A Comprehensive Plan to Ensure Implementation Success
Carnegie Learning Managers of School Partnerships and our team of Certified Instructional Coaches will help you develop a comprehensive professional development plan to implement throughout the school year. Our team of experts is dedicated to providing the training and support you need to ensure your teachers and school leaders begin the curriculum confidently and are prepared for a successful implementation. In addition, Carnegie Learning has created an in-depth framework through which schools have the opportunity to obtain leadership training, in-classroom support, customized professional development, instructional coaching and data analysis to report student achievement.
The following Carnegie Learning Comprehensive Implementation Framework provides the implementation structure for math teachers to learn to apply and implement best practices in mathematics instruction in their classrooms throughout the school year. Summative and Formative Assessment Analysis and Reporting will be integrated throughout the Professional Services delivery framework.
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Phase 1:
Initial Implementation Training for
Teachers, Coaches, and Administrators
Carnegie Learning provides Initial Implementation Training to get your teachers and coaches started with Carnegie Learning curricula. Participants will experience the research-based instructional model, become familiar with the teacher and student materials, and begin to learn how to effectively use the report data to differentiate instruction. Teachers who are participating in the training will learn to:
- Effectively implement the Carnegie Learning curricula
- Apply student-centered, standards-based instructional strategies
- Develop effective questions to support students' conceptual understanding
- Make connections between the Cognitive Tutor and classroom instruction
- Learn how to use formative and summative data to inform instructional decision-making
A half-day Leadership Training is designed for building and district leaders who will be supporting teachers and students implementing the Carnegie Learning curricula. Participants will receive an overview of the tools and strategies needed to monitor and sustain an effective implementation. Leaders will:
- Understand the research-based Carnegie Learning curricula and Cognitive Tutor software
- Create an implementation plan to support teachers and students throughout the year
- Review the Carnegie Learning Standards-Based Implementation Rubric to discuss best practices in mathematics instruction
Phase 2:
In-Classroom Support
Side-by-side sessions with the Carnegie Learning Professional Services Team take place within the classroom and are based on district, school, and/or teacher needs. In-Classroom support is most valuable in the first few months of the academic year. Our staff builds relationships with teachers to support implementation fidelity, classroom management, program monitoring, and data-driven instruction. During In-Classroom Support, Carnegie Learning will:
- Observe classrooms and/or labs
- Provide relevant feedback to teachers based on the Carnegie Learning Standards-Based Implementation Rubric
- Make specific recommendations to teachers and school leaders to strengthen implementations
- Analyze report data to support accountability
Phase 3:
Instructional Coaching and Customized Professional Development
Instructional Coaching and Customized Professional Development are provided after the In-Classroom Support phase and designed exclusively for each building's specific needs based knowledge gained during the initial phases of implementation.
Instructional Coaching
The Instructional Coaching phase is centered on the 1:1 coaching relationship between a Carnegie Learning team member and the classroom teacher. During this phase, teachers will focus on their expertise and understanding in implementing the Carnegie Learning curricula and in teaching mathematics. During instructional coaching visits, Carnegie Learning will:
- Model, co-teach, and co-plan with teachers to improve classroom instruction
- Engage teachers in the instructional coaching cycle, including pre- and post-conference reflections, to debrief teachers regarding instructional practices
- Provide instructional expertise in pedagogy, data analysis, and technology integration, including calculators and interactive whiteboards
- Record next-steps for teacher growth in Carnegie Learning Collaboration Log
Customized Professional Development
Carnegie Learning staff will work with states and districts to identify unique domains of teacher learning and will develop a specific path of instruction to address these learning needs.
Throughout each phase of professional development and training, Carnegie Learning math experts will work with customers to collect and analyze summative and formative assessment data. Carnegie Learning math experts can help you:
- Use Carnegie Learning curricula data to evaluate implementation and make changes for efficiency and return on instruction investment
- Compare and analyze district, school and classroom growth data and targets
- Use data for short and long range planning for teachers and classrooms
Carnegie Learning Implementation and
Instructional Coach Training Model
Carnegie Learning math experts provide training for district math coaches, math leaders and coordinators who will be implementing Carnegie Learning Curricula. The selected district or school staff members will be certified to monitor the fidelity of Carnegie Learning implementations and to support classroom teachers with research-based teaching strategies.
The Implementation and Instructional Specialist Training provides certification in:
- Implementing the student-centered, standards-based classroom with Carnegie Learning Textbooks and Cognitive Tutor software
- Strategies to encourage student discourse through inquiry and collaboration
- Examining formative and summative assessments to inform instructional decision-making
- Connecting the instructional practices in the classroom and the lab
- Analyzing Teacher Toolkit data to support flexible grouping and the student's ownership of learning