How can HQIM be implemented successfully?

In the evolving landscape of education, the adoption of High-Quality Instructional Materials (HQIM) has become a top priority for school districts. 

But why aren’t high-quality instructional materials consistently leading to high-quality outcomes? Even as more schools adopt HQIM, successful results are often based on implementation more than the actual materials. 

"We know you could put a wonderful curriculum in front of teachers, but at the end of the day, implementation takes genuine shifts in thinking, mindset, and structures,” said Kendra Nwosu, a Partnerships Lead at Gradient Learning. “Teachers need support that is sustained and curriculum-specific."

Nwosu recently led a Gradient Learning webinar, “Conditions for Success: Supporting High Quality Instruction.” She was joined by Corrie Janssens, a School Leader at Equitas Academy Network in Los Angeles, California. 

Nwosu opened the discussion by addressing the "implementation dip," which she said is the inevitable period of frustration that occurs when a school shifts toward more challenging content. Janssens agreed that simply providing teachers with access to top-rated materials is only the first step. 

Janssens takes pride in being a principal who works closely alongside their teachers and credits the school’s partnership with Gradient Learning with helping achieve a successful implementation of the HQIM.

"Communication is key,” Janssens said. “Any sort of resistance you might get from people is just fear. You’re afraid I’m asking you to do something new, and you’re afraid you’re not gonna be successful. So let’s sit down and talk about that, and keep moving forward together.” 

"How am I setting the vision, upholding the vision, and then sharing that vision?"

To navigate this period of change, Nwosu shared Gradient Learning’s four priority practices of change leadership: Set the Bar, Share the Bar, Lead the Bar, and Monitor the Bar. 

"It’s not that we don’t know how to do these things, but it can serve as a nice personal checklist for leaders,” Nwosu said. “How am I setting the vision, upholding the vision, and then sharing that vision? Because again, it doesn't work if it's just up here in my head and it's not shared and communicated well.” 

Janssens, who is currently leading her Equitas Academy #2 school through its first year of implementing new math and English Language Arts curricula, shared how these practices look in action. Janssens said the key mindset is to have a commitment to "discipline and structure" over a multi-year journey.

That commitment is on regular display during Janssens’ weekly one-on-one coaching sessions with teachers that prioritizes lesson preparation over generic feedback. By role-playing upcoming lessons and anticipating student needs, Janssens ensures their teachers feel capable and supported before they begin each class.

"We have to be so concrete," Janssens said. "We’re very focused on one thing at a time. We’re going to get traction and gains on that, and then we're moving on to the next piece." 

Gradient’s webinar underscored that HQIM is a powerful tool, but it requires a leader who acts as a catalyst for change. By utilizing Gradient Learning’s specialized training and insider resources, school leaders can move past the technical minutiae and focus on the instruction. 

"I think so much of the change process really just comes down to discipline and structure,” Janssens said. “If I am consistent, the team will come along."

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This article helps answer frequently asked questions, such as:

• Why is curriculum implementation more important than the materials themselves?

• What is the implementation dip?

• How can school leaders support teachers during a shift to more challenging content?

• What are priority practices of change leadership in education?

• How do you move past the technical lift to focus on high-quality instruction?

• What does a multi-year instructional journey look like for schools?

• How do coaching sessions improve lesson preparation for teachers?

• How should school leaders respond to teacher resistance during a new curriculum rollout?