Rationale: Curricula that teachers receive are not tailored to the needs and interests of their particular students. Good teachers develop the ability to adapt what is given—what may even be required of them—so that it makes sense and is of value to their students. They must, at times, also seek additional resources to enrich their teaching, particularly given the diversity of students in our public schools. Teachers should know how to develop (and revise) their own curriculum units and learning materials, thinking carefully about their class as a whole, the individual needs of their students, and the culture of their school community. And, in all their classroom-, department-, and school-work, they should value mastering content as opposed to covering content—emphasizing depth of understanding over breadth of coverage. They should to be able to connect curricula and material to previous learning experiences, to individual student needs and interests, to other disciplines and real-world contexts, and to meet state and national standards. Therefore, teachers should be able to modify existing curricula, to use textbooks and other instructional materials meaningfully, and to align their curricula to state and national standards.