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