Each year, schools and districts across the country embark on the curriculum review and adoption process. We spoke with Linda Rhyne and leaders from the Independent Schools Collaborative to get their take on this process.
The Independent Schools Collaborative is a network of independent schools who engage in professional learning and curriculum with Collaborative Classroom.
What tips do you have for schools in year one of implementation?
This is another time that schools need to think very carefully about context.
Staff
How many new staff will you have? How many are returning? Consider the different types of support needed for the various groups of staff members. Leaders need to have a plan for creating a vision of implementation in year one and a strategic plan for support throughout the year. Different groups of staff members may need different support.
Leaders need to have a plan for creating a vision of implementation in year one and a strategic plan for support throughout the year.
Expectations
In year one, implementing with fidelity is important for being able to understand the chosen curriculum more thoroughly. Establishing processes for team planning that includes lesson internalization and/or practice supports teachers with their implementation.
Professional Learning
Working with the curriculum provider to develop a plan for ongoing professional learning is very helpful.
Curriculum publishers often know what training sequences work best and can collaborate with schools to meet their budgetary and time constraints. Determine what professional learning will be conducted by school leaders and what support the curriculum publisher will provide.
Reflection
Embed opportunities for ongoing reflection. Make a note of what works, what isn’t working and what teachers say they need for support. Use this information to make an onboarding plan that supports teachers beyond year one.
Make a note of what works, what isn’t working and what teachers say they need for support. Use this information to make an onboarding plan that supports teachers beyond year one.
This will not be the only year one of implementation—you will have new teachers (or new-to-you teachers) who will also need this level of support. Inevitably, when we adopt curricula, we purchase the training, and the people who were there at adoption time know and understand it.
But what about those that come after? And what about our expectations of them? Use the information gathered in year one to make plans for year two and beyond.
St. Martin’s School – Atlanta, GA
Lauren Kohlhoff at St. Martin’s Episcopal School in Atlanta, GA knew that planning for professional learning was just as important as selecting the curriculum.
During the adoption process, our team at St. Martin’s made sure to ask providers about the professional learning they provide during year one of implementation.
After selecting Collaborative Literacy during our adoption, we collaborated with the team at Collaborative Classroom to develop a professional learning plan that would meet the needs of our teachers and align to the school’s budget.
Our plan included a mix of in-person and virtual learning experiences as well as flexibility for changes throughout the year as different needs arose for individuals and teams of teachers.
Lauren Kohlhoff
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