In our work with districts across the country, we frequently hear questions about instructional materials–from how to select high quality programs that match their needs, to building processes that are inclusive of key stakeholders, to developing sustainable processes for regularly reviewing and refining curriculum, just to name a few. Oftentimes, we see teams wanting to jump directly into reviewing materials or selecting a new program. But where we have seen the most success is in beginning with a clear instructional vision and using that to drive future work with curriculum or academics.
Over the last 10 years, we have seen a significant shift in how educators access and leverage instructional materials to guide instruction. As many states adopted new, more rigorous standards, curriculum providers rushed to create materials that would prepare students for college and career and state assessments. Though it took time, the current market for high-quality instructional materials (HQIM) is strong and presents states, districts, and educators with a different set of challenges. With so many options, how do you select the best materials to meet your needs and context, and how do you leverage these materials to foster student-centered learning? Join us as we explore key issues and potential solutions through a series of blogs, webinars, and videos.
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Erin Conklin’s eyes light up when she talks about the primary and secondary source student book she created for Duval County Public School’s African American Studies elective.
When I was a teacher in Washington, D.C. I taught a class on local history. Students got to learn about places they had visited and people they had heard about. I’ve never taught a class where students were more deeply engaged in the actual content of the class.
A few years ago, Detroit Public Schools Community District (DPSCD) took a big bet on talent. Despite the city’s legacy of divesting in educators, the District’s new leaders believed that Detroit teachers have the power to chart a new future for the city’s children. As part of an ambitious five-year plan, leaders sought to forge a new legacy for the District: one where teachers received the trust, compensation, professional development, and resources to achieve their highest aspirations, and to deliver the learning opportunities students need to succeed.
Over the past year, we published 71 posts, and we’ll probably manage to sneak in a couple more before the year is done! Here at the Bring Your Own Thoughts blog, it’s always been our goal to create space for a wide range of perspectives and experiences so that as many educators as possible can find content which is useful and relatable to their own challenges and goals. We’re proud to say that every year, the B.Y.O.T. blog includes diverse voices – from teachers to administrators to coaches and consultants – and this year was no different. With thought leaders from schools, districts, and education organizations across the country, as well as our own team, we talked about everything from PL to equity to curriculum to leadership to organizational practices and beyond, in the form of blog posts and multiple new blog series, podcast episodes, downloadable tools and resources, and comments from our readers! You can learn more about our work over the past year in our reflection on 2018, and today, we’re sharing this year’s most popular posts on the blog.