District leaders report that building a shared instructional vision before curriculum adoption lays the foundation for successful IM implementation¶

Claim · All claims
Evidence · 1 study (2 entries) · qualitative r2–r3 · q2
Currency · newest study 2026 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most interviewed district leaders (five out of seven) endorsed the curriculum at the district level and involved teachers in selection, though one leader noted teachers still resisted despite inclusive processes. → Hannan 2026 q2 i? Districts that invested in shared instructional principles and professional learning before curriculum selection (Maple, Oak K–6) reported stronger teacher buy-in and consistent use, while a less methodical process (Oak grades 7–8) was associated with continued reliance on supplemental resources. → Hannan 2026 (2)

Evidence¶

Hannan 2026¶

Hannan, M., Rainier, S., & Perry, R. (2026). Beyond curriculum adoption: What district leaders are saying about using Illustrative Mathematics. WestEd. https://eric.ed.gov/?id=ED681318

q2 · i? · qualitative · r3

Cross-case thematic analysis of interviews with district administrators from seven Massachusetts districts implementing IM. Five of seven endorsed curriculum at district level with teacher voice in selection; one leader's account showed inclusive process did not prevent teacher resistance.

"Most respondents (five out of seven) endorsed the curriculum at the district level and talked about teacher involvement, voice, and review in the selection process, emphasizing the importance of including teachers’ perspectives."

Hannan 2026 (2)¶

Hannan, M., Rainier, S., & Perry, R. (2026). Beyond curriculum adoption: What district leaders are saying about using Illustrative Mathematics. WestEd. https://eric.ed.gov/?id=ED681318

q2 · i? · qualitative · r2

Contrasting spotlight cases within the cross-case study: Oak's methodical K–6 adoption with shared vision-building was followed by consistent, deep grade-6 use, whereas the upper-grades adoption "wasn't as methodical" and teachers gravitated toward supplemental resources.

"Without the foundation of a long-term plan that accounted for where teachers were starting from and what support they would need over time, implementation of IM did not take hold in the same way."

Discussion¶

Related Claims¶

• Shared and well-communicated mission, vision, and goals are critical to district and CMO performance — a broader claim this one bears on
• District leaders use learning walks and ongoing professional learning to reinforce clear, consistent expectations for curriculum use over time — related
• Professional learning and other teacher supports are perceived as foundational, addressing root causes of many OpenSciEd practitioner challenges across adoption, enactment, and assessment. — related
• HQIM teacher guides differ substantially in the depth of educative guidance they provide for the same pedagogical practice — related