Conversation #14 was an awesome exploration of the intersection between district process and stakeholder voice. Too often, as leaders, we are left trading one for the other. When we worry about moving quickly, then less stakeholder voice seems prudent, and if we want to make sure everyone is heard, then we fear progress and process will stall.

Heather Smith, the Assistant Superintendent of Teaching & Learning in Dedham Public Schools in Massachusetts wants a pathway that honors both, and she has a strong vision for making this happen.

"Professional learning is a central part of the new strategic plan we’re developing in Dedham. We're working with our team of instructional coaches to define our instructional core and anchor practices. We're hoping to shift away from a traditional PD model to a more collaborative approach where we can connect our professional learning directly to learning outcomes by examining the impact of all professional learning initiatives — looking at behavior shifts, new teacher practices, student achievement, and other outputs, using data from multiple sources. We want to offer more voice, choice, and differentiation within our professional learning opportunities, with teachers walking away with something that they can go and do the next day.

One of the most important lessons I've learned is to prioritize teacher practice before onboarding new curriculum, shifting our focus from simply auditing high-quality instructional materials (HQIM) to providing professional learning that strengthens pedagogical skills. Ongoing support is essential! In math, we’re working to build 'thinking classrooms' (based on Peter Liljedahl’s work) where students can actively demonstrate their critical thinking skills as mathematicians. We're focusing on student-centered conversations and foundational tasks that promote deeper learning. We've also implemented 'What I Need' blocks for intervention and 'inquiry blocks' in elementary schools, providing dedicated time for both support and exploration.

A key to Dedham’s multi-year journey with ELA curriculum adoption has been engaging with stakeholders across our district throughout the process. We visited other schools to see the curricula in action and gathered feedback from teachers, students, leaders, and instructional coaches. Our teachers and their students have embraced knowledge-building, showing genuine enthusiasm for the in-depth topics in our core ELA materials. We've also received positive feedback from families about how students are connecting their learning to life at home.

We are deeply committed to elevating student voices. We are partnering with Battelle for Kids to develop our Portrait of a Learner and define the competencies our students need for success in post-secondary life, including self-regulation and independent learning. We're working to ensure our students are not just learning content, but also developing the transferable skills they need to thrive beyond our classrooms."