Research tells us that the instructional materials teachers use with their students can dramatically accelerate learning. The adoption of high-quality instructional materials presents a unique opportunity to empower educators to use the curriculum as one of many tools for equity in the classroom. However, if the adoption and implementation of high-quality instructional materials occur without a deep and nuanced understanding of a system’s unique context, there is a real danger of the initiative passing without making a significant impact. Professional Learning Communities (PLCs) can help to create opportunities for collaborative intellectual preparation to support system-wide curriculum implementation and coherence, beyond just “buying the book.”
In this session, NTC will spotlight the work it has done with Charlotte Mecklenburg Schools (CMS) and Albuquerque Public Schools (APS) to create equitable learning environments by supporting teachers to leverage the curriculum through student-centered pedagogy. We will dig deeper into the professional learning community structures and routines that support curriculum rollout and ensure a coherent student experience with the content. Session attendees will learn what it looks like in practice for school, district, and instructional leaders to build a collective understanding of curriculum content and monitor the progress of implementation and instructional delivery, and how they can apply these strategies in their own context.
