2.  Investment actions are perceived as not as
helpful as they could be, due to being too
“high altitude” and not granular, or actionable
enough.
 Investment actions are also seen as not being
fueled by or focused on relationships.

3.  Our highest-impact teachers are rarely
investing students through a teacher-
centered or teacher-driven approach, but are
instead leveraging deep relationships with
students and families.

4.  Our highest-impact teachers are investing
students in ways that embrace the tenants of
Culturally Responsive Teaching.

5.  Many feel that the actions within TAL 1.0’s
investment pillar are not always sufficient in
creating a culture of achievement within the
classroom.

6.  Design team members have noted the
symbiotic relationship between student
investment and rigorous content, and this
parallel is not currently captured loudly
enough in TAL 2.0