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Leadership reflection tool · HQIM implementation

Instructional Coherence Diagnostic

You adopted high-quality instructional materials. Is your instructional system ready to bring them to life?

5 domains · 5–7 minutes

Start with what you know about your school

Whether your school uses Amplify CKLA, Wit & Wisdom, EL Education, Eureka Math², Illustrative Mathematics, or another high-quality curriculum, this reflection helps uncover how your instructional vision, teaching practices, professional learning, leadership, and evidence work together.

Rate each statement based on current, observable practice — not aspirations. Expand the guided prompts for discussion with your team. After answering all five items, you'll receive a preliminary profile and recommended next step. No submission or sign-in is required; you can save or email your results only if you choose.

How to rate each domain

1
Not yet established: No common practice or evidence.
2
Emerging: Isolated examples, inconsistent use.
3
Developing: Shared structures exist but implementation varies.
4
Consistently evident: Routinely demonstrated and supported with evidence.

0 of 5 rated

Domain 1

Domain 1 of 5 · Shared instructional vision

Teachers and leaders share a clear, actionable vision of effective instruction.

▸Guided reflection questions
  • Can staff describe what effective instruction looks like in one or two sentences — the same way?
  • Do lesson planning tools, walkthrough tools, and evaluation criteria all reference that same vision?
  • When was the vision last revisited with teachers, rather than just shared with them?
Domain 2

Domain 2 of 5 · HQIM and instructional alignment

Our instructional expectations reinforce — not compete with — the design of our adopted HQIM.

▸Guided reflection questions
  • Do schoolwide initiatives and master schedules protect the intended use of the adopted curriculum?
  • Are expectations for pacing, scaffolding, and assessment consistent with the curriculum's design?
  • Where do competing priorities pull teachers away from the materials?
Domain 3

Domain 3 of 5 · Curriculum-based professional learning

Teachers receive ongoing, curriculum-specific learning, collaboration, and feedback.

▸Guided reflection questions
  • What ongoing, curriculum-specific learning do teachers receive each year?
  • Does collaborative planning time focus on the curriculum itself, or on general topics?
  • How does professional learning connect to what coaches and leaders observe in classrooms?
Domain 4

Domain 4 of 5 · Leadership and coaching practices

Coaching and learning walks examine evidence of students' learning, not just visible teacher behaviors.

▸Guided reflection questions
  • What evidence of student learning do coaches and leaders look for during learning walks?
  • Do coaching conversations reference the curriculum's intended outcomes?
  • How often is feedback tied to students' engagement with the materials — not just delivery of them?
Domain 5

Domain 5 of 5 · Evidence and continuous improvement

We use multiple sources of implementation and student-learning evidence to refine support.

▸Guided reflection questions
  • Which implementation and student-learning evidence sources do you review, and how often?
  • What decision did your most recent data review change?
  • How is progress shared back with teachers and the community?