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The Communities of Practice (CoPs) were created to provide stronger, collaborative support for teachers during the OpenSciEd rollout and to build greater coherence across schools. Our approach has centered science leads as key drivers of this work—they engage in learning together, then bring that learning back to their buildings through CoP structures. These CoPs have become a space where science leads facilitate curriculum-aligned conversations, model instructional strategies, and share resources with colleagues. This structure has strengthened teacher confidence, built leadership capacity, and supported more equitable, high-quality instruction for multilingual learners, students with disabilities, and all students. We’d love to learn how others have empowered content leads to take ownership of professional learning and supported them in sustaining this work over time.

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DESE Presentation - WRSD Community of Practice

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Copy of Argosy Collegiate Charter Carnegie Learning Implementation Rubric

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Copy of Levels of Discourse Tool_Content Agnostic

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At the beginning of year, 50% of teachers had a clear understanding of our math vision. We focused on improving that in January-May, with a clear focus on refining our vision and aligning data, CPT content, and feedback to the math vision.

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This document supports different groups of stakeholders (teachers at the Fishbowl school, teachers not at the fishbowl school, and administrators) to experience a learning walk in the Fishbowl classroom with a specific pre-brief, observation, and debrief process.

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This document supports different groups of stakeholders (teachers at the Fishbowl school, teachers not at the fishbowl school, and administrators) to experience a learning walk in the Fishbowl classroom with a specific pre-brief, observation, and debrief process.

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Back to the Future (Goal Setting & Implementation Planning)

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Back to the Future (Goal Setting & Implementation Planning)

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Revised Math Lesson_Session Internalization Protocol  name

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Brockton MS-Common Planning Time Running Agendas

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Brockton MS-Common Planning Time Running Agendas

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Our middle school math teachers have 45 minutes per day of common planning time with fellow math teachers.

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Argosy Collegiate Carnegie Implementation Rubric 

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Argosy Collegiate Carnegie Implementation Rubric 

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Reflection Questions:

1. What was the catalyst for creating this resource?

The need for a uniform way to communicate those elements of HQIM uptake and strong scholar outcomes across teaching and administrative staff

Concise, clear measure for look-fors

More efficient way to give teachers feedback on a regular basis

2. How will you continue to use or iterate on this strategy for sustainability?

Implement this tool for district learning walks across Math and Science (likely HUM) for 25-26 SY to further streamline our feedback to teachers

Reflect quarterly, when analyzing our MTSS, gradebook and MAP data on the effectiveness of this rubric and any needed adjustments based on teacher/ administrator feedback

Reflect bi-weekly at DCI/DSS/ED meetings on trends as it pertains to scholars serviced by IEP/ MLLs in order to provide targeted support/ next steps

3. What has been the impact on educators and/or student groups (MLs, SWDs)?

The process of writing and refining the rubric has helped bring clarity to exactly what successful implementation looks like and clarity to the teachers as to what action steps are needed for proficient implementation.

The refining of the rubric to be more growth-centric (novice, developing rather than unsatisfactory or needs improvement) has allowed conversations with teachers to be more focused on celebrating where they are at and discussing exact ways to move forward.

With indicator #4 sole focus being scholar-centered, teachers are more focused on ensuring they are providing opportunities for scholar discourse.

4. Is there any feedback on your strategy/resource that you would like from the group?

We are currently working out how to give this feedback to teachers but also house it as a living document for the district to provide frequent analysis and next steps (PL needs based on trends, teacher leaders to support those earlier in their entry points with HQIM implementation). We are considering the following and would love input:

Hand teachers paper copy of rubric in the moment

Capture teacher feedback in google sheets, one tab per teacher

Give teachers access to their tab and site/ district level tabs only (privacy of not seeing others’ specific feedback)

Site/district level tab would pull all recept data into trend tables

Teacher specific tabs would have rubric criteria in columns, dates in rows and color code based on feedback from each learning walk to identify trends

This alleviates the need to email teachers their “glows/grows”/ upload pictures of rubric, etc. but want to know if other districts have more efficient strategies that have worked for them

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Copy of Argosy Collegiate Charter Carnegie Learning Implementation Rubric

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Copy of IM Lesson Internalization Checklist

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See word document for explanation

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This was a focus area in 3 of our middle schools. Teachers implemented Stronger and Clearer and student interview math routines to increase discourse in classrooms.

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Student Centered Mathematics Look Fors (3)

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Engaging Caregivers in Dover-Sherborn Year 1 Implementation

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Engaging Caregivers in Dover-Sherborn Year 1 Implementation

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Dover-Sherborn’s vision for math instruction is predicated on the educators, leaders, and caregivers belief in the mathematical capacity of every student and the impact of this belief on the choices we make to ensure math is relevant to students while also building their self-efficacy, critical thinking and agency.  These are 2 of our district's best practices.

District Vision

We will distinguish ourselves through innovative teaching and learning experiences that inspire all students to pursue their individual passion for learning and excellence while we continue to be a nationally recognized, high-performing school system.

Math Vision (Draft)

Students’ academic success in mathematics will not be predictable on the basis of dimensions of identity, cognitive or language characteristics, prior academic performance, socioeconomic status, because all educators and leaders believe in the mathematical capacity of each of their students and understand the impact of educator beliefs on their students’ opportunities to learn, so, educators and leaders continuously support each other to ensure all learners can own rigorous, collaborative, relevant, and interactive mathematical learning.

In line with our district’s focus on Excellence & Innovation in Learning, Challenge & Support for All Students, and Professional Learning & Growth, District leaders and educators are committed to taking specific actions to develop the necessary systems, structures, and criteria to support the successful implementation of the Reveal Math program. Our plan for year one implementation lays the groundwork for these efforts, with engaging caregivers highlighted as a key component of this work overall. As a system, we know that working closely with caregivers is crucial for success.

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Maximizing meeting time when common planning time does not exist

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Maximizing meeting time when common planning time does not exist

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Brockton 9-12: Maximizing meeting time due to lack of any common planning time.

The document details the importance of using any departmental meeting time that we can to strength the use and implementation of our Carnegie Learning resources while focusing on desired instructional practices. The meeting highlighted instructional strategies that encourage student academic discourse through the use of the CL Math book; as part of the meeting teachers were given the opportunity to plan together in creating lesson plans that highlighted use of these instructional practices that they had just participated. The best professional development should include something that participants can try in class the next day.

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Westwood created a 10-day rotating schedule for middle school to create more time for teacher collaboration across content bands and grade-level teams. Next steps for this resource is considering the content of this collaborative time.

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SSCPS Artifact for Actionable and Specific Feedback

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SSCPS Artifact for Actionable and Specific Feedback

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This is a collection of structures used to support providing individual and group feedback aligned to observation data and trends.

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SSCPS Artifact for Actionable and Specific Feedback