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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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The document makes it clear WHY the PA role is there, HOW PAs collaborate with IA and LEA, and also articulates WHAT PAs will do to support their teachers and leaders.

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This information clarifies the importance of customizing the support to align with the LEA.

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I am excited about the opportunity for collaboration in service of our students. Specifically to collaborate with teachers new to the utilization of Bluebonnet, build capacity in leaders, and be able to do what’s best for the students served by the LEA as grounded in context and needs assessment from IA and district leadership.

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I appreciate the opportunity to model and co plan.

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I appreciate the opportunity to model and co plan.

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Supports product advisors with guidance on role and expectations.

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Everything is clearly documented of role of PA

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This clarifies expectations for our role. Also, the timeline helps me understand when things should be done.

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Clarifies: It is not just about the product even though that it is key. Reinforces: We must support and translate the understanding in real like and assist t LEAs. Bridge and guide the work to ensure capacity is built.

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The roles are clear and helps with understanding how my role aligns with the role of the IA and the LEA's.

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The roles are clear and helps with understanding how my role aligns with the role of the IA and the LEA's.

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Also having clear and concise expectations helps everyone to be on the same page with student success.

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Also having clear and concise expectations helps everyone to be on the same page with student success.

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It gives an overview of tools that are available (playbook, collaboration with IA) to best meet the individualized supports for our LEAS.

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Welcome to Strong Foundations and Implementation

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Welcome to Strong Foundations and Implementation

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It clarifies for me there is a difference between implementation support and product advise.

I am excited about learning from other colleagues and their experience with learning

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The document provides a clear understanding of the PA role and what is expected while supporting the LEA.

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It provides clarity on the support to ensure teacher and student success.

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Provides structure for the most important areas under each phase of implementation

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I appreciate the scaffolded approach.

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It will be critical that PAs have knowledge that will allow them to demonstrate how to implement the products and also speak to misconceptions that LEAs may experience.

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Adoption: Selecting an HQIM that meets the needs of students. Throughout this collaborative process, district leaders solicit feedback from various stakeholders (fam - teacher - students)

Pre-Launch: Ensures the instructional enabling systems are in place for effective HQIM implementation. Systems such as scheduling, teacher development scope and sequence, on-boarding of coaches, and defining district goals and progress monitoring strategies to monitor implementation. Pre-launch also serves to further invest stakeholders

Initial Implementation: Supporting teachers and school staff with HQIM fidelity. This 6-12 month time serves to ensure folks can utilize the curricular materials at a proficient level. This phase also introduces teachers to protocols that support unit and lesson internalization.

A bonus focus here is switching teacher mindsets from lesson planning to lesson implementation

Deeper Implementation: Supports teachers to use the curriculum to support the needs of their specific students. This phase is grounded on STUDENT OUTPUTS vs TEACHER INPUTS and uses this data to develop stronger teacher curricular implementation

Sorry, mad long!

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The LEA is at the center of implementations of each phase but teacher input/buy in is extremely important. A PA can help build knowledge of the product.

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This gives a PA the ability to help provide clear areas of responsibility for each role in the LEA's specific needs

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Districts decide their expectations of the implementation of the materials. PAs work with the districts to support their initiative and guide coaches and teachers to implement the curriculum for student success.

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I appreciate the inclusion of district and campus leaders to ensure they have the knowledge and training to support coaches and teachers.

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Every LEA is different; appreciate how the summary really gives a great overview of what each phase entails

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Clear guidelines and expectations for each phase of implementation for each stakeholder. 

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Clear guidelines and expectations for each phase of implementation for each stakeholder. 

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Each focus area has a different context. It is important to know the context we are supporting and how to leverage the need.

The PA can support the coaches by first building the relationship and guiding them through questions/concerns. Follow up is crucial with coaches.

This resource is informative to know roles and responsibilities.

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Each section gives clear and concise guidance on what LEA's should be working on which helps drive for consistent and actionable supports.

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Ensuring that the needs of the LEA are met by including all stakeholders. The process ensures clear roles for each group

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Want to know:

Have you had previous experience with HQIM?

Has any staff member had experience with HQIM?

What is your vision?

How do you plan to get there?

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The specific context the LEA works in. I would want to ask what the strengths and challenges are within their specific context.

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I would want to know where in the process my LEA is. I would also want to know what experiences they have with HQIM. During the initial meeting, I would ask them what they were looking forward to, what they were nervous about, and how could I best support them.

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We would want to know their data from the previous year. We would need to know their math and reading schedules (master schedule) and their conference times. Which teachers are brand new and which are veterans. What are somethings the admin sees as a need on their campus…

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I would want to know what each person is on in their role. Even if a LEA is on year 2, you may have a person on their first year of understanding. From there I would ask about specific needs/goals for their campus. Where are they at in the training/internalization of the curriculum. Most importantly is where do they want/need guidance and assistance

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-What is the average classroom experience of the teachers/coaches/principals?

-What information has been shared with all stakeholders?

-Were opportunities provided for stakeholders to share feedback?

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What year are they in? Are they familiar at all with HQIM? What kind of specific support are they looking for?

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I would want to know the supports needed and their familiarity with the HQIM. Also, would want to know their data such as STAAR

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Teachers and leaders investment in utilizing the curriculum, current student needs (as measured by academic performance data), potential bright spot teachers that can be used as a model for hqim implementation

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HQIM. Leadership structure. Data.

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What trainings have teachers had with planning with HQIM? What work has been done at the district level to support curriculum that needs to be considered?

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It's really important to get as much context as possible. District/Campus experience with HQIM, which RBIS are they strong at, which are more challenging for the district/campus.

Calendars of their assessments and trainings. Demographics of the students population and previous years data. Leader and Teacher experience with HQIM and RBIS

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I had to implement an HQIM product in my personal classroom. Teachers around me were skeptical about the program. I had to bring positivity to our space so that we could implement with fidelity.

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I see this as leadership that builds capacity in others. By doing this you ensure you leave coachees with improved skills and practices. As a first year school leader, I had a coach that pushed me to incorporate bold new practices by providing plenty of opportunities to practice new skill and learn the why behind it prior to implementing with my staff.

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I have experienced both however, what stood out to me most by the transformational leader was his vestment and consistency to always come back and ensure the vision was still on track and those committed felt supported and understood the mission.

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I had a leader that was fully invested in developing technology integration into all classrooms. He was clear about the purpose and the how and the end goal. He provided a detailed outline for each month on how we would work towards being fully integrated with technology and choice boards by Spring Break, teachers that wanted to work faster were able to. We all felt supported and guided. We all accomplished the goal.

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I had a assistant principal who was incredible. She had recently left the classroom so she was able to really relate to us as teachers. She focused on building relationships with both teachers and students so that we all felt comfortable coming to her and seeking her support. She delt with some of the most difficult students every day and always had a positive outlook on things and shared that with us.

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Transformational-Happened when leadership was all in and positive with themselves and their teachers. Most teachers also reflected that positivity which in turn reflected in their classroom and we all know how that effects the classroom.

Adaptive-Happens slowly and yes leading by example as well as being sympathetic during this challenging time for them.

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I experienced strong transformational leadership when transitioning to STR. It strongly impacted how we implemented FS instruction as a district. We were able to work with campuses and teachers collaboratively to support effectively.

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I have experienced both kinds of leadership from the same leader. She lead us through a really difficult time of transformation but allowed space to bring our personal beliefs to marry with the work.

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Students have loved gamification in the classroom, they enjoy watching their progress with game boards around the classroom.

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Especially as an outside facilitator and coach, you build trust by being credible and doing what you will say you will do. Follow through with your commitments is everything. And humility too. We can learn from our teachers. Always

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Celebrating teacher and student success. Bringing snacks always creates JOY. Building trust by being available, trustworthy, and consistent.

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I think everyone enjoys a good treat or gift, especially on a hard day. Anything from coffee and donuts to a cute little writing pad. Trust is critical to the success of this program and think showing teachers that you know what you are talking about and that you have their back if things get difficult.

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It is critical to acknowledge the knowledge and experience of the educators. This creates an environment of collaboration.

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A clear message of the why behind why I'm in their room before we even think about observations is helpful.

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Teachers love to hear that their impact on students is observed and recognized

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Being relatable, myself, and acknowledging their voice while working through the struggles

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Trust - building strong relationships by having an open door of communication for support

Joy- student & teacher recognition and highlights.

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Creating joy by bringing positivity! Also, by relating to their struggles.

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The step-by-step process and what exactly should be done during each step.

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Coaching Tips - Guidance for Coaches; Going Deeper section - really giving coaches points to consider

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These protocols are helpful in the sense that they are very thorough and lays out look-fors and feedback for every detail we may or may not see in the classroom.

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The action step look fors, guiding questions and potential action steps are super useful in supporting teachers in a clear manner.