A Framework for Curriculum Literacy in Initial Teacher Preparation: Policy, Practices, and Possibilities

Abstract

Across the United States, current curricular reforms are centering high-quality instructional material (HQIM) as a lever for improving classroom instruction and student achievement. While multiple legislative definitions of HQIM attend primarily to the degree of standards alignment, we expand quality to encompass rigor and cultural responsiveness. As teachers make decisions about curriculum materials, they demonstrate curriculum literacy. We conceptualize curriculum literacy as the capacity to navigate teacher identities, learner and community assets, and instructional materials. We survey the literature related to curriculum, curriculum literacy, and teacher education. We then present a framework for curriculum literacy in initial teacher preparation and describe three instructional tools for developing preservice teachers’ curriculum literacy. These tools support teachers’ practices of critically reflecting on their identities in relation to curriculum, contextualizing curricular decisions, and evaluating existing instructional materials. Implications for policy, practice, and future research are discussed.