Indicator 3b

Indicator 3b Materials contain explanations and examples of grade-level/course-level

concepts and/or standards and how the concepts and/or standards align to

other grade/course levels so that teachers can improve their own knowledge

of the subject.

Scoring

2 points

● Materials contain explanations

and examples of

grade/course-level concepts

and/or standards so that

teachers can improve their own

knowledge of the subject.

AND

● Materials contain explanations

and examples of how the

concepts and/or standards align

to other grade/course levels so

that teachers can improve their

own knowledge of the subject.

1 point

● Materials contain explanations

and examples of

grade/course-level concepts

and/or standards so that

teachers can improve their own

knowledge of the subject.

OR

● Materials contain explanations

and examples of how the

concepts and/or standards align

to other grade/course levels so

that teachers can improve their

own knowledge of the subject.

0 points

● Materials do not contain

explanations and examples of

grade/course-level concepts

and/or standards so that

teachers can improve their own

knowledge of the subject.

AND

● Materials do not contain

explanations and examples of

how the concepts and/or

standards align to other

grade/course levels so that

teachers can improve their own

knowledge of the subject.

About this indicator:

What is the purpose of this Indicator?

This indicator examines whether materials deepen teacher understanding of mathematics standards and

concepts that are specific to each grade level. It also aims to show how these concepts and standards align with

those taught in other grades or courses. By offering this information, the materials support teachers in deepening

their understanding of the subject matter they are teaching, facilitating more effective instruction. This alignment

helps educators see the progression of learning objectives and how current content builds on prior knowledge

while preparing students for future learning. Ultimately, it aids teachers in delivering more cohesive and informed

instruction, benefiting student learning outcomes.

Indicator 3b Guiding Question:

Do the materials contain adult-level explanations and examples of the more complex grade/course-level

concepts and concepts beyond the current course so that teachers can improve their own knowledge of the

subject?

Evidence Collection

In the instructional materials being reviewed:

● Ensure that explanations of grade-or course-level concepts and standards are thorough, clear, and

accessible. This helps teachers deepen their understanding of the subject matter and facilitates better

teaching.

● Look for relevant, concrete examples that illustrate the concepts and standards. Examples should be

practical and applicable to classroom instruction, helping teachers visualize how to teach the material

effectively.

● Check for explanations of how concepts and standards align with those taught in previous and

subsequent grade or course levels. This can help teachers understand the progression and continuity of

learning objectives.

● Look for clear descriptions of how skills and knowledge build upon each other from one grade or course

to the next. This can guide teachers in ensuring they are preparing students for future learning

challenges.

● Identify whether the materials include visual aids, such as charts, diagrams, or flowcharts, to help illustrate

how concepts and standards are connected across grade levels.

● Consider whether materials highlight connections between the subject's concepts and standards and

those of other subjects, fostering interdisciplinary learning.

● Look for insights or annotations aimed explicitly at teachers, which explain the rationale behind the

concepts and standards and how they fit into the broader curriculum.

● Check if there are suggestions or links to professional development resources that can further enhance

teachers' understanding of subject matter progression.

Cluster Meeting

Preparing for the cluster meeting:

● Are the explanations of grade-or course-level concepts and standards thorough, clear, and accessible to

help teachers deepen their understanding of the subject matter and facilitate better teaching?

● Are there relevant, concrete examples that illustrate the concepts and standards, which are practical and

applicable to classroom instruction to help teachers visualize how to teach the material effectively?

● Do the materials include explanations of how concepts and standards align with those taught in previous

and subsequent grade or course levels to help teachers understand the progression and continuity of

learning objectives?

● Are there clear descriptions of how skills and knowledge build upon each other from one grade or course

to the next, guiding teachers in preparing students for future learning challenges?

● Do the materials include visual aids, such as charts, diagrams, or flowcharts, to help illustrate how

concepts and standards are connected across grade levels?

● Do the materials highlight connections between the subject's concepts and standards and those of other

subjects, fostering interdisciplinary learning?

● Are there insights or annotations aimed explicitly at teachers that explain the rationale behind the

concepts and standards and how they fit into the broader curriculum?

● Are there suggestions or links to professional development resources that can further enhance teachers'

understanding of subject matter progression?

During the cluster meeting:

● Discuss whether the explanations of grade-or course-level concepts and standards are thorough, clear,

and accessible to help teachers deepen their understanding of the subject matter and facilitate better

teaching.

● Discuss whether there are relevant, concrete examples that illustrate the concepts and standards, which

are practical and applicable to classroom instruction to help teachers visualize how to teach the material

effectively.

● Discuss whether the materials include explanations of how concepts and standards align with those

taught in previous and subsequent grade or course levels to help teachers understand the progression

and continuity of learning objectives.

● Discuss whether there are clear descriptions of how skills and knowledge build upon each other from

one grade or course to the next, guiding teachers in preparing students for future learning challenges.

● Discuss whether the materials include visual aids, such as charts, diagrams, or flowcharts, to help

illustrate how concepts and standards are connected across grade levels.

● Discuss whether the materials highlight connections between the subject's concepts and standards and

those of other subjects, fostering interdisciplinary learning.

● Discuss whether there are insights or annotations aimed explicitly at teachers that explain the rationale

behind the concepts and standards and how they fit into the broader curriculum.

● Discuss whether there are suggestions or links to professional development resources that can further

enhance teachers' understanding of subject matter progression.

Gateway 3: Teacher and Student Supports

Criterion 3.1 Materials include opportunities for teachers to effectively plan and utilize

materials with integrity and to further develop their own understanding of the

content.