Summer 2026 PRISM III CKLA Grades 3–5 Co-Teaching Implementation Team

Everett Public Schools•Everett, MA

About The Position

The Summer 2026 PRISM III CKLA Grades 3–5 Co-Teaching Implementation Team will focus on strengthening access to high-quality instructional materials (HQIM) through intentional co-teaching practices that support all learners, including multilingual learners and students with disabilities. Participants will engage in collaborative planning using the CKLA curriculum through a co-teaching lens. The team will explore and apply a range of co-teaching models (e.g.,Parallel Teaching; Station Teaching; Alternative Teaching; Team Teaching) to ensure that instruction remains rigorous, standards-aligned, and accessible to all students. The work will include analyzing CKLA lessons and identifying opportunities to incorporate co-teaching structures that enhance student engagement, increase access to grade-level content, and promote student ownership of learning. Participants will collaborate to develop and refine co-teaching approaches for implementation during Tier 1 instruction while maintaining fidelity to the CKLA curriculum. Additionally, the team will support the development of planning tools, model lessons, and practical resources that can be shared across the district to build teacher capacity in effective co-teaching practices within CKLA. This team will meet on Monday, August 17, and Tuesday, August 18, from 9 a.m. - 3 p.m. Additionally, up to 3 hours of asynchronous work may be assigned before the sessions. Working Time/Modality: up to 15 hours with sessions on August 17 and 18 from 9 a.m. - 3 p.m. Additionally, 3 hours of asynchronous work may be required before the sessions.

Requirements

Current assignment that is responsible for implementation or supporting the Grades 3-5 ELA curriculum, including the following roles: Grades 3-5 Classroom Teacher, EL Teacher, Inclusion teacher Instructional Coach or ELL Coach responsible for supporting ELA Curriculum implementation in grades 3-5

Nice To Haves

Demonstrated understanding of CKLA curriculum structure, including lesson components, pacing, and expectations for fidelity of implementation.
Strong understanding of standards-aligned instruction and the importance of maintaining rigor while providing access and support.
Experience using data (e.g., student work, formative assessments, walkthrough feedback) to inform instructional decisions.
Ability to reflect on instructional practices and engage in professional dialogue focused on continuous improvement.
Strong organizational and communication skills, with the ability to contribute to the development of shared resources and tools.

Responsibilities

Collaborate with team members to analyze CKLA lessons and units through a co-teaching lens, ensuring alignment to grade-level standards and lesson objectives.
Plan and design CKLA lessons that intentionally incorporate a range of co-teaching models (e.g., One Teach, One Support; Parallel Teaching; Station Teaching; Alternative Teaching; Team Teaching).
Identify opportunities within CKLA lessons to increase access for multilingual learners and students with disabilities while maintaining rigor and fidelity to the curriculum
Develop and refine co-teaching planning tools, templates, and model lesson examples to support consistent implementation across classrooms.
Engage in collaborative discussions to determine when and how different co-teaching models are most effective within Tier 1 instruction.
Ensure all instructional planning maintains a lesson-a-day pacing and prioritizes core CKLA components and objectives.
Create practical resources and guidance for classroom teachers, co-teachers, and instructional staff to strengthen co-teaching practices.
Participate actively in all scheduled sessions and complete any assigned pre-work to support productive collaboration.
Reflect on current instructional practices and contribute recommendations to improve co-teaching structures within CKLA implementation.
Support the development of materials and strategies that can be shared during PLCs and professional learning to build districtwide capacity.