Purpose and Audience
This guide is written for instructional leaders — principals, assistant principals, instructional coaches, and department/CTE chairs — who support teachers in implementing Stukent CTE courseware with fidelity. It is intentionally written to apply to any Stukent CTE course, not a single title, so the same guide can be reused, cited, and updated across future course adoptions and review cycles without a rewrite.
This is a companion to (not a replacement for) teacher-facing onboarding resources. Where teacher onboarding answers "how do I use the platform," this guide answers "what should I be looking for, asking about, and reinforcing as a leader supporting that teacher."
How This Guide Complements Teacher Onboarding |
Every teacher new to Stukent CTE courseware completes a short onboarding walkthrough covering four platform fundamentals: creating a class, rostering students, customizing/enabling content, and grading. An instructional leader does not need to re-teach these steps, but should be able to recognize when they haven’t been completed — because a class that isn’t set up correctly will look like a pacing or engagement problem in the classroom, when the real issue is a platform setup gap.
Onboarding Topic | What the Leader Should Confirm |
Creating a Class | The teacher's class (or classes/sections) is set up correctly in the platform before instruction begins. |
Rostering Students | All students are rostered and can access the course; new enrollees are added promptly. |
Customizing Content | The teacher has enabled/disabled lesson elements intentionally to match their pacing plan, not left every element on by default. |
Grading | The gradebook is current, and the teacher is using built-in reports to identify students or standards that need reteaching. |
Before You Walk In |
A few minutes of preparation makes a walkthrough far more useful to the teacher. Before observing a lesson, review:
The course’s pacing guide — so you know approximately where the class should be.
The unit’s Rationale & Course Connections (or equivalent unit overview) — so you understand how this lesson fits the larger unit.
Which lesson elements are enabled for this class — so you can recognize intentional customization versus an incomplete setup.
Any differentiation or support notes built into the lesson — so you know what to expect to see in use.
Classroom Walkthrough Look-Fors |
Stukent CTE lessons are built from a consistent set of resource types across every course. These look-fors are organized the same way, so this checklist applies whether you are walking through any course.
Content Delivery (Watch / Read / Discuss / Glossary)
New vocabulary or glossary terms are introduced or referenced before/during instruction.
The teacher is using at least one content-delivery resource intentionally (video, text, or guided discussion) rather than skipping straight to an activity.
Students can articulate, in their own words, the objective of the lesson.
Formative & Summative Assessment (Recall / Glossary Quiz / Lesson Quiz)
Students have a low-stakes opportunity (recall, quiz, discussion check) to demonstrate understanding before or after the main activity.
The teacher can describe how they plan to use assessment results (reteach, regroup, move on).
Activities & Engagement (Activity / Ethics / At the Bell / Business Challenge)
Students are actively applying content, not only receiving it passively.
Group or partner structures (where used) have clear roles or expectations.
An extension or challenge option is available for students who finish early or need more depth.
Differentiation & Support for All Learners
At least one differentiation option (built into the lesson or teacher-created) is visibly in use for students who need more scaffolding or more challenge.
Language or accommodation supports embedded in the course materials (captions, translated content, read-aloud, visuals) are enabled for students who benefit from them.
The teacher can name which students or groups a given support is intended for and why.
Coaching Conversation Guide |
Use these reflective questions in a post-observation conversation. They are meant to open dialogue, not to score the teacher — pair them with what you noticed during the walkthrough.
Pacing & Planning
Where does today’s lesson fall relative to the pacing guide? Are you on track, ahead, or behind — and why?
What made you decide which lesson elements to enable or skip for this class?
Instruction & Engagement
What did you want students to walk away understanding or able to do today?
How did you know, in the moment, whether students were understanding the material?
Differentiation & Support
Which students or groups needed something different today, and what did you provide?
Are there built-in supports in this lesson you haven’t tried yet that might help?
Platform Fundamentals
Is your gradebook current? Have you looked at the reports for this class recently?
Is there a part of the platform (setup, rostering, content customization, grading) where you’d like a refresher?
Implementation Rollout Checklist (First Two Weeks) |
Use this shorter checklist when a teacher is new to a course, rather than during ongoing observations.
☐ Teacher has located the course’s Educator Resources section and knows what’s available there (scope & sequence, pacing guide, unit rationale documents).
☐ Class is created and students are rostered.
☐ Teacher has reviewed the pacing guide and selected a schedule (traditional, block, or other) that fits their calendar.
☐ Teacher has customized/enabled lesson elements for at least the first unit.
☐ Teacher knows where to find differentiation guidance and other built-in supports for this course.
☐ A first check-in is scheduled between the teacher and instructional leader (2–3 weeks after launch).