High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

High-quality instructional materials (HQIM) designed for next generation science can make a difference in the quality of equitable science teaching and learning throughout the educational system and for all learners (i.e., for all leaders, teachers, and students). So how can local leaders take a systems approach to the selection, broad and effective implementation, and sustained improvements offered by such materials? What are some practical ways to make this work in our community?

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.

This topic study for elementary school teachers on assessing three-dimensional learning will move our learning community from research to practice over the course of four weeks. We will use high-quality instructional and assessment materials to identify the similarities and differences between tasks designed for instruction and assessment tasks.