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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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Understanding Roles, Resp, and Cert Path of PA

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Understanding Roles, Resp, and Cert Path of PA

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Clarify/reinforce: working with teachers and coaches is the key to high-quality implementation of HQIM with integrity in order to grow teachers to grow students

Excites me: getting to do this work...the work I love and believe is critical for students

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Building teacher and coaches capacity will be one of the main goals, which in turn will drive student success.

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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?

“Product Advisors leverage deep knowledge of an LEA’s context and its implementation phase to deliver a customized professional learning sequence and other supports using the resources in this Playbook.” Expecting to customize based on needs was reinforced here.

What excites you most about this role? Why?

Expectations without supports will not guarantee excellence. I am excited to provide the supports that are so necessary to move forward.

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Deep collaboration with educators and leaders.

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Deep collaboration with educators and leaders.

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Customization and creativity in how supports are delivered.

Ongoing learning and reflection, both for myself and the educators I support.

The chance to bridge the gap between curriculum and practice, ensuring that Bluebonnet Learning is implemented with fidelity and adapted thoughtfully to local needs.

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This document reinforced that support is not just provided for the teachers, but for the coaches as well. I am most excited about building rapport with teachers and coaches, and providing professional learning to help teachers build their toolboxes.

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I’ll be providing 5 days of training + 5 flexible support sessions (additional support could be added if needed) for teachers with a focus on product-specific professional learning around Bluebonnet. Provide strong training to prepare teachers and coaches to implement the product (curriculum) effectively.

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-As a product advisor part my role includes delivering both professional learning sessions and flexible supports based on the LEAs years of implementation.

-To be at the forefront of new learning and support for the LEAs coaches and teachers.

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The information discussing the Year 1 teacher and coaching support clearly defines expectation including describing learning sessions along with flexible supports and examples. This type of support is crucial to the successful use of these materials and ultimately student growth.

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This allows for me to see that as a PA I am responsible for providing PD, Flexible Supports, and Observations. This is provided through X amount of visits a year based on if they are on implementation year 1 or 2.

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The sections clarify and norm on the expectations for the role. It sets the tone for efforts for the grant year and gives a high-level overview of the technical supports that we need to provide to support our school systems.

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I learned my role is to support teachers and coaches with professional learning, flexible supports, and observations. The implementation team is different and they work with school leaders.

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Clarify and reinforce the specific responsibilities and support required for the Product Advisor role when working with LEA's.

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Provides an overview of the PA's role in strategically supporting coaches and teachers with effective implementation of instruction rooted in student impact.

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This information reinforced who specifically we, as PAs, would be working with vs the IAs. This also clarified that the teachers and coaches themselves have required PL as well.

I am excited to be working with teachers and coaches in the strategic planning process in order to facilitate student success.

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This clarifies the role of a PA and the responsibility we have to support teachers and students.

The clearer the instructor's understanding of content, the more students will understand the content.

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Each phase of the HQIM implementation process builds logically on the previous one and is aligned to a change management model that supports sustainable instructional transformation. 

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Each phase of the HQIM implementation process builds logically on the previous one and is aligned to a change management model that supports sustainable instructional transformation. 

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Across all phases, there is a clear throughline of collaboration, professional learning, and data-informed decision-making.

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Across all phases, there is a clear throughline of collaboration, professional learning, and data-informed decision-making.

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Helping them build familiarity with the product’s design, expectations, and common implementation challenges (e.g., pacing).

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Helping them build familiarity with the product’s design, expectations, and common implementation challenges (e.g., pacing).

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Supporting their understanding and use of planning and observation protocols (e.g., unit study, lesson internalization).

Modeling how to lead internalization sessions and provide feedback aligned to the product.

For Teachers:

Guiding them through the product’s key components and how it aligns with RBIS and district expectations.

Clarifying how assessments and instructional routines are embedded in the materials.

Providing initial training and modeling how to prepare for instruction using the materials.

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By using this framework as a shared roadmap, both roles can ensure that implementation is strategic, coherent, and sustainable.

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By using this framework as a shared roadmap, both roles can ensure that implementation is strategic, coherent, and sustainable.

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Product Advisors can guide teachers and coaches through the training and help build a deep understanding of the protocols.

My understanding is that PAs will support the teacher/coach actions and IAs will support the district/school leader actions

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The framework provides a high-level document to align all stakeholders across the different phases of implementation. It is clearly defined so that there is no guess-work around roles and phases.

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Each phase builds upon each other and creates a culture of success from adoption to deeper implementation.

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The HQIM framework builds on each other, showing how we as PA's are helping each role.

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Within each focus area we are specific on creating a vision for success for student learning and each step supports what is needed in order to get there. As a PA during Initial Implementation, I can support by modeling how to go through a Unit Internalization and Lesson Internalization in order for teachers to understand curriculum and lessons so we see positive student impact.

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The framework supports common messaging while defining explicit roles, responsibilities, and expectations.

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PAs can support by meeting the needs of the LEAs at the phase in which they are in. Whether it be by scheduling during PLC time, providing supports in locating materials, examples and assistance in exemplar lesson internalization, or focused questioning that guides teachers in the direction of utilizing data to create success for all learners.

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Each phase builds on the previous, creating a strong foundation for teachers and coaches.

PA prioritizes what to focus on and when.

IA and PA collaborate on best practices

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The information discusses the "Year 1" teacher and coaching support; clearly defining expectations and describing learning session content along with flexible supports/examples. This level of support is crucial to the successful use of these materials and ultimately student growth.

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Adoption- getting everyone on board

Pre-Launch- training and materials, expectations of usage and support

Initial Implementation- (6-12 mo) fidelity with materials and planning

Deeper Implementation (12+ mo) deeper level, analyzing student learning, tailored goals

I can support teachers and coaches by understanding the product and supporting them through clarification and modeling as needed.

This helps provide a roadmap of who goes in which lane as far as Bluebonnet Implementation goes and who is supporting and working with which individuals, we will certainly need to collaborate since we are two pillars of one team supporting it's effectiveness throughout the LEA.

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The framework starts and ends with the focus on teacher and student needs at the center and is rooted in establishing and maintaining a climate of instructional capacity building with measured impact of student success.

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First Read: Review the Entire HQIM Implementation Framework

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

I really liked the emphasis on fidelity to the program as designed for the first six months.

Second Read: Zoom In and Do a Closer Read of the Pre-launch Phase

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

We are always available as a guide on the side to keep coaches and teachers grounded in the process as well as the why and the how.

(Just a side thought… it might be helpful to let teachers see this part of the document at some point so they can really know that they are not alone in the work.)

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

We will need to be sure that we are both very familiar with the framework as well as its expectations and are consistent/ aligned.

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Before: where are they in the implementation process of HQIM?

Questions: what do you envision as effective and high-quality implementation of HQIM in your system/schools)? what is currently successful? what challenges are you experiencing or anticipate experiencing with implementation?

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Before I work with them, I would ask how many years they have been provided supports, and what do they currently have in place that they would like to keep being implemented.

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What I want to know:

How staff are feeling about the product? What are areas of concerns teachers have about the product?

What are their expectations for implementation? What has been communicated with staff?

Where are they in the process?

What I will ask:

What challenges do you face with students learning and retaining information?

What are your biggest concerns with the program?

What areas do you feel you will need the most support: pacing, internalizing, etc.

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1. What phase are you in?

2. Have you looked over your materials at this time?

3. What questions do you have about the internalization process?

4. How can I help you with the internalization of the unit and the lesson?

5. What does your schedule look like?

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Who is responsible for what? Coaches, leaders - what is the capacity of each? 

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Who is responsible for what? Coaches, leaders - what is the capacity of each? 

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I would want to know:

What does the current investment in Bluebonnet Learning?

How has implementation of new structures gone in the past? What motivates your staff and builds buy-in for them typically?

What structures do you already have that are working and what is not yet effective?

Have teachers done internalization before or have they been planning previously?

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-What is their vision? What outcomes do they hope to achieve?

-What does lessons look like?

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Can you share your district’s instructional vision and how Bluebonnet Learning fits into that vision?

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Can you share your district’s instructional vision and how Bluebonnet Learning fits into that vision?

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What are your top priorities for teaching and learning this year

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Experience with HQIM

Teacher grade/course-level background

Coach grade/course-level background

PLC structure, schedule, background

Performance & growth data

Assessment calendar

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What phase of implementation is most relevant for the LEA? What is the teacher turnover? What technical systems align most seamlessly to support strong implementation?

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What are the structures of Unit Internalization and goals to lead?

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It is important to know the LEA's goals and priorities, the data, strengths, weaknesses, demographics, and why they adopted SF

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I would like to know the LEA context that may impact the phases of implementation, especially for the campuses that I am supporting. This includes current systems, protocols, and processes. I would also want to familiarize myself with the discussions/direction of the implementation plan as this might show how they plan to change systems/structures/processes and protocols to support their implementation.

I would also want to know what systems they have in place to celebrate stakeholders (all levels). Implementation is hard and building and highlighting the small wins will help invest stakeholders and maintain momentum.

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What is your current state and where do you want to be after implementation?

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What is your current state and where do you want to be after implementation?

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One thing I would want to know about the LEA prior to meeting is what their Implementation Plan looks like, what leadership levers are in place to support high quality instruciton. Some questions I would ask is what their school vision and mission is. What opportunities do teachers currently have to internalize units/lessons/data?

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Communication is key!

1. Is my LEA an SI district/campus?

2. Where are we at in the implementation process?

3. When will coaches and teachers have access to the resources (physical/digital)?

4. What is the current culture and how are stakeholders responding to this initiative?

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I love all the answers here. I think we also need to know what our teachers are most tentative or worried about.

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I love all the answers here. I think we also need to know what our teachers are most tentative or worried about.

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What is your school goal/vision?

What are current teacher and student instructional strengths and areas or priority? How does Professional Learning for teachers currently support the priority instructional needs? View current PLC for connections to implementation.

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Experience with the two types of leadership: on a regular basis with anything new or a change in practice. But, if we are to be strong and effective leaders, we need to be "lead learners" and do the work first. This makes the most significant impact on our ability as leaders to successfully lead others in change.

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I feel a time in which I provided transformational leadership was when I was able to align our PD to the HQIM we were supporting on a previous project. Providing insight through research and case studies on the importance of providing rigorous curriculum and tasks to students during our PD and aligning it to coaching sessions was impactful. It allowed my leaders and coachees to see the importance of providing productive struggle to students.

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I once worked under a school leader who embodied transformational leadership during a district-wide shift to a new PLC structure. Rather than simply mandating compliance, she framed the change as an opportunity to reimagine what equitable PLCs could look like for all teachers with a common language. She consistently modeled vulnerability, invited feedback, and created space for teachers and coaches to lead PLCs.

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I once worked under a school leader who embodied transformational leadership during a district-wide shift to a new PLC structure. Rather than simply mandating compliance, she framed the change as an opportunity to reimagine what equitable PLCs could look like for all teachers with a common language. She consistently modeled vulnerability, invited feedback, and created space for teachers and coaches to lead PLCs.

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As a former principal, this past year implementing Eureka Math at my campus called me to be both, Adaptive and Transformational Leader. Student success was the key focus that kept us moving. Leading with integrity and understanding change is needed supported the journey.

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When beginning new implementations on the campus level as a principal I often had to use and grow my transformational and adaptive leadership capacities. A time I personally experienced it when I was not the leader was when our district began partnering with Schlechty Center and they pulled in a lot of supports, provided ongoing training, built capacity and leadership in teachers to support buy in and provided platforms for us to express struggles. Doing this increased staff buy in and it was implemented with fidelity and students were positively impacted ultimately by stronger and more engaging teachers.

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Strong transformational leadership acted as an inspiration, ignited a paradigm shift, increased collegiality, created a positive culture, and led to an increase in overall growth from staff to students.

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I experienced strong transformational leadership as a teacher when my principal at the time moved me to a position that I was not confident in myself at all in. She encouraged me, supported professional learning opportunities, checked in on me regularly, and I ended up thriving in the environment she put me in.

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During covid I supported my team to transition from in person to fully virtual programs in contexts with limited tech. This was a huge experience in practicing adaptive leadership and there were elements of transformational leadership at play too because it required mindset shifts.

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I've witnessed both transformational and adaptive leadership from my previous principal, and I learned a great deal—not only about how to lead with vision and purpose, but also about the importance of flexibility, listening to diverse perspectives, and responding thoughtfully to the evolving needs of students, staff, and the broader school community.

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Transformational leadership working with a leader who saw my vision having CALTs at every campus and giving our students with dyslexia the absolute best opportunity to learn to read.

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I experienced strong transformational and adaptive leadership when I was a first-year teacher on a brand-new campus in a large district. Many teachers were absorbed from many other campuses. The principal set a clear vision for the school and held high examples of what he wanted to see so that we all knew those things were happening and if you weren't doing the work yet, you were the minority. He was very asset-based in his thinking though. He simply put the people who were accepting the challenge in front.

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Nine years ago, I accepted a position in a district that had multiple areas of need/opportunity. Being part of the change required both the positivity associated with transformation and the leadership demands associated with change. This experience resulted in teacher and student growth. I, myself, grew immensely as it allowed me to hone relational and leadership skills.

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When teachers start to see they are agents of change from on-going support and through the analysis of student work and collaboratively making decisions for next steps in PLC meetings elevates transformational leadership through these structures.

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I experienced transformation through a past leader who communicated a clear and compelling vision. She inspired me to embrace the shared purpose toward a new an ambitious goal. She was a role model who sat with us through training.

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What have you done in the past to create joy with your teachers and/or students?

Integrate what the students and teachers enjoy and put it into what is being taught.

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

Really get to know them and what they need first, rather than starting on the grant and the information before the relationship.

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Celebrating small wins: Whether it was a successful lesson with a teacher, a great parent meeting with an AP, a breakthrough with a student, or a great coaching conversation, I made it a point to acknowledge and celebrate progress with teachers, students, and staff.

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Celebrating small wins: Whether it was a successful lesson with a teacher, a great parent meeting with an AP, a breakthrough with a student, or a great coaching conversation, I made it a point to acknowledge and celebrate progress with teachers, students, and staff.

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Being transparent: I’m honest about what I know and what I’m still learning, and I invite others to grow alongside me.

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Being transparent: I’m honest about what I know and what I’m still learning, and I invite others to grow alongside me.

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making learning fun through taking our curriculum and making it hands on and multisensory

Trust through knowledge and understanding. Being understanding to their needs and how to build on their strengths.

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Creating a celebration wall for students and staff to post things they are proud of about the work they completed. It helped promote a growth mindset.

To build trust I worked to be present, get in the trenches with them. Learning things with them, by building relationships and getting hands dirty with them.

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Some things I have done to find joy for my students and myself is the fact that we were able to pick our own read alouds and not just read what we were told to do.

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Some things I have done to find joy for my students and myself is the fact that we were able to pick our own read alouds and not just read what we were told to do.

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Joy: showing positive results with students, especially "their" students

Trust: doing the work first and showing positive results; being able to actually provide support rather than "telling" or promoting compliancy

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Had many different type of celebrations for students that would highlight students progress, including water day, shout outs, free dress day.

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Building trust by being consistent, service-minded, and digging into the work with them

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To create JOY and TRUST with my students in the past, I have implemented a student-led classroom. Students are empowered to have a voice with student input, student jobs, and student leaders in the classroom.

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Recognition and acknowledgment of teacher and students small and big wins is Joy Factor.

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Artifacts to PLCs- Bring a sample of student work you are proud of (for any reason)

Know their names. D

o what you say you will do. Solve problems. Work collaboratively.

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Building rapport and celebrating teacher and student success (big or small).

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I have experienced joy and trust by allowing my students to take ownership of their learning.

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Celebrating the small wins and helping teachers and coaches recognize and pull out small wins consistently

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One thing I do to build trust initially is to have an opportunity for an ice breaker to provide a time and space to get to know one another. I honor moments of honesty and feedback as well. I try to be responsive to my teacher's needs and communicate I can adjust pacing and plan to meet them where they are. Lastly, I celebrate moments of success for my teachers and their students to their leaders and to them whenever possible.

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Reflective Ice Breakers that focus on the relevant have brought fun and joy to the learning process.

Trust is respect and hearing what teachers have to say.

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Celebrate successes, keeping promises made, providing needed support, providing transparency...

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Joy: showing positive results with students, especially "their" students

Trust: doing the work first and showing positive results; being able to actually provide support rather than "telling" or promoting compliancy

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positive, healthy communication -- honesty @ beginning, safety & trust when sharing out during implementation journey (highs and lows)

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Providing on-going support cycles to teachers that add value and quality to the work they are already doing and collaborating with them on the student impact through the lens of student work from that support. *Celebrating small wins through student work and identifying next steps.

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I have taken a moment to understand LEA context by asking questions and using the information to leverage strengths. Additionally, I celebrate early to affirm the great works that has already taken place.

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I find it most helpful that teachers and coaches have clear steps to break down the lesson. Especially for those new to internalization, they may not know where to begin.

My question: How do teachers best show this process for lessons not completed with their coaches in PLCs?

I was the district lead the first year of Amplify implementation and lead these types of PLCs for my teachers. I also developed an annotation guide to support teachers in doing this process when not with me to further clarify the steps of this process and ensure systems for accountability

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The protocols are helpful in guiding you when planning for an upcoming unit or lesson. It gives you important things to consider, what to hone in on, and what to focus your attention on.

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It's helpful the teacher protocols are one-page documents with clear steps. While there are many of them, teachers can reference just the ones they need. They are universal so there shouldn't be a lot of variation from room to room or even school to school.

I like the "going deeper" components on the coach versions.

Wondering: How do the protocols compare to what teachers have previously learned and engaged in around planning? What are the differences for them in the shift to internalization?

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Having a consistent protocol allows teachers and coaches to learn norms of lesson processing and become more efficient.

The only questions I have are how do you know when you've gone too deep, especially early on, or is it ok with some teachers/coaches to dive deeper if they are ready or do we keep schools on the same pace.

To get my position at the ESC we were required to internalize the process with a team of ESC staff, this showed me personally the power of really understanding each lesson you teach fully.

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The great thing about these protocols is that it helps norm on a set of protocols in these areas for leaders (coaches) and teachers who all come with varying and vast experiences (or none) as they relate to internalization and observations. These are also all aligned between roles and the curriculum, which is helpful.

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Helpful

Rationales/ Purpose sections

Standardization of best practices such as role play, practice, and completing student work that teachers and even coaches sometimes shirk from

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The Action Steps and Protocols - specific and easy to understand

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I wonder what additional calibration training resources are available to ensure that everyone in the district can norm on the tool and use it with fidelity. If we decide to engage in this type of work with the coaches, does that count as a flexible support?