Key takeaways
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The use of High-Quality Instructional Materials (HQIM) can save teachers time and provide access to evidence-based materials.
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By implementing HQIM, school districts can increase instructional conistency across classrooms and between schools.
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Purchasing HQIM is not enough. Teachers should be provided with time and training to ensure the effective use of the materials.
Decades of research reveal that the most important factor in student success is an effective classroom teacher. According to John Hattie, the only thing that matters more than a teacher (30% of the influence on academic success) is the students themselves (50%).
Educators are expected to provide a safe and welcoming environment, identify and support students’ individual needs, and create the content presented to students each day. In the United States, there has never been a mandate regarding the use of pre-designed curriculum versus teacher-designed materials. This philosophy allows for teacher autonomy, but also creates large disparities between classrooms with an expert teacher and those with a new teacher or a teacher with limited instructional skills.
As the push for academic improvement continues, research shows that using HQIM, alongside ongoing professional learning, can significantly increase overall academic growth. Research from Johns Hopkins University found that when HQIM are effectively implemented beginning in first grade, by fifth grade, students with access to these materials, in conjunction with appropriate instruction, scored 24 percentile points higher on end-of-year assessments.
What is HQIM?
The term High-Quality Instructional Materials (HQIM) refers to classroom materials that are directly aligned with state standards, incorporate evidence-based practices, have a clear scope and sequence, and provide resources for both teachers and students. This differs from the general use of instructional materials, which can refer to any resource a teacher uses in their classroom.
In the United States, the creation of content standards is left to each state. When companies or organizations create HQIM for purchase, such as a k-12 online education platform, they will align it with the specific state in question. When examining the design of HQIM, it is crucial that the procedures and strategies are evidence-based, which means the materials have been reviewed and vetted through real-world research and application.
From the start of public education in the US through the early 21st century, HQIM were most often textbooks and student workbooks. With the accelerated implementation of technology in education, current HQIM might include online access for students and teachers, teacher editions for lesson plans, consumables for students, and progress monitoring to track student growth.
Occasionally, national research findings will impact state decisions regarding HQIM. The most recent example is the Science of Reading (SoR). Although the research behind the SoR is not new, the adoption of the practices and associated materials by states and local districts is a more recent development. The SoR research reports that reading must be taught with intentional elements, rather than practices such as ‘whole word’, ‘balanced literacy’, or ‘workshop models’. The Science of Reading stipulates that instruction should focus on phonemic awareness, phonics, fluency, vocabulary, and comprehension.
Using the SoR as an example, it is possible to see the shift related to the intentional selection of HQIM. Over the last six years, almost every state has created its own HQIM literacy requirement. Each state’s department of education has crafted its own bylaws or bills requiring school districts to select a state-approved HQIM curriculum for use in early literacy practices.
The underlying belief is that providing all classroom teachers with the same, extensively reviewed, standards-appropriate materials will increase student success. Government and school leaders hope that, as students progress through the grades, the accumulation of improved practices will have a notable impact on secondary reading and math scores and graduation rates.
How are high-quality instructional materials evaluated?
To evaluate High-quality Instructional Materials, school districts will first consult their state department of education. If the content area need has been identified at the state level, they will share guidelines or rubrics. These state guidance documents may also indicate the level of ongoing professional learning required of teachers.
Once a school district has a clear understanding of a state mandate or has identified its own needs, it will begin forming stakeholder groups to gather input and feedback. The initial group is often district leaders who will review the products and services offered by outside organizations or companies. There are instances when districts can build their own HQIM from scratch using their own human resources. When making a final decision, these locally created materials are compared to the pre-packaged options.
With a short-list created at the district level based on cost, content alignment, and a balance of paper and electronic resources, it is time for the stakeholder groups to have their say. A team composed of administrators, coaches, and teachers will have the opportunity to listen to each potential company’s presentation and then review the materials. This is often at least one full day, but it is advisable to have access more than once.
The educator stakeholder group will share their opinions with the district, and the final options will then be shared with community groups, including parents and all district staff. Materials will be shipped to several schools within the district so interested parties have time to review them. There will be a feedback method, such as an online survey, to gather responses.
It is then up to the local district to make its final decision. Although this is a lengthy process, it is only the first step to the effective use of high-quality materials. School districts will have to create a plan for the rollout of the new materials, with an emphasis on professional development. One of the most frequent concerns about HQIM is that, because the materials are substantial, teachers will require time to develop an understanding of them and to plan for their effective use.
How do you implement high-quality instructional materials?
The implementation of high-quality materials is critical to its future effectiveness. Local districts should prepare a multi-year plan to introduce the materials to educators, offer ongoing professional development sessions, create a coaching schedule, and eventually facilitate a shift to collaboration-based PLCs for teachers.
- HQIM are known for being comprehensive, which can be overwhelming for teachers. School leaders should create opportunities for educators to become familiar with the materials well before they are used. This could be a combination of micro-learning opportunities, informational emails, recorded webinars, or live sessions.
- After educators have been introduced to the HQIM, there should be an established timeline for ongoing professional learning. Ideally, this would begin toward the end of the previous school year and continue into the preplanning of the implementation year. Depending on the extent of the HQIM implementation, schools should offer weekly or monthly sessions for educators. The topics for ongoing professional learning should be timely and immediately applicable to teachers.
- The rollout of an HQIM should incorporate instructional coaching. The coaches should be aware of the school district’s needs and prepared to support teachers through informational sessions, in-class coaching, and the ability to provide real-time solutions. If a school or county has instructional coaches, they should be used alongside the coaching experts associated with the HQIM curriculum.
- An effective plan for implementing High-Quality Instructional Materials can be measured by how smoothly ownership of the materials is transferred to teachers in their PLCs. It is not feasible for teachers to understand all of the resources and content at the beginning of implementation. However, with proper introductions, professional learning, and coaching, educators should be able to take on the role of teacher-leaders within the HQIM by the end of the implementation year.
What is the impact of having high-quality instructional materials in school?
The use of High-Quality Instructional Materials has several impacts on school success, some are immediate, and some develop over time. It is important to be aware that implementing multiple HQIMs in quick succession, or with overlap, can slow progress, as educators must balance the practices and procedures of multiple curricula.
Immediate Impacts
HQIM addresses consistent learning opportunities for students regardless of their school or classroom placement. A thoroughly researched HQIM curriculum ensures that all students receive similar content, lessons, and assessments. In the past, student success was often a result of being placed in a classroom or school with sound instructional practices.
Access to HQIM reduces the time teachers spend searching for or creating their own classroom materials. Research shows that teachers spend more than five hours a week searching for appropriate classroom materials. In many cases, this represents all of the planning time a teacher is allotted for the week.
The existence of HQIM provides new teachers with resources and lessons at their fingertips. This is also an important scaffold for educators who require additional support. With HQIM, educators can focus on delivering instruction.
HQIM includes scaffolding and intervention planning for students who require either remediation or enrichment. Most High-Quality Instructional Materials will include a method for formative assessment. This data allows teachers to identify students’ strengths and areas for growth. With this information in hand, educators can consult the HQIM to identify interventions that meet students’ needs.
Long-term Impacts
The continued use of High-Quality Instructional Materials increases student achievement on standardized assessments. The changes are evident from the first year of HQIM, but the most impressive gains come as students continue to receive effective instruction year after year.
When a school district provides teachers with High-Quality Instructional Materials, coaching, professional learning, and collaboration, it can lessen feelings of overwhelm. This can lead to increased teacher morale and retention, and when teachers feel supported, they report higher levels of job satisfaction and less teacher burnout.
