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1- adopt curriculum that aligns to state standards 2- adopt curriculum earlier so that there is time for professional learning 3- time and space for teacher conversations and ongoing professional learning.  

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1- adopt curriculum that aligns to state standards 2- adopt curriculum earlier so that there is time for professional learning 3- time and space for teacher conversations and ongoing professional learning.  

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Teachers need time, resources, clarity.

Teachers should have input in role out / key decisions.

Students have to be motivated.  Start with extrinsic and move into intrinsic.  Reward success often.  let students have input / voice in rewards and recognitions.

Lastly,  to help all students, especially  Tier 2 -3 students - we need more leverage during JPLT.  Allow grades? - Pass /Fail in all JPLT?

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Team/staff total commitment
Year long PD support
Research and Philosophy shared in the beginning

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Clear expectations for EL teachers in the implementation of the new curriculum.

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Collaborative planning with ELA teachers to have the content knowledge available to deliver the content.

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Teacher trusting the curriculum, time to deep dive into curriculum, team collaboration.

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Teacher trusting the curriculum, time to deep dive into curriculum, team collaboration.

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Inclusion of EE teachers/coaches at content/grade-level planning sessions

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Inclusion of EE teachers/coaches at content/grade-level planning sessions

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Teachers are able to focus time and energy on the "how" and not the "what". 

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Teachers are able to focus time and energy on the "how" and not the "what". 

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Teachers can spend more time focusing on how to best teach each student by building relationships with the students (learning about the students) and not wasting time on what they will be teaching because it is provided. 

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Teachers can spend more time focusing on how to best teach each student by building relationships with the students (learning about the students) and not wasting time on what they will be teaching because it is provided. 

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Our school will have to train teachers on implementing PBL with the new curriculum.  Also addressing pacing based on our school's unique schedule will be essential in training our teachers.

Currently our advisors (teachers) participate in collaborative instructional walkthroughs using the Core Action tool. This provides all teachers with time to see best practices of their colleagues and provide collegial conversations around "glows" and "grows."

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Teachers can ascertain which skills students need to meet the standards.

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Teachers can ascertain which skills students need to meet the standards.

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establish agenda, clear rules and pre-work completed

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establish agenda, clear rules and pre-work completed

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clear roles

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Curriculum Implementation-Buy in
Teachers and staff need to buy into the program/strategy. Without minimal buy in, growth will not occur.

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High Expectations, Time, and Teacher Buy-in

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High Expectations, Time, and Teacher Buy-in

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Teachers are in the middle of learning and growth. Therefore, teachers should hold themselves to high expectations and have high expectations for student learning and demonstration of learning.

Dedicated time should be given to teachers to learn, plan and implement.

Teachers must have some level of input and buy-in when it comes to implementation of teaching and learning.

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Material in new curriculum must be culturally relevant and as one of the articles said: "culturally affirming"

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Material in new curriculum must be culturally relevant and as one of the articles said: "culturally affirming"

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-Planning with teachers from other Academies to share ideas
-Planning with teachers from AOC so we can discuss needs of specific students
-Materials for both virtual and in-person students

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(for collaboration, diving deep, and crafting all that is needed for solid implementation)

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1. An "all in this together" approach (support and buy-in from all stakeholders)
2. Ongoing PD related to implementation, best instructional practices, assessment, etc.
3. Encouragement to take instructional risks (to experiment with different components of the curriculum)

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they need exposure to the materials and training prior to implementation, in order for them to succeed

time for collaboration and sharing expectations at the school level with staff and leadership
ongoing professional development after initial implementation

time for individual work with coach

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Opportunity for teacher collaboration
Clear expectations for implementation
Appropriately adapted/modified resources

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Adequate, high-quality, and (sometimes) segmented Professional development; High Expectations, Time

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Adequate, high-quality, and (sometimes) segmented Professional development; High Expectations, Time

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- PD: we need a blended learning model for staff pd (when in all-person is not available) specifically for programs considered high stakes and high impact on school data.

High Expectations: setting this bar is crucial to the success of students and the capacity of staff. This is a continuous effort that must start at the beginning of the year and carry on throughout.

Time: adequate time is needed for staff to adequately plan, do, check, and act. WE must give time back to teachers to provide intentional training and the necessary time to practice the skill and then execute the task.

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Ongoing support and professional development

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Ongoing support and professional development

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1. Sufficient professional development for all before a program is implemented
2. Stakeholder buy in
3. Fidelity in implementation

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Information and choices from the district as timely as possible. 

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Information and choices from the district as timely as possible. 

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tend to hearts by sharing/grounding in the philosophical WHY?

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tend to hearts by sharing/grounding in the philosophical WHY?

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2. PD for all teachers
3. Cross curriculum collaboration

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This will allow us to be open to learning and/or incremental positive change.

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Instructional leaders (admin) and ELA/EL team have "we're in this together" attitude

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Instructional leaders (admin) and ELA/EL team have "we're in this together" attitude

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Teacher autonomy and input

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Clear expectations with follow through-teachers should know what is expected of them with the new implementation.  What will be looked for, needed, etc.

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Clear expectations with follow through-teachers should know what is expected of them with the new implementation.  What will be looked for, needed, etc.

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Teacher buy-in

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Common planning and extra planning opportunities 

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Common planning and extra planning opportunities 

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Curriculum Implementation-Belief
Teachers and staff belief is very important. Shifting beliefs is heavy lifting but can be done.

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Teacher buy in in way that they are truly excited about the curriculum

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Teacher buy in in way that they are truly excited about the curriculum

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Ongoing collaboration-creating the conditions for teachers to be able to work with one another and intentionally plan, review student data, etc.

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Ongoing collaboration-creating the conditions for teachers to be able to work with one another and intentionally plan, review student data, etc.

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Building teacher buy-in by learning the curriculum and planning alongside teachers as administrators

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Building teacher buy-in by learning the curriculum and planning alongside teachers as administrators

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All teachers/stakeholders using the same language

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All teachers/stakeholders using the same language

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TIME...sustained time to unpack texts, essential questions, etc.

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TIME...sustained time to unpack texts, essential questions, etc.

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Adequate time to train teachers, plan within teams, time for implementation

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This will help us to be intentional about what types of data we analyze to see if/how we are progressing towards our goals for implementation.

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Being open minded to new instructional approaches and ideas.

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Instructional walkthroughs / examination of student work

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Instructional walkthroughs / examination of student work

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TIME with materials and one another to unpack and plan properly

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TIME with materials and one another to unpack and plan properly

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High expectations from teachers about what students can do.

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High expectations from teachers about what students can do.

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Time
Collaboration

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We need to see the materials, get trained, and start being able to play with them to envision implementation for Fall of 2021

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Appropriate time for teachers to plan for implementations

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Collaborative planning

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leaders, coaches, and teacher collectively learning and growing together

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leaders, coaches, and teacher collectively learning and growing together

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Curriculum implementation-Resources
Having the resources (time, money, and training) is essential. However, without belief and buy in, resources are ineffective.

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Teachers need ongoing support for purposes of creating effective and engaging lessons for all students

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Teachers need ongoing support for purposes of creating effective and engaging lessons for all students

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We will need to be intentional about how we can collaborate and do professional learning.

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Specific curriculum based PDs based on student data.

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Professional development, Ongoing support throughou  the year, & adequate time to monitor progress to ensure effective implementation

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Gain teacher perspectives about barriers to implementation

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Continuous Growth improvement at the Middle and High School Level.

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Continuous Growth improvement at the Middle and High School Level.

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We need materials as soon as possible so teachers have access to resources

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Training and access for EE teachers and coaches.

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Training and access for EE teachers and coaches.

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Letting go of existing beliefs that may not be in line with transformational growth shift

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Letting go of existing beliefs that may not be in line with transformational growth shift

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Being provided high quality materials that provide the lesson plan outlines with assessment pieces allows teachers to focus on the how of implementation. Specifically, it allows them to focus on strategies for equitable access, differentiation, and pedagogy. It also allows them to thing about ways to go deeper with the students and the level of rigor of instruction.

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Time to think more creatively and to devote time to individualizing the instruction.

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If the curriculum is already high quality and aligned to standards, teachers should not have to spend so much time bridging the gap to standards. Teachers should be able to review student assessments and meet individual needs.

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If the curriculum is already high quality and aligned to standards, teachers should not have to spend so much time bridging the gap to standards. Teachers should be able to review student assessments and meet individual needs.

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Builds high expectations for all students

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Builds high expectations for all students

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We need leveled ELD curricular materials based on the ELA lessons so that our EL teachers can implement this with consistency and confidence.

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We need access to the curriculum so we can begin planning for implementation.

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Our ELA coach currently provides a planning template that all teams use for text-based planning. The results of each planning meeting are uploaded into One Drive for all to use as a living document. This process can be made better with the implementation of these materials because the bones of the lessons are provided. This will allow teachers the freedom and time to think through the creation of text=dependent questions and strategies for getting students to do the heavy cognitive lift.

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Availability of materials to admin , time to  devote to professional development

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Availability of materials to admin , time to  devote to professional development

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also have to consider how this planning may be different based  on previous years  planning, leaders  have had  to make  adjustments as  teachers   have returned to buildings so leaders need to plan for this 

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also have to consider how this planning may be different based  on previous years  planning, leaders  have had  to make  adjustments as  teachers   have returned to buildings so leaders need to plan for this 

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Working with the literacy coach and colleagues to imbed individualized strategies.