Teacher Planning & PLCs
LMW Complex + Hawaii Department of Education + Castle Foundation
14,000 students — 6 - 12
2 years
Leilehua-Mililani-Waialua Complex
Utilized data to determine a common district math instructional focus by creating a continuum for aligned teacher and students actions and trained school leaders, coaches, and teachers to have instructional focuses during department and PLC meetings.
Results
Each high school in the complex developed coaching structures to increase direct teacher support
95% of math leaders felt more prepared to lead math PLCs and conduct 1:1 coaching cycles
Take Away
A common focus breads collaboration. Collaboration across schools that are different is possible through a common focus with autonomy of implementation so schools can meet the needs of their teachers and students.
“The most valuable resource that all teachers have is each other. Without collaboration our growth is limited to our own perspectives.”
Robert John Meehan
Albuquerque Public Schools
65,000 students — 6 - 8
1 year
Albuquerque Public Schools
Support school leaders to provide specific and aligned feedback for teachers by developing unit at a glance guides and training school leaders so they were comfortable with key components of the new curriculum and specific components of each unit.
Results
87% of coaches felt more comfortable with the new curricular materials
Schools identified staff who would benefit from access to the guides including push-in language or special education teachers
Take Away
School leaders are a key factor with new curriculum. Identifying key curricular components so leaders can support teachers with aligned and specific feedback is critical for teachers to lean into a new curriculum even when it’s uncomfortable.