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Writer's pictureCasey Watts

When Teachers ask for More “Stuff”

Provide Clarity, Not Clutter


Are teachers (or leaders) continuously asking for more products, programs, or resources? 


Maybe you're hearing things like


  • "I found this packet on TPT that our team could use..."

  • "Can we get an app that helps students with ___ (fact fluency, reading fluency, comprehension, writing...)?"

  • "Our kids can't (fill-in-the-blank) and we need something to fill the gaps..."

  • "We have (insert program), but it (insert problem)..."


And are you also finding that sometimes the programs and products that have already been purchased aren't being utilized consistently (or effectively)?


In my Coffee and Clarity podcast, I recently tackled a recurring topic: teachers requesting additional resources. While these requests often come from a genuine desire to improve student outcomes, they may actually point to a deeper issue—one that might not be solved by simply adding more materials.



Catching up with Casey Podcast


The Real Root of Resource Requests


When a teacher asks for more materials, it’s rarely just about needing “more.” Often, it signals something deeper…


A LACK OF CLARITY! 


There could be a few different things around which teachers lack clarity.  In the Coffee & Clarity session, “Why Teachers ask for more STUFF”, I share about three potential causes for the confusion:


  1. A Lack of clarity around the campus’s or district’s approach to lesson planning and what goes into a full lesson cycle

  2. A Lack of clarity around high-impact instructional strategies

  3. A Lack of clarity around learning standards, the learning progression, or the complexity of skills


In the pod, I share an example of a middle school team working to improve students’ fact fluency. Although they already had a curriculum, training, and resources in place, they weren’t seeing the progress they hoped for. Rather than automatically adding new tools, the team and I examined the issue through a clarity-focused approach. Were teachers fully aligned on what the lesson cycle should entail? Did they feel confident in tier one instructional strategies? Were they clear on the standards they needed to achieve? This reframing highlighted how clarifying these areas could lead to better outcomes without additional resources.


Introducing the Clarity Cycle Framework


To address these kinds of issues, I’ve developed a framework called the Clarity Cycle, which I’ll cover in depth in my upcoming book. This approach centers around understanding the “why” behind each request, bringing clarity to those areas that may be unclear– be it lesson design, instructional practices, or standards– before adding more materials. By identifying and addressing gaps in understanding, leaders can shift from reactive purchasing to proactive, clarity-driven leading and teaching.  When given the opportunity to pause before purchasing, teachers often find ways to work more effectively with the resources they already have.



Clarity Cycle Framework, Casey Watts


Next Steps for Teachers and Leaders


From this session, we outlined three steps teachers and leaders can use to utilize  clarity with  new resources:


  1. Pause BEFORE Purchasing 

    Leaders are encouraged to step back and assess the root of teachers’ resource requests. Could the need be stemming from uncertainty about the lesson cycle, instructional strategies, or standards?


  2. Assess Areas Lacking Clarity

    Leadership teams should evaluate whether teachers need support in areas like lesson cycles or tier one strategies, which could be contributing to the request for additional materials.  This can be done using the 10-5-5 protocol, which I reference in the Clarity Cycle Framework.


    Clarity cycle, Casey Watts

  3. Provide Targeted Professional Development

    Instead of purchasing more tools, leaders should consider providing professional development to co-plan with the resources already available.. This focused approach enhances teaching without adding unnecessary resources.


Enhancing the Teaching Process Through Clarity


When clarity replaces confusion, teachers can better leverage the resources they already have and become more confident in their practices. The Clarity Cycle framework offers a way to tackle challenges with intention and efficiency, creating a cohesive and purpose-driven organization. As I continue to explore these themes on my podcast and in my upcoming book, my hope is that educators and leaders will feel empowered to replace “more stuff” with “more clarity”—strengthening teaching and learning in every classroom.


Want Clarity on More Hot Topics?


In my Coffee and Clarity podcast sessions, I take less than 20 minutes to explore and bring clarity to a variety of issues instructional leaders face. The bonus is that these sessions are live via Zoom and allow people to show up for Q&A and coaching after the brief micro-teaching!  As a subscriber to my email list, you get access to these sessions and SO much more!  The goal is to provide practical strategies for instructional leaders to dive into real issues educators face. These sessions, part of a broader conversation I also share on my podcast, are where my guests and I talk about anything and everything that has to do with building cohesive, vision-driven teams.


 

About the Contributor:



Casey Watts

Casey Watts is a dynamic speaker, author, and expert in team cohesion and leadership.  With over 10 years of experience coaching educators and leaders, and 20+ years in education, Casey has developed an understanding of the challenges of leading complex people. 



Known for her hands-on, personable approach, she is the founder of Casey Watts Coaching & Consulting and host of The Catching Up with Casey podcast. With a focus on clarity, collaboration, and leadership, Casey equips teams with the skills they need to thrive.


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