Don't Say “Fidelity” and Other Curriculum Implementation Tips
Before “six seven” and its indecisive double-hand gesture came on the scene, the most surefire way to make a room full of educators squirm, roll their eyes, and laugh simultaneously was to utter any variation of the phrase, “Follow with fidelity.”
Fidelity, as you likely know, is a dreaded—perhaps even offensive—word to many teachers. When teachers hear administrators and coaches say, “Teach the curriculum with fidelity,” they often internalize this to mean we don’t trust you to make curricular decisions. Or don’t think; just follow the script.
“Follow with fidelity” may also rub teachers the wrong way if they’ve struggled in the past with curricula that feels disconnected from their daily classroom experiences.
However, fidelity is genuinely important to administrators and curriculum coaches. It can ensure that all students receive a consistent, equitable educational experience and that the district or school sees a positive return on its investment. It provides reliable data that can inform additional decisions about instruction.
So what might an administrator or coach say and do to meet those real needs without jeopardizing relationships or undermining the confidence of the teachers who are their most valuable assets?
Focus on the Curriculum’s Purpose
Conversations with teachers can include transparency about why a particular curriculum was chosen. This helps teachers know up front what the curriculum’s strengths may be, how the curriculum fits with district goals, and/or how it addresses gaps teachers observed and shared in the past.
Strategy-level details also give teachers a lens through which to view the curriculum. It can shift feelings and language such as “I have to. . .” into buy-in statements like “This will help me. . .”
Slight shifts in language coaches and administrators use help too. Instead of “teach the curriculum with fidelity,” consider alternatives that focus on the value of consistency and shared responsibility. Talk about “implementing the curriculum with integrity and professional judgment” to emphasize consistent, high-quality use while giving teachers permission to think and adapt.
Or coaches might choose language that emphasizes what they aim to provide to students. “Let's ensure students get access to the core ideas and learning experiences this program was designed to support.”
When teachers feel trusted, informed, and involved, curriculum implementation becomes professional learning rather than an act of compliance.
Support Teachers with Professional Development
The key to successful implementation is often familiarity with the curriculum. Teachers may not have time to dive deep into new material independently or learn about the research base and rationale behind program design. High-quality professional development can fill that need—and makes a significant difference in student outcomes!
Education publishers typically offer implementation training to support teachers transitioning to a new curriculum. Take advantage of that opportunity! Ask presenters to share how program components connect to scientific research and to help teachers interact with new materials in meaningful ways. Can they share demonstration videos so teachers can envision the curriculum in a classroom? Do they have practical tips for pacing, engagement, and differentiation?
Consider segmenting training rather than—or in addition to—providing lots of information in one sitting. “Just-in-time” professional learning may be easier for teachers to process and put into practice. Short, focused sessions can address what teachers are currently teaching or what comes next in the program. For example, “Next week we’ll focus on differentiating unit 3 instruction with small groups.”
Speaking of differentiation, consider ways to differentiate teacher support for a new curriculum. Teachers who are new to their grade-level material may need step-by-step modeling while veteran teachers may want space to innovate and share more advanced discussion of pedagogy and methods.
Enable Flexibility With Curated Resources
Administrators and coaches can continue to support both the new curriculum and their teachers by explicitly identifying opportunities for flexibility. Consider clearly stating what’s “non-negotiable” and what’s “teacher choice.” Perhaps core texts, skill sequence, and key assessments are non-negotiable, for example, while pacing, scaffolds, examples, and enrichment activities can be adapted at teacher discretion.
Open and ongoing dialogue about what’s working—and what is challenging—can help administrators and coaches identify topics for future professional learning or additional resources that are needed to fill gaps. Surveys, informal polls, or PLC discussions can help identify teachers’ pain points. Classroom visits where it’s clear administrators are interested in observing to learn alongside teachers, not evaluate them, can be informative. Looking at student work and assessments together, hearing the added context of teachers’ observations of students in the classroom, may also reveal ways to refine or supplement instruction.
Try making teachers’ feedback visible and follow up on it publicly. For example, “We heard from grade 3 teachers that ___, so we ___.” Or, “You asked for more small-group resources, and we’re adding them to our internal site next quarter.”
A centralized location that is easily accessible, such as a private intranet site, is an ideal place to gather materials that support successful curriculum implementation. This might include links to free resources provided by the publisher, videos or sample pacing guides that coaches create, or even teacher-created materials from within the district. Some programs may offer additional support for teachers:
- The Superkids Reading Program offers teacher tips and resources through its public Facebook page and The Superkids Bulletin, a free monthly newsletter.
- Building Fact Fluency users can join a private Facebook group to connect with other teachers using the toolkits.
- Patterns of Power Plus users might enjoy listening to the PoPCast Reboot on a streaming podcast app.
Consider offering a curated list of approved supplemental materials too, especially if feedback from teachers suggests there may be gaps in a newly adopted core curriculum. The more proactive administrators are in this regard, the better. If teachers perceive gaps that administrators don’t help them address, they may turn to Google and online marketplaces where resources may not be research based or complement the core program. Include some free resources as well as those the district or a school principal can approve for purchase.
Embrace a Partnership Approach
Zaner-Bloser understands the curriculum implementation process and is proud to partner with administrators and teachers to inspire “aha” moments in classrooms. Our materials provide opportunities for collaboration at the classroom, educator, and school level. Whether you’re a current customer or just exploring Zaner-Bloser resources, you can find personalized support from a sales professional familiar with your region.
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