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Experienced teachers sharing skills and knowledge with new teachers can be very beneficial for both teachers.

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Ensuring that ESL and SPED teachers have the same understandings as general ed teachers around student learning.

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Not only do the students have to have a growth mindset, but the teachers also have to a growth mindset as well. Even though we have been in this work for several years, continuing in the fact that we all can grow and get better in our instructional practices will continue to make a big impact on our students.

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Understand the design elements of the HQIM and executing each literacy design process as a system that builds toward a whole. example: Knowing how to facilitate a first read, and what the distinction is between the first read and a close read. Executing a close read with precision so that students have a chance to meaningfully interact with precise questions and tasks that guide them toward deeper understanding.

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Trusting that HQIM is grounded in research and best practices, and understanding that while it is challenging and rigorous, it will push both educators and students in ways that will yield growth. Believing in HQIM as a means by which to provide strong instruction is a mindset shift that needs to be in place to enable sustainability.

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Deeping understanding of what it really looks like to use the HQIM and taking action when students aren't able to show the learning. Shift from focus on what we teach to what students know and are able to do.

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New staffing or new students will require teaching expectations and structures. Everyone needs to know what is expected of them and what resources and supports they have to draw from.

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As teachers see growth in students and share with others, this is going to help us with sustainability. They must see that this process works.

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Core knowledge of the HQIM and what it requires based on the needs of students, staying open to the layers of the HQIM, and seeing the materials in a different light. Having a GROWTH MINDSET. District leaders and school leaders should also have knowledge of the HQIM to better support teachers.

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The students will reach for the expectation the teacher sets. If placed under a low ceiling, the growth can be halted, but if given a high ceiling the students will keep reaching. This would apply to school leaders to teachers as well. High expectations are not just for the students!

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Effective leaders need to be skilled listeners because active listening demonstrates respect, builds trust and stronger relationships, and provides valuable insights for better decision-making and problem-solving.

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Provide opportunities and resources with supporting teachers to consider grade level access for ALL students.

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Leaders join IP and SWA sessions and increase cadence when onboarding or differentiating support, or based on feedback loops.

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The belief that all students can meet high expectations and it is our responsibility to support them in that process

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Spreading and leveraging systems and protocols into grade bands, as well as increasing cadence and support when onboarding leaders and teachers.

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Clear expectations for doing walks - fidelity with HQIM

Continuous PD

Inspect what you expect

District leaders, administrations in classrooms

Understanding that all students deserve high-quality and rigorous content

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All teachers need accountability for the skills of leading, and participating well prepared in IP

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Increased coordination and collaboration between gen ed and supporting teachers, as well as spreading the work across all grade bands.

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ESL teachers need growth in the knowledge of grade level curriculum, expectations, feedback etc.

General Ed teachers need growth in knowledge of serving EL students, even after exiting ESL services

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Develop teacher leaders, create collaborative structures (PLCs), and support ongoing professional learning.

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Believe all students can and must access grade-level texts with appropriate support.

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Understanding of how to use the resources that you have access to in order to reach the common goal.

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The ability to be flexible.

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Collaboration is definitely a skill teachers need. Teachers need to be able to facilitate student conversations. Teachers need to know the specificity of the student response.

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Deepening our understanding of how module works. For example, digging into the curriculum to have a better understanding of how the entire module works together.

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All stakeholders understanding their role in the process.

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Daily preparation of exemplars, or at least the Know/Do, to maintain high expectations for student responses.

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Teachers need to know the text they are teaching. They also need to think with the "end in mind." They need to know the expectation of the standard.

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new teachers understanding the lesson internalization process

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Effective lesson preparation as an individual, so lessons are consistently strong.

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The belief that all students can... and deserve to... and have a right to.

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Ongoing training on the WHY behind HQIM and the science of reading.