#884: Equity goals as mediators of teacher learning in curricular customization

Curricular customization is one potential approach for teachers to be able to use reform-oriented, high-quality curricular resources while still adapting for their own context and students. While curricular customization is often presented as beneficial for students, it is also potentially productive for teacher learning. This paper presents the case of two professional learning communities engaged in curricular customization but with two different equity goals. We illustrate in these cases how the different equity goals ultimately mediated how teachers interacted with their curricular materials, with one group engaging in fine-grained analysis of participation structures within lessons and another staying at a wider-grained analysis of how content builds across lessons. These cases illustrate how equity goals are not simply an important consideration for students, but also potentially for teacher learning.