Your work matters.

Last year in December, I covered the NYC Public Schools curriculum change, which was big news in the literacy world. NYC Public Schools were required to select from three reading curricula: Into Reading, Wit & Wisdom and EL Education, with all 32 districts implementing in the 2024 school year although there were varied phases of start times for schools. As I said last year, this was newsworthy because NYC Public Schools is one of the largest districts in our nation that used Units of Study and a balanced literacy approach. In addition, Teachers College at Columbia University is local and had a major influence on their former curriculum before the current Science of Reading movement (this university cut ties with Calkins). Using the Literacy System Assessment, I used the information to which I had access to analyze strengths and opportunities in their plan. Read the newsletter to read the full analysis.

Recently, Alex Zimmerman reported that NYC is tweaking the curriculum mandate in response to teacher concerns. (2024) The letter from the Chancellor highlights five key areas of updates:

1. Pacing flexibility
2. Streamlining assessments
3. Removing duplicative tasks
4. Allowing for modifications and adaptations
5. Expanding professional learning

I applaud the leadership team for responding to teacher concerns so quickly; teachers deserve to feel heard even while moving forward with the district’s plans. However, some of the barriers I predicted remain the same: teachers are having a hard time implementing this curriculum shift. This is what happens when we don’t give consideration to the people in our organizations meant to carry out the work. Heifetz and Linsky write about the technical and adaptive issues needed to address change and in their 2002 article highlight what is at stake: “change that truly transforms an organization… demands that people give up things they hold dear: daily habits, loyalties, ways of thinking. In return for these sacrifices, they may be offered nothing more than the possibility of a better future.” Isn’t this true in NYC Public Schools’ efforts? These five areas address the technical issues that teachers are requesting, but they ignore the adaptive root causes of the complaints.

Pacing Flexibility

By addressing pacing flexibility, teachers are being given permission to use professional discretion to flex instructional pacing up to two weeks with the reminder to “maintain curriculum alignment and integrity.” This seems like it is exactly what teachers need - flexing the curriculum to match student needs. But this is a much more complex issue that requires a deep understanding of the curriculum, student data, and assumes teachers have time for planning. Teachers are right, students’ needs may not match what the curriculum provides. However, by simply naming a technical fix to an adaptive problem, they are creating flexible guidelines without actually addressing the possible root causes: teacher knowledge of curriculum, teacher knowledge/understanding of data and analysis, the need to practice new habits and possible gaps in students’ knowledge and skills. NYC may find that this compromises the integrity of curriculum implementation they seek.

Streamlining assessments

The letter addresses streamlining assessments explaining that end of module and unit assessments embedded in the curricula should be used to guide instruction. It is possible this is an example of de-implementation efforts, reducing the amount of unnecessary work. It makes sense that there would be a recommendation to use curriculum provided resources because they are meant to match instruction (i.e. assessing what you’re teaching). Again, whether these assessments are being used reveals complex issues: teacher knowledge of using and understanding these assessments, interpreting data results from these assessments, and how the content in these assessments support students’ needs. If we are asking teachers to abandon previously used assessments, have we explored what the replacement asks teachers to sacrifice? Are teachers in the practice of backwards planning after analyzing assessments to plan instruction? In addition this only addresses two types of assessment: universal screeners and summative assessments. Teachers may be noticing this gap because they are missing diagnostic assessments to address students’ skills beyond the screener and formative assessments that inform their instructional plans throughout the modules and units.

Removing duplicative tasks

In the spirit of de-implementation, the letter explains an effort to remove unnecessary tasks. Specifically, teachers are being given permission to stop manual data entry; rather, teachers are encouraged to use existing screening data and digital assessment tools provided in curriculum materials to “eliminate redundancies.” This message is probably also for leaders to hear (i.e. STOP asking your teachers to enter data in outdated spreadsheets) but an important one for teachers. When we introduce new tasks we must also consider what can be stopped to make room for the change. I can’t help but wonder if teachers and leaders who have been in the habit of manual data entry are ready to embrace this change; thinking about the complex issues with using newer assessments, it’s possible that teachers need more knowledge, practice and support to do so. While teachers might be able to engage with the tools in the curriculum or the screeners provided, do they truly understand them?

Allowing for modifications and adaptations

The letter states that teachers “can use planning time to make modifications and adaptations to the curriculum informed by students’ needs” with the caveat that teachers are still expected to maintain the integrity of the curriculum. It is imperative that we use student data to inform our planning rather than robotically implementing a curriculum. However, NYC schools are at various stages of curriculum implementation - some are in year three, some year two, and some year one. For teachers in year one, how is it possible to understand what curriculum integrity looks like? This flexibility statement assumes that educators understand the arc of the curriculum and which lessons are critical to maintaining integrity. In addition, this use of planning time to modify and adapt highlights the need for MORE planning time. Lest we forget, learning how to teach with new resources exponentially increases the amount of time needed for planning; by ignoring the adaptive change of habits and ways of thinking this planning shift entails, we are asking educators to do more with the same amount of planning time.

Expanding professional learning

The expanded professional learning will target “superintendents, district instructional teams, school leaders, and teachers.” This PL will cover curriculum embedded resources and tools to meet the needs of English Language Learners and Students with Disabilities. Like the previous updates, this an important initiative - teachers are working with students who deserve instruction designed with their needs in mind. In addition, by equipping leaders with this learning, they will be better prepared to work alongside teachers during implementation and planning. As the Center for Public Education’s Effective PD report explains, professional development that will impact change must be ongoing in duration and focus on implementation to support the transfer of new skills. In the NYC case, we must ask whether it is an issue of knowledge that can be addressed during a few sessions or an issue of implementation that requires many more sessions and support. Therefore, choosing one pathway for professional learning may not address the needs of the audience it is meant to serve.

In the table below is a summary of the updates provided in the NYC letter, and the possible different responses to the concerns based on a technical problem or adaptive change as the root cause.

These updates highlight the importance of considering the people in our systems. It is the people that are the catalysts for adaptive changes and they will either oppose or champion them. Additionally, in NYC Public Schools, there are unions representing the people in the system: The United Federation of Teachers and The Council of School Supervisors and Administrators. These organizations add a layer of complexity to how we work with and support the folks doing the implementation work. However, it is important to note that leaders of the union organizations signed the NYC Reads letter, so they are in support of these updates on behalf of the teachers and school administrators they represent: “The key to this effort is providing districts, leaders and educators with clarity as needed to enact this seismic change.”

Regardless, when listening to concerns and choosing how to respond, it behooves us to determine the root cause. Knowing this will explain whether a technical problem is being fixed or an adaptive change is being addressed and inform responsive actions.

Leadership Moves:

1. Take time to know and understand the people in your system.
2. Listen and respond to the people’s concerns.
3. Use this case study for learning about your own system - how can you identify technical vs. adaptive root causes?

What does this mean for me?

Your system has four broad categories, whether you’re thinking about them or not. And each piece of that puzzle impacts the other. Your people and culture impact how well your products and culture will work. So thinking about all four parts will maximize your success plan. If you’ve been ignoring a piece to your system puzzle so far, that may be the first section to work on. And I will say, it is often a people problem that we aren't addressing - education is a human profession.

Revolution Resources

This guide is a companion to the anchor text, The Knowledge Gap. Participants can engage with the course individually or as a group. Texts sets for each chapter are provided. A workbook is provided including journal prompts to encourage reflection. Click on the picture below to check it out. Use the coupon code "NEWSLETTER" to access the course for free!

​​Coaching System Assessment Download the PDF below ​LRC Coaching System Assessment PDF - Final.pdf​ Watch the February workshop about this resource! ​

Literacy System Assessment Download the PDF below ​LRC Literacy System Assessment PDF - Final.pdf​ Watch the webinar about this resource below! ​

Listen, Linda a new Spotify playlist I've collected all of my podcast guest appearances in one place. Make sure to follow along for new episodes as they come out! Listen here

Where have we been?

This month, I spent time with clients and had some fun personalizing resources we discussed during one on one sessions. And yes, I've seen Wicked - I cried through the whole thing.

I lamented the end of The Eras Tour. I was lucky enough to attend the tour in Nashville on night 2. I've enjoyed following the journey and bonding with my friends!

I connected with people and made time for friends and colleagues. I love coffee and will find any excuse to have more! This was a lovely detail I had to capture. ​

I also had lunch with one of my former first graders who is now a young adult, getting ready to start training with the Air Force. I am so incredibly proud of the human this woman has become - how many of us were reaching out to people to express our gratitude as young adults? She shared with me her memories of our time together and how I showed up for her when she needed it. Teachers do so much more than teach reading and math - we have an opportunity to be part of a child's life journey. If there is a teacher who had an impact on you, TELL THEM. I guarantee it is a dream to know you've made a difference.

And... I've been writing. I have been working on a new project that expands the coaching system assessment and I'm excited to share it in the coming year!

Let's Work Together

I welcome discussions about how I can serve you and your school or district with instructional coaching or literacy. Click here to sync our calendars for a conversation.

Where can we connect? Bold font shows events at which I'm presenting. 7/9 - 7/10 - Get Engaged Coaching Con | Learn more here​ 10/8 - 10/10 The Reading League 9th Annual Conference | Learn more here​ ​ Check out my calendar