Those who understand : Knowledge Growth in Teaching
Original writings of Shulman on the development of understanding and Pedagogical Content Knowledge: know what you teach, who you teach and why you teach.

NSTA Standards for Science Teacher Preparation
This website outlines standards for science teacher preparation, intended to be used when preparing accreditation programs.

Building STEM Education on a Sound Mathematical Foundation
This is a position statement from the National Council of Supervisors of Mathematics and the National Council of Teachers of Mathematics. Calls for educational experiences that support students' understanding of STEM discipline connection and integration. Argues that making mathematics integral to these experiences will support positive outcomes in connecting STEM to student's daily experiences and preparing for futures in STEM. Provides recommendations for STEM leaders, teachers, and curriculum developers.

The Unintended Effects of the Common Core State Standards on Non-Targeted Subjects
In this working paper researchers used student achievement data from the NAEP to show that the CCSS [Common Core State Standards] had a negative effect on student achievement in non-targeted subjects, and this negative effect was largest for underprivileged students. The authors propose additional research to explain the mechanism behind this effect.

Understanding "Core Practices" and "Practice-Based" Teacher Education: Learning From the Past
Journal article that describes how current trends in practice-based teacher education vary from historical approaches, including competency-based teacher education.

TeachingWorks High-Leverage Practices
A website that identifies 19 "high-leverage practices," fundamental capabilities of teaching that supports students' content and social-emotional learning. These HLPs are not grade- or discipline-specific. This is a good list to spark conversation with colleagues (or yourself) when considering course or program outcomes.

Identifying a core set of science teaching practices: A delphi expert panel approach
This article describes a Delphi panel process resulting in a list of science teaching practices that can help students achieve NGSS learning goals. It is meant to be a research-based starting point for future conversation rather than a definitive to-do list of high-leverage practices.

Teaching Practice: A Cross-Professional Perspective
This research article examines professional training in clinical psychology and seminary programs along with teacher preparation, in an effort to describe how professional practice is taught across different disciplines. This article identifies representation, decomposition, and approximation of practice as three cross-disciplinary pedagogies in professional education.

Social Justice Standards: A Framework for Anti-bias Education
The Social Justice Standards provide a framework, common language, and age-appropriate learning outcomes for anti-bias education at every stage of K–12 instruction. The Social Justice Standards can guide curriculum development to support efforts to make schools more just and equitable. The 20 standards are divided into 4 domains: identity, diversity, justice, and action.

The Work of Teaching and the Challenge for Teacher Education
This article argues that teaching is a trainable profession that requires shifting preservice teacher education towards developing their practices, i.e. what they can do rather than what they know. It identifies potential challenges in moving teacher education toward a detailed, practice-focused curriculum and away from perspectives that teaching is idiosyncratic work and thus impossible to train toward intentional goals.