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Read the "Welcome to Strong Foundations Implementation" and "Product Advisor 101" sections in the PA Playbook. 

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Read the "Welcome to Strong Foundations Implementation" and "Product Advisor 101" sections in the PA Playbook. 

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What does this clarify or reinforce for you about this role and the work you will be doing to support LEAs?​

How will this role impact students’ access to daily rigorous, grade-level content and instruction?​

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What have you done in the past to create joy with your teachers and/or students?​
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What have you done in the past to build trust with coaches, teachers, and/or students?

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What about these protocols do you find most helpful?​

What questions or wonderings do you have about each protocol? ​

What experience do you have with internalization best practices that can help support other PAs in this work? ​

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What about these protocols do you find most helpful?​

What questions or wonderings do you have about each protocol? ​

What experience do you have with internalization best practices that can help support other PAs in this work? ​

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Respond to the reflection questions about the HQIM Implementation Framework. 

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Respond to the reflection questions about the HQIM Implementation Framework. 

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What do you notice about the focus areas within each phase of implementation?​

How can a Product Advisor support the role-specific actions of coaches and teachers?​

How might this resource inform the way you collaborate with Implementation Advisors?

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What might you want to know about an LEA before you begin this work with them? ​

During your initial meeting with an LEA, what might be some questions you would want to ask to help you gain an understanding of the LEA?

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When have you experienced strong transformational or adaptive leadership?

What was the impact on your personal beliefs and practices? On the organization as a whole?​

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Product Advisors leverage deep knowledge of an LEA’s context and its implementation. PAs deliver a customized professional learning sequence and other supports.

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The options for flexible support helped clarify my role as a PA.   Lesson modeling, if applicable to the district, is often a key way to show how to deliver rigorous content to students.

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The options for flexible support helped clarify my role as a PA.   Lesson modeling, if applicable to the district, is often a key way to show how to deliver rigorous content to students.

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This helps clarify my role as a PA and how I will be supporting coaches and teachers. This work will impact achievement by assisting with strong tier 1 instruction using HQIMs.

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There are flexible supports, which can include modeling, observations, leading lesson or unit internalization, lesson rehearsal

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Our role is to provide flexible supports for teachers to build their capacity. We also provide high quality support through a coherent, comprehensive approach

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It is no longer about figuring things out on their own. There are not only the resources, but real-time people to support teachers in making sure students have access to on grade level rigorous instruction every day.

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Knowing what is expected in each phase will help narrow the (often overwhelming) work of the district when preparing to launch/beginning to implement HQIM.  For example, during pre-launch I would focus the work with instructional coaches on their understanding of why the product was chosen, the district's expectations for use (assessment, pacing) and how implementation will be monitored/coached.

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Knowing what is expected in each phase will help narrow the (often overwhelming) work of the district when preparing to launch/beginning to implement HQIM.  For example, during pre-launch I would focus the work with instructional coaches on their understanding of why the product was chosen, the district's expectations for use (assessment, pacing) and how implementation will be monitored/coached.

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I think a key is to always help teachers go back to the why. Unpacking that why and rationale is key when things get tough!

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The focus areas are chunked to set realistic expectations.  PAs can point to coaches and teachers to what these realistic expectations are.  Working with the Implementation advisor to help make sure consistency in tools are evident.

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The focus areas are chunked to set realistic expectations.  PAs can point to coaches and teachers to what these realistic expectations are.  Working with the Implementation advisor to help make sure consistency in tools are evident.

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The phases progress with a specific focus and build with clarity. I can support by helping to provide clear expectations and protocols. Also, to help them make adjustments along the way

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I would want to know what systems they do have in place so I can then understand what systems I might need to help them put into place. I would also want to know about their history with HQIMs so that I understand where to enter with rationale.

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What product was used last year?  Is the coach new? Are the teachers new?  What are the norms/rhythms for your PLCs?

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What product was used last year?  Is the coach new? Are the teachers new?  What are the norms/rhythms for your PLCs?

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I would want to meet them where they are at and understand the change management needed to go from what they have going to be able to meet the requirements for the work with the PA (and more importantly, to support strong implementation of Bluebonnet).

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I would want to meet them where they are at and understand the change management needed to go from what they have going to be able to meet the requirements for the work with the PA (and more importantly, to support strong implementation of Bluebonnet).

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I would like to know what their current PLC process is like, data trends, what is their alignment like, schedules, times, current supports, priorities. I would ask what their goals are and what is buy in like

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I would need to know about their instructional framework (with time allocations, scope/sequence...During the initial meeting, I would need to know they Master Schedule, Literacy block components, time allocations/configuration (self contained, team teach, etc.), areas/teachers of concern/areas of opportunity, special programs...

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I'm not sure which type this was, but a time I was lead through change that stands out a positive experience was when our district went 1-1 with tech devices.  We were given a realistic approach with manageable goals to implement technology with systematic supports scheduled throughout the year.

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I'm not sure which type this was, but a time I was lead through change that stands out a positive experience was when our district went 1-1 with tech devices.  We were given a realistic approach with manageable goals to implement technology with systematic supports scheduled throughout the year.

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I've experienced transformational leadership where I was encouraged to pursue professional goals and maintain a strong work-life balance. As a team we supported each other through this, and cheered each other on so much, we all left and took on different positions aligned to our goals. It was hard to make the choice, but I knew how well supported I was.

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I have experienced adaptive leadership when provided a clear path (systems, structures, and supports) to be able to make changes in our practice- in the case that is coming to mind is a roll-out of a new, powerful but very different, math program.

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I have experienced adaptive leadership when provided a clear path (systems, structures, and supports) to be able to make changes in our practice- in the case that is coming to mind is a roll-out of a new, powerful but very different, math program.

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I experienced strong adaptive leadership when, as an elementary literacy curriculum specialist I had to support district and campus leaders in the implementation of not only a new district initiative but also a new reading adoption. The impact was being able to support teacher in seeing how the two aligned and worked hand in hand to impact their instructional delivery as well as student achievement.

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Get to know the teachers as human beings first. Celebrate progress instead of perfection.

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I've built joy and trust by being upbeat and maintaining authentic reactions. I think the most important thing is to listen to people with your heart and really let them know you hear them. I love to make jokes, celebrate wins, and encourage people!

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Our role is to empower teachers and coaches through professional learning and flexible supports to ensure strong implementation of high-quality instructional materials (HQIM).

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We partner with teachers and coaches by providing professional learning and flexible supports that lead to strong, effective implementation of high-quality instructional materials (HQIM).

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Before partnering with an LEA, I want to understand the systems and processes already in place so I can meet them where they are. I’d like to review PLC agendas and structures, observation and walkthrough tools, and the campus goals.

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A first-year principal I worked with demonstrated transformational leadership by aligning his beliefs with our campus goals and promoting collaboration through positive communication. His approach made a real difference in our school’s climate and culture! 🌟

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Celebrating both big and small moments of growth by fostering a positive and fun classroom environment.

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Understanding end goals through unit internalization protocols is key to differentiating instruction throughout each week and day.

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This will help me support teachers and instructional coaches in implementing the Bluebonnet RLA curriculum with fidelity and purpose through the use of turnkey content, modeling RBIS, and providing just-in-time support.

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The launch, strengthen, and sustain phases strategically sequenced to build capacity over time with clear expectations for what teachers, coaches, and leaders should be doing at each stage.

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It's good to build a strong foundation of understanding. Questions to know could involve current status of HQIM implementation, teacher and coach experience, and leadership priorities.

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As a teacher, I became more reflective and student-centered in my practice. As a principal, the school culture shifted toward collaboration and continuous improvement. This experience reinforced that transformational and adaptive leadership were the best practice for my role as an instructional leader.

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I've fostered joy by celebrating small wins and making learning playful and purposeful. Building trust comes from consistency and presence and being transparent and honest.

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What I find most helpful of the internalization protocols is the structured approach to unpacking instructional intent.

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I find the most helpful aspect of the Observation and feedback protocols is their intentional structure for instructional growth.

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1. It reinforces my role in guiding LEAs to implement the Bluebonnet curriculum effectively.  Additionally, it clarifies that I support both instruction and alignment to TEKS and assessments.  Lastly, it emphasizes building strong partnerships and provides clear support for me as an advisor. This role will impact students' access to daily rigorous, grade level content and instruction by teachers have the knowledge and resources and supports to implement effective instruction.

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Each phase focuses on building from a foundational understanding and it takes the advisor from planning to coaching to implementing in the classroom.

A product advisor can support the role-specific actions of coaches and teachers by guiding them to understand lesson design and preparing for effective lesson implementation.

This resource can inform the way that I collaborate with implementation advisors by sharing insights on what worked or maybe what I am having trouble with and gain an understanding for how they might be implementing it successfully.

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I would like to know their goals and the areas of need related to the curriculum. I would like to ask them "What goals or outcomes do you hope to achieve through this support?"

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In the past when the whole administration team was on board with the vision they wanted the campus to go in.

The impact on my personal beliefs was proven right, when everyone is on the right path and on the same mindset, it is easier to get teacher buy-in and promote student growth.

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In the past to create Joy with my previous teachers and students I have done a lot of ice breakers to build relationships. To build trust with coaches and teachers, and students I make sure I keep a positive relationship with them and share similar interests.

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What I find most useful about these protocols is that it all works together in better understanding the lesson internalization portion.