Effective Use of Strategic Advising to Finalize Implementation Plans- Culturally & Linguistically Sustaining Practices (CLSPs) by

Dover-Sherborn Professional Learning Plan

nzingashury — 2025-05-06 19:28:48 UTC

In Dover-Sherborn we are doing a strong job with supporting subject matter knowledge and safe learning environment through our celebrations of strong family engagement and our intentional focus on reflecting on the implementation of Reveal and grounding our support around strong HQIM implementation. To build leaders' capacity, we have created a PL plan that originally began with the Assistant Superintendent and has now expanded to the building leaders. Through this PL plan, we are diving into the curriculum and looking specifically at focus indicators (identified from Site Visit #2) to norm and identify the bar of excellence. This will eventually support planning for next year and sustainable best practices that have occurred during this school year. This plan also was modified to begin supporting leaders in Westwood to also build their capacity and norm on identifying excellent instruction.

Lesson Internalization Resources

nzingashury — 2025-05-06 19:34:18 UTC

In GLTS, we are supporting with student engagement and subject matter knowledge by grounding conversations in HQIM implementation and through the co-creation of the Math Vision. Over the next few weeks, we will continue to support teachers with lesson internalization and navigating the online and text components of HMH AGA curriculum. To support with this, I create videos that show a "think aloud" for internalizing an HMH lesson. Our goal is to have these serve as exemplars and have the instructional leader begin to create videos that speak to the way teachers at GLTS are currently using the resources.

Grafton: walkthrough/feedback cycle

sharigates — 2025-05-07 15:01:32 UTC

In Grafton, we have been mapping out leader walk/feedback cycles this school year. We are working on building sustainability and also helping to create a culture of being in classrooms and providing teachers feedback that is aligned to their instruction. We have worked with district leaders to build monitoring forms with specific look fors based on their cycle planning and provided teachers a reflection form on how the feedback/walk lesson went.

Holyoke PD Plan for 514

jessica_simmons3 — 2025-05-07 18:18:34 UTC

Working with client to build out Instructional Routines PL for 5/14 that focuses on incorporating Desmos IRs/MLRs and has participants leave doing the following: identifying routine to use in last 6 weeks of year and completing an anchor chart (only 1/12 math classes in MS has anchor charts right now)

Coaching Reflection Protocol

jonathanhumphrey — 2025-05-07 19:02:48 UTC

In Needham, we are supporting coaches with developing a clear vision for Mathematics for the 2025-26 school year that includes expectations for instruction, support, data analysis and collaboration. The plans were created collaboratively with school leaders, district leaders, coaches, and TNTP to help ensure common goals and language. This process will/can be utilized with grade level teacher teams to close out the school year or open next school year.

Learning Labs in Reading

2025-05-07 20:12:14 UTC

In Reading, Learning Labs addressed several of the Culturally Responsive Look-Fors - primarily Well Structured Units and Lessons and Adjustments to Practice. A lot of these sessions this year were also focused on Student Engagement after our initial walkthroughs indicated that there was still a lot of opportunity for increasing student voice.

Reading Coach Walkthrough Norming

2025-05-07 20:14:00 UTC

Student Engagement was also a focus of the walkthroughs in Reading and we used this walkthrough norming process to support coaches and one of the district leaders in developing their understanding of how to recognize that engagement during observations.

Nashoba Regional - Supporting Knowledge - Well Structured Lessons - Student Engagement

thelmaperry — 2025-05-07 21:12:18 UTC

Petersham: Leader coaching/action steps and feedback

andreamousa — 2025-05-08 13:13:40 UTC

Petersham is a small school with principal serving as the sole instructional leader. To support him giving clear action steps, we facilitated this slide deck to support him in giving clear action steps and feedback to teachers.

District+School Leadership Team Forward Planning (Needham Schools)

2025-06-05 14:13:34 UTC

We had the opportunity to lead each school leadership team in Needham Schools through the Back to the Future Protocol. Our team guided school leadership teams in envisioning high-quality mathematics instruction for the upcoming school year. As a result, teams identified clear, future-focused priorities for students, teachers, coaches, and school leaders. These included:

Students: Engaging in meaningful, rigorous problem-solving with a stronger emphasis on conceptual understanding and student voice.
Teachers: Implementing consistent, standards-aligned instructional practices that promote discourse, equity, and critical thinking.
Coaches: Providing targeted, job-embedded support aligned with instructional goals and fostering a culture of continuous improvement.
School Leaders: Creating and sustaining conditions for strong math instruction through collaborative planning, instructional walkthroughs, and data-informed decision-making.

These shared visions are now serving as a foundation for strategic planning and professional learning across schools.

The link includes the live versions of what each team completed duirng our 1:1 visits.

From Learners to Thinkers (Northborough/Southborough)

2025-06-05 14:38:08 UTC

We had the opportunity to support N/S to develop this presentation that introduced teachers to the new expectations for their first full year curririculum implementation aligned to their expectations for high-quality math instruction for the upcoming school year. It outlines key shifts in teaching practices, instructional goals, and how the curriculum supports deeper student understanding. Additionally, it highlights the role of the new math specialist, who will partner with teachers during PLCs to support instructional planning, model best practices, and help ensure successful implementation across classrooms.