Same materials, different impact: why HQIM alone isn’t enough

I recently observed two classrooms using the same set of high-quality instructional materials (HQIM). On paper, the lessons were identical. In practice, they were markedly different.

In some rooms, the lesson played out like a script, following the curriculum but disconnected from the learners. Teachers moved through the materials word for word, and students sat quietly, eyes drifting.

Just down the hall, the same materials came alive.

The teacher had internalized the materials, anticipated student misconceptions, and adjusted in real time based on their understanding. Her questions kept the cognitive lift on the students. Students leaned in to the work, confidently decoding multisyllabic words with syllable division patterns and using academic language like macron and breve to explain vowel sounds.

I support instructional improvement in educator-preparation programs (EPPs) in my role at Deans for Impact (DFI), and these observations were aimed at ensuring teacher-educators were continuously updating their preparation to align with the use of HQIM in real-life classrooms. As we debriefed, one question became central: Why did classrooms using the same HQIM produce such different learning experiences?

It came down to one thing: How effectively and confidently teachers made instructional decisions that ensured all learners reached the lesson goals.

"HQIM do not replace teacher thinking; they demand it, prompting educators to internalize content, make intentional decisions about how to teach that content, and engage students in meaningful, effortful thinking."

The variation in student experiences across these two classrooms underscores why state-level efforts must go beyond simply providing access to HQIM. These efforts must also include intentional and well-funded support for teachers and teacher-educators to implement these materials effectively. While most states have legislation supporting high-quality instructional materials, policy alone doesn’t ensure effective implementation. At DFI, we work with EPPs across diverse state contexts and multiple pathways, reaching more than 300 EPPs nationwide to prepare teacher candidates in evidence-based instruction, including the use of HQIM. HQIM do not replace teacher thinking; they demand it, prompting educators to internalize content, make intentional decisions about how to teach that content, and engage students in meaningful, effortful thinking.

Based in Tennessee, I’ve spent 20 years in education, including 10 years in school leadership and strategic planning. Here are three ways states can effectively support teachers to lean into the complex, intellectual work of teaching:

1. Ensure teacher educators and aspiring teachers—not just current teachers—receive professional learning on how to use HQIM.

The Tennessee High‑Quality Instructional Materials (HQIM) Network, facilitated by DFI in partnership with the Tennessee Department of Education, focused on supporting teacher educators to redesign coursework so preparation more closely reflected the realities of PK-12 instruction. Through this network, teacher candidates engaged in learning experiences designed to help them analyze and use HQIM in ways that mirror classroom expectations. On a pre/post assessment, candidates showed meaningful growth, improving by 18 points in identifying and using HQIM and 32 points in making instructional decisions that support grade-level instruction. These results show the value of scaffolded support and real-world practice, enabling future teachers to translate learning into impactful classroom instruction.

2. Provide EPPs and aspiring teachers access to local PK-12 HQIM, and support teacher-educators with learning opportunities to use them effectively.

There are misconceptions that teachers must act as curriculum designers or that HQIM stifles creativity. Both are false. HQIM provides a foundation, allowing teachers to focus their creativity, expertise, and instructional skills on students.

At Carson-Newman University, Kim Hawkins, Dean of the School of Education and Counseling, described the challenge: Without policies ensuring access to HQIM, they must stretch limited resources just to provide candidates with what they need. This access is critical because it allows teacher-candidates to engage meaningfully with the materials before entering the classroom. Nicole Butler, a teacher candidate, explained, “After I prepared and did the work myself, I was able to be more engaged with the students and actually interact with them to make sure they were learning.” Nicole’s experience mirrors what we saw in the strongest classroom: When teacher candidates deeply internalize materials with support from teacher educators, they can bring them to life for students.

3. Invest in ongoing HQIM professional learning—not one-off trainings—that prepares experienced teachers and teacher educators to make effective instructional decisions based on their expertise and their students’ needs.

A recent report from the National Center for Teacher Residencies underscores the importance of curriculum literacy, defined as teachers’ ability to identify and remedy deficiencies in the instructional materials they are given to teach. Tennessee’s Acceleration for All Initiative is a strong example of a statewide effort to strengthen curriculum literacy. Launched in response to persistent reading gaps among the state’s most vulnerable students, the program emphasizes that teaching is an evolving practice and educators must be equipped to make informed instructional decisions grounded in evidence of student learning. Its approach rests on three elements:

1. Engaging all stakeholders to share responsibility for Tier I instruction.
2. Using a cycle of continuous improvement to provide teachers with time for thoughtful preparation and scaffolding.
3. Ensuring all stakeholders can collect, analyze, and use student data to inform targeted supports and instructional decisions.

Together, these elements help teachers refine their practice, strengthen their curriculum literacy, and ensure all students receive high-quality, responsive instruction.

Students deserve instruction that meets them where they are and supports them in reaching their goals, and teachers deserve preparation that sets them up for success. By supporting teachers and the teacher educators who prepare them with strong materials, meaningful practice, and the preparation they need to innovate effectively, we can ensure every child has a chance to shine. State policymakers must pay attention: Use our policy framework and action guides, or partner with DFI for guidance in supporting teacher educators to ensure every child has a well-prepared teacher.