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.

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.

Proposing a core set of instructional practices and tools for teachers of science
This article argues for the value of a fundamental set of research-based teaching practices (core practices) that preservice science teachers can learn to enact "ambitious teaching," and it proposes one possible set of such practices.

Mentor Modules (Video Series)
This series of brief videos contain lessons, information, strategies, and practices to support mentor teachers in their work with pre-service or novice teachers, and colleagues. Student learning and provide feedback are a focus in these videos.

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.

Helping students make sense of the world - Developing and Using Models
This book chapter describes the importance of instruction that focuses on the NGSS practice, developing and using models. Includes examples in both elementary and secondary classrooms, tips for getting started, and explicit connections to the other NGSS practices.

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.

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.

Keeping It Complex: Using Rehearsals to Support Novice Teacher Learning of Ambitious Teaching
This research article describes and analyzes the use of rehearsals as a pedagogy in practice-focused math methods courses. It situates rehearsals within a larger learning cycle that crosses learning settings (coursework and fieldwork).