![]() ![]() Providing equitable access to HQIM is critically important as we address schooling-loss across the country. HQIMs are cited as a top funding priority for teachers, but access to high-quality materials is disproportionate, with low-income students less likely than high-income students to have quality content and curriculum in the classroom. ![]() When teachers don’t have access to strong materials, they search for them online, often leading to inconsistent quality and weak alignment to the standards. Teachers spend 7-12 hours per week searching for and creating instructional resources, many of them unvetted. The following guide shares key practices and outcomes for establishing a shared instructional vision, selecting HQIM, prioritizing professional learning for educators, and ensuring that these improvements stick by fostering collaboration, internalization, and practice. Additionally, we know that instructional materials are not the only element necessary for changing teacher practice or improving student outcomes. Teachers and school leaders know that materials matter, but don’t always have access to the high-quality instructional materials (HQIM) their students deserve. We also know that the current challenges districts are facing – including how best to address the immediacy of schooling loss – means that the stakes around curriculum and academic decisions are higher than ever. With so many options, deciding what’s most appropriate for your individual students and community can seem overwhelming. Over the last 10 years, we have seen a shift in how states, districts, schools, and teachers access and leverage high-quality instructional materials to guide instruction. ![]()
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