Group 4: HQIM by

2025-06-27 16:50:53 UTC

Here is an example of what might be a starter for the connective tissue: https://docs.google.com/presentation/d/1mZSb9nW7clagiferDh8r28-BzuKDDk5EooykwNQeEMA/edit?slide=id.g365c872acb7_0_3227#slide=id.g365c872acb7_0_3227

2025-06-27 16:52:54 UTC

Leader depth of knowledge of the content needs to be much higher up to the cabinet level --specifically principal supervisor (conditions within)

2025-06-27 16:54:23 UTC

Vision of excellence in classroom to cabinet implementation of HQIM

2025-06-27 16:55:52 UTC

Truly narrow prioritization -- winning at a particular thing and leadership time (and all related professional development activity) should be prioritized accordingly

2025-06-27 16:59:05 UTC

Priority planning (overlap with Coherence work?) - very narrow focus, not just "HQIM" in general

2025-06-27 17:02:04 UTC

We are losing with HQIM because people are following the curriculum, but we need to be more specific

Difference Makers

2025-06-27 17:04:44 UTC

2025-06-27 17:12:45 UTC

Examples and non-examples pique folks' interest; the difference maker is the "stamp"

2025-06-27 17:14:32 UTC

Different systems will be ready for different levels of detail (so maybe not rollout general codification)

2025-06-27 17:15:29 UTC

Vertical professional development to better leverage dollars and align across the system

2025-06-27 17:21:04 UTC

Difference-makers sit on top of learning/understanding the actual curriculum (what I need to think about when I'm planning and executing the curriculum)

2025-06-27 17:25:35 UTC

In Richmond, for EL re-organized/simplified the lessons to align with the difference-makers (need for making the curriculum more user friendly)--cut through the noise