• 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?

• 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?

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

• “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.

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.

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

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

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

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.

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

PA prioritizes what to focus on and when.

IA and PA collaborate on best practices

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.

• 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. 

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?

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.

• 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?

-What does lessons look like?

Teacher grade/course-level background

Coach grade/course-level background

PLC structure, schedule, background

Performance & growth data

Assessment calendar

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.

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?

   
   

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.

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.

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

Know their names. D

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

Trust is respect and hearing what teachers have to say.

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

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?

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.

• Rationales/ Purpose sections

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

  
  

I wonder how people go about familiarizing themselves with this tool to get more effective using it. To me it reminds me of TTESS and that its tough until you find your groove of knowing what all you are monitoring. I also wonder how PA's go about tracking what days staff should be on and knowing if they are truly utilizing the required amount of minutes.

My experiences are through TTESS but I do feel asking staff what they felt went well and what they feel was lacking is a good way to start the discussion and hopefully segway into action steps based on what the teach sees as a need, hopefully it matches what you saw (often it will) and this corrective feedback is often better received from teachers if done in this manner.

• clear, straightforward, nuanced

• standardize and systematize best practice for LI

Former role

• holding fast to the why and the what while hearing and acknowledging the concerns and big feelings

  
  

• Strengths of teachers and coaches

  • Depends on what they are used to previously. I'll be coming in from a TRS district for example