Furthermore, teachers who use TLMS report increased student engagement in classroom learning and extended use of higher-order thinking. District and school facilitators are responsible for planning for TLMS implementation at least six months in advance of implementation. Site leaders are responsible for providing structure, facilitation, and support for teachers during all TLMS activities. They are also responsible for monitoring the maps to validate progress toward a fully aligned curriculum and good instructional practice. Teachers develop individual curriculum maps and unit plans, which they modify on an ongoing basis to reflect what occurs in their classes.
Many teachers prefer to work with a team.
Individually, they may choose different learning activities to meet the needs of particular students, but, collectively, they agree on the scope and sequence of instruction for that grade or course. Teachers of self-contained special education classes map their curriculum in the same manner as regular education teachers. In an inclusive model, regular education teachers provide curriculum maps and lesson plans to special education teachers who then modify the maps and plans to meet their students' needs. All of us are more likely to accomplish desired goals if we know where to begin, where we are going, and how we will get there. TLMS provides a road map to help teachers develop a clear direction for what, when, and how to teach to ensure student mastery of essential concepts and skills.