Chief Learning Officer | I build and grow leadership development programming for leaders nationally | Instructor @ Columbia Teacher’s College | Fierce Working Mom
This EdReports study speaks to an implementation problem. High Quality Instructional Materials (HQIM) exist. They are out there. But, "providing the necessary support for successful implementation is critical, including long-term, curriculum-based professional learning for all teachers." The thing is, focusing only on PL for teachers skips a step. It puts all of the onus and responsibility on each individual teacher without addressing the systemic issue. "The report's findings underscore the need for states, districts, and schools to go beyond simply selecting quality K–12 curriculum." Teachers need systemic support in order for implementation to be effective. This means that school leaders - specifically instructional leadership teams (ILTs) - need to be 100% invested in the curricular selection AND implementation. ILTs that are: ✔ normed around "standards-aligned instruction," ✔ visiting classrooms regularly to "ensure every student has access to the quality, engaging, grade-level content they deserve in order to learn and grow" ✔ providing teachers with clear and actionable feedback to that effect shift the conditions from individual teachers in pressure cookers, to a school-wide approach to systemic change. Let's work smarter.
A new study has revealed a widening divide between the availability of standards-aligned instructional materials and their use in classrooms. Adopting and implementing high-quality materials is an essential first step toward delivering effective, equitable education, yet too many classrooms continue to go without. Further, our report's findings underscore the need for states, districts, and schools to go beyond simply selecting quality K–12 curriculum. Read more in our full State of the Instructional Materials Market report. #curriculum #instructionalmaterials #k12education #materialsmatter
