Research-Practice Partnership Toolkit
A collection of tools and examples for educators to build and maintain long-term, effective collaborations. The RPP Toolkit is organized by four themes: 1) build relationships, 2) design for equity, 3) gather and use evidence, 4) communicate with different audiences.

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.

Robotics K-3: Unplugged Coding
Tami Moffatt, Clover Park School District
A short presentation of resources and strategies for teaching robotics to K-3 students.

Knowledge Base for Teaching and Pedagogical Content Knowledge (PCK): Some Useful Models and Implications for Teachers' Training
This study looks critically at the various Pedagogical Content Knowledge (PCK) models frequently cited in literature and points out similarities and differences so that the reader can develop more insight into PCK and analyze the models' use and validity.

Using Designed Instructional Activities to Enable Novices to Manage Ambitious Mathematics Teaching
A book chapter that draws from teacher education programs outside of STEM to illustrate the use of instructional activities that teach preservice teachers to engage in "exchange routines" for how teachers and students interact with each other and the content. These practice-oriented pedagogies are then described in the context of math teacher education, with the goal of more successfully preparing new and pre-service teachers to engage in ambitious teaching.

Beyond Equity as Inclusion: A Framework of "Rightful Presence" for Guiding Justice-Oriented Studies in Teaching and Learning
This essay presents a rightful presence framework that "highlights the limitations of equity as inclusion" and "orients the field towards the importance of political struggles to make present the lives of those made missing by schooling and discipline-specific norms." This essay includes two STEM classroom vignettes to illustrate this framework's tensions and guiding tenets.

UTeach Impact Report
Summary of UTeach program outcomes across the US

Redefining Teaching, Re-Imagining Teacher Education
The authors advocate for a conceptualization of teaching as a complex endeavor where teachers are decision-makers and reflective practitioners, with an accompanying shift of teacher education to emphasize clinical practice and pedagogies of enactment.

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.

Just Schools: Building Equitable Collaborations with Families and Communities
This book speaks to the possibility of involving families and communities in schools for the purpose of transforming education systems towards equity.