own questions when going on job interviews. One of those questions includes what curriculum is being used and who will train them on that curriculum. Furthermore, find out if there’s a plan for follow-up coaching and support. I think this goes to the heart of the advocacy power teachers have, especially if we are preparing them to be curriculum literate. 

And as a teacher, you have to be an advocate for yourself and your students. I know it’s sometimes uncomfortable to say, ‘I don't have what I need to be successful in this classroom,’ but if this is never said out loud, it’s unlikely to change. If we can give pre-service teachers an understanding of what quality materials look like, they will feel more confident walking into a building and saying, ‘I don't think we're using the best content for students, and I know resources to help us find curriculum that can make a difference.’

For principals and other leaders, it’s imperative to recognize that you can’t just pick a high-quality program and that it will magically work in the classroom. If you don't offer ongoing professional learning and coaching, then those materials don't actually become high quality for those students. Curriculum-focused training is key.