In my previous blog, I argued that vaguely instructing teachers to ‘increase student engagement’ isn’t helpful feedback. This week, after a few classroom observations, I realized something else: sometimes what we call an engagement problem isn’t just about engagement.
First-year curriculum implementation can feel like drinking from a firehose for teachers and leaders alike. But buried in the chaos are clues to what’s working and what needs a reset. During a reflection activity with instructional leaders, we asked one simple thing: write down two implementation challenges you’ve seen and heard from teachers.
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