HQIM EDUCATOR ENGAGEMENT TOOLKIT
This toolkit supports district and school leaders in building the teacher trust and leadership need for successful implementation of High Quality Instructional Materials (HQIM in real classrooms. Leaders can use these steps and resources at any stage of the HQIM process.
1
Envision
Have I clearly defined the "why” and desired impact of this change?
2
ENGAGE
Is teacher voice systematically represented in every part of the adoption process?
3
extend
Are educators leading the work and sharing feedback widely?
4
evaluate
Have we reflected on feedback and shown how it shaped the work?
About the Toolkit
High-Quality Instructional Material (HQIM) only improves student learning when implemented well, and successful implementation depends on educators. Teachers’ readiness, engagement, and experiences determine whether HQIM becomes a powerful instructional tool or another compliance exercise in schools. The HQIM Educator Engagement Toolkit supports district and school leaders in building the teacher trust and leadership needed to make HQIM successful in real classrooms. Grounded in research and educator experience, the HQIM Educator Engagement Toolkit provides a clear process, along with practical steps and templates, to partner with educators, gather authentic feedback, and use teacher insights to strengthen decisions. By centering educator voice and ownership of HQIM, education leaders can ensure implementation is instructionally coherent, responsive to classroom realities, and sustainable over time.
From TRANSACTIONAL
Input: Teacher on a committee giving feedback
Listening: One-time or one-off communication
Superintendent-Led: Decisions made by a small group at the district office
Top Down Communication: Telling/updating educators about the work
One Messenger: Public updates from a central source to the community, parents, etc.
to TRANSFORMATIONAL
Ownership: Teacher leading engagement of their schools
Engaging: Ongoing bidirectional feedback loops
Teacher-led: Decisions made with educators
Distributed Communication: Teachers engaging peers at their school site
Multiple Messengers: Public communication led by teachers and other stakeholders (op-eds, blogs, newsletters, etc.)