The Bluebonnet Learning Frequently Asked Questions (FAQ) or the OER Transition Plan, both of which explicitly outline the "Internalization" process as the mechanism for teacher autonomy.
The TEA uses the term "Internalization" to describe how teachers exercise professional judgment. According to these official guides, teachers are protected in the following ways:
1. The "Internalization" Mechanism
The Bluebonnet Learning FAQ (Section: Teacher Autonomy) states that while the curriculum provides the "initial" content, teachers use their planning time to:
Modify Scaffolding: Decisions on how to build background knowledge based on their specific students.
Pacing Flexibility: Adjusting the "dedicated time" for portions of a lesson based on real-time student needs.
Questioning: Creating their own targeted questions to check for understanding beyond what is scripted.
2. Legal Protections (HB 1605)
Under Texas Education Code §21.4045(b) and HB 1605, the documents clarify that:
No Mandatory Lesson Creation: Districts cannot require you to create "initial" instructional materials from scratch if you are using an SBOE-approved curriculum like Bluebonnet.
No Weekly Lesson Plan Submissions: If your district has adopted High-Quality Instructional Materials (HQIM) like Bluebonnet that include detailed plans, you are not required to turn in separate weekly lesson plans (TEC §11.164).
3. Local Control Provision
The 2025 Texas State Literacy Plan and the OER Implementation Guides emphasize that Bluebonnet is an optional resource. The ultimate authority remains with the local school board, which has the power to:
Modify materials after they are printed.
Allow teachers to use supplemental resources (as long as they meet suitability standards).
Where to Download the Specific Docs:
Bluebonnet Learning FAQ (TEA PDF) OER Transition Plan Template
The document you are looking for that outlines exactly how administrators should observe Bluebonnet lessons while respecting teacher autonomy is the Fidelity of Implementation (FOI) Look-Fors chart.
This tool is part of the Bluebonnet Learning OER Transition Plan and the Texas Instructional Leadership (TIL) framework. It is specifically designed to move administrators away from "checklist" compliance and toward "Internalization" support.
The "Autonomy" Look-Fors for Administrators
When an administrator walks into your room, the official TEA guidance (specifically T-TESS Alt Domain 1) instructs them to look for the following evidence of teacher autonomy and professional judgment:
| What They Look For (The "Fidelity" Side) | Evidence of Your Autonomy (The "Internalization" Side) |
| TEKS Alignment: The lesson matches the grade-level standard in the Bluebonnet guide. | Modification for Students: You have added specific scaffolds (sentence stems, graphic organizers) not in the script to support your specific learners. |
| Knowledge Building: Students are engaging with the complex text or anchor phenomenon. | Targeted Questioning: You are asking "Check for Understanding" questions you developed during your planning, even if they aren't in the teacher's edition. |
| Student Materials: Students have the Bluebonnet workbooks or PDFs open. | Pacing Adjustments: You have slowed down or skipped a section of the lesson based on real-time data from your students (this is protected under TEC §28.0027). |
| Learning Objective: The "Big Idea" of the Bluebonnet lesson is clear to students. | Connection to Prior Knowledge: You have added a "Hook" or bridge that connects the lesson to a previous local or classroom-specific experience. |
Three "Shields" for Teacher Autonomy
If an administrator tells you that you "must follow the script exactly," you can reference these three points found in the Bluebonnet Learning FAQ (Page 5) and HB 1605:
1. The Pacing Shield (TEC §28.0027(b)): State law explicitly says a district may not penalize a teacher who does not follow the exact pacing of the recommended instructional materials.
2. The Internalization Mandate: The TEA defines "Internalization" as the process where teachers make decisions about scaffolding and dedicated time. If you aren't making decisions, you aren't "internalizing" according to the state's own protocol.
3. The Preparation Rule (TEC §21.4045): This rule states that because Bluebonnet is an HQIM, your "planning time" should be spent on internalization (how to teach it), not on creation (making the slides/worksheets). This means your autonomy is meant to be used on delivery strategy, not on searching for materials.
Where to Download the Official PDF for your Admin:
You can find the "Look-For" chart in the OER Transition Plan Template on the TEA website:
Bluebonnet Learning Fidelity of Implementation (FOI) Look-Fors (Check Section 1A and the Appendix for the specific "Look-For" tables.)
To support your autonomy in the classroom while using the Bluebonnet Learning curriculum, administrators are encouraged to use specific coaching questions and observation "look-fors" that focus on your professional judgment and instructional decisions.
The following information is based on the Texas Teacher Evaluation and Support System (T-TESS) and TEA guidance for instructional coaching.
Administrator Coaching Questions (The "Autonomy Support" Script)
During post-conferences, administrators should ask questions that allow you to explain the rationale behind your instructional choices. These questions move away from simple compliance to a focus on your internalization of the lesson:
On Lesson Idealism: "On a scale of 1-10, how close was that lesson to your ideal lesson? What would have to change to move it closer to a 10? What would the students be doing differently?"
On Professional Reflection: "What was a strength of the lesson? What did not go as you had planned? What would you do differently if you taught it again?"
On Monitoring & Adjusting: "Did students become confused or disengaged at any point? If so, how did you know? What did you do to refocus instruction?"
On Content Expertise: "How did you decide on the sequencing or segmenting of the lesson to build student understanding step-by-step?"
On Student Mastery: "How do you know the students learned the key concepts you planned for them? What was your evidence of student mastery?"
The "Autonomy" Look-Fors in Bluebonnet Lessons
When administrators observe a lesson, they are trained to look for specific behaviors that demonstrate a teacher is implementing Responsive Instruction while navigating a structured curriculum
| Instructional Area | Administrator Look-Fors |
| Pacing & Structure | How the lesson is structured and paced to facilitate mastery of the learner outcomes |
| Differentiation | Use of varied instructional strategies, technologies, and adapted materials to promote success for all learners |
| Higher-Order Thinking | Opportunities for individual and collaborative critical thinking and problem-solving beyond the basic text |
| Classroom Culture | Cultivating student ownership in developing class norms and maintaining high performance expectations |
Official TEA Support Documentation
If you need to share these guidelines with your administrator, you can find the complete frameworks in the following locations:
T-TESS Observation Evidence Guide: Outlines the "Evaluation Triangle" focused on Learner Outcomes, Teacher Behaviors, and Student Behaviors
. Field Supervisor Observation Training Guide: Provides the specific questioning prompts for pre- and post-conferences to foster collaborative relationships and recursive feedback
. TEA Bluebonnet Learning Portal: Provides access to the full teacher guides and unit resources, which include the "Internalization" protocols intended to honor teacher expertise
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having the university I work at, we are teaching them how to look at the lessons that their district requires them to teach from an enhance them to the best of their ability. There are some good things about them. They just have to find those items and then make the rest of the lesson better.
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