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In my fifth year of HQIM work, I’ve realized the hardest part isn’t the systems or the pacing guides. That part runs itself now. The real challenge is what happens when lessons push adults out of their comfort zones. I hear it often, “students can’t do it.” But most times, that’s not about the kids. It’s about us. Teachers who are used to the safety of “I do, we do, you do” can wrestle when lessons shift toward conceptual, open ended thinking. That includes me. It took years

We started off working on the lesson internalization. That was the plan. Align the objective, tighten the checks for understanding, make sure the questioning matched the standard. Then the teacher asked me how to reach a student who never joined in. I asked him to tell me about the kid, not the data, not the behavior, just who he was. He told me the student’s mother had been deported a few weeks ago. We can stop right there. Because what else does that child have to think abo

They say if you want to hear God laugh, tell Him your plans. From 2013 to 2015, I found myself immersed in intervention work in math...

Story Time Part 1: How Humanizing Policy Shaped My Efficacy I had no idea what it was called back then. What I now know to be my belief...