also be helpful to include some of the text-based examples reviewers provided in their rubrics.
It would be prudent to maintain the rubric data and documentation for several years in case the district’s use of the selected material is challenged.
Plan the Implementation
Once the materials have been ordered, the person managing the selection process, the district curriculum department, and the district technology department should start planning for a successful implementation. For example, the material’s delivery date or beginning of the district’s subscription should be communicated to the relevant stakeholders. All necessary technology components should be ordered in a timely fashion, and professional learning must be scheduled to support teachers in using the material effectively. A common reason teachers gave for not using their district- or campus- provided curriculum materials was “a lack o f time to learn how to use the material or to incorporate new materials during class.” (Prado Tuma et al. 2022, 9). No district or campus wants to spend time or money selecting materials that go unused. Implementing a transparent, data-driven review process like the one described above will more likely result in the purchase of standards-aligned, high-quality materials that will meet teachers ’ and students ’ needs .
Curating High-Quality Resources
One of the biggest curriculum challenges districts currently face is teacher entrepreneurialism as it relates to finding and using resources. A Harvard University study of teachers across six states noted that “only seven percent (7%) of teachers studied used the ir textbooks exclusively” (Blazar et al. 2019, 15). A study by the RAND Corporation similarly revealed that teachers are more likely to use a combination of comprehensive and supplemental in their lessons than rely
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