Teacher HandbookSupport
Brilliant Microschools is accredited by Cognia and WASC — independent reviews of our academic program, teaching standards, and school operations.Brilliant Microschools
Welcome to our school community! This handbook covers our essential policies, procedures, and expectations.
Quick Tips:
Welcome guidance, tools, teaching craft, and school-life guidance for BMS teachers.
Search the full handbook, then jump to the section that contains the answer.
Preparing handbook search.
To earn your BMS Certification, complete all 5 Mastery Checks:
Everyday References & Role Standards
Instant Answers & Team Directory
2026–27 academic guidance
Use the current calendar for term dates, report-card windows, MAP dates, holidays, and school events.
Read: 2026–27 academic calendarWant to learn More about Units 2026-27 — open Units At A Glance (2026–27).
Support
Meet the people behind the school, ask the handbook assistant, or work through a technology issue.
Support
Meet the Front Office, Human Resources, and leadership teams, and see how the school is organized.
These short introductions are reference material you can return to at any time.
Loom video · 5 min
Meet the Front Office team
Loom video
Meet the HR team
Use the organization chart to find the right person or team when you need support.
Google document
BMS organization chart
Live Google Sheet — updates appear here automatically.
Support
Ask the handbook assistant a question and get pointed to the right section or source.
Ask anything — from first-week steps and curriculum tips to where to log hours or how to support a student on day one.
AI assistant
Teacher Handbook Assistant
Ask a handbook question here, or open the assistant in a separate tab.
Start a handbook conversation
The assistant loads only when you choose to use it.
Try asking things like:
Support
Follow the seven-step path in order, then share what you tried when you ask for support.
Tech hiccups happen to the best of us — even mid-class. Before you call in reinforcements, run through this very quick seven-step path. Most bugs get squashed by step three!
Give it a refresh 🔄
Is it just this browser?
Clear the site’s data (not your whole browser!)
Clear out only the affected site’s stored data first — that way you keep your sign-ins and preferences for everything else.
Update your browser & device
Double-check your account
The classic reboot
Still stuck? Let’s get you help
Worked through all seven steps and still stuck? Here’s how to get it into the right hands in under two minutes:
A little detail up front saves everyone a lot of back-and-forth. Here’s your checklist:
Certification path
Follow these sections in order. Each one builds the context and practical skills needed for the next mastery check.
Get Certified · Mastery Check 1
Understand the school vision, complete Mastery Check 1, then choose the pathway for your role.
Bookmark this handbook so you can return to it. The full Microschool Teacher certification path takes approximately 8 hours.
Required for Mastery Check 1
Stop after submitting the activity. The assistant, team videos, and organization chart are references you can return to later in Meet the Team.
Video · 3 min
School vision with Gina and Kelly
Principals discuss the BMS school vision.
A completed copy of the Sketch & Tell certification activity.
Google Slides
Mastery Check 1 — Sketch & Tell template
Make a copy if prompted, then complete the activity in Google Slides.
Submit your completed copy in #bms-teacher_certification.
After submitting: The certification team will respond in Slack.
Next: Getting StartedIf you would like to begin exploring additional tools, including IXL (our primary adaptive learning platform), check out Our Learning Apps.
Get Certified · Mastery Check 2
Set up your teaching space, school email, Slack rhythm, and core Zoom skills before completing Mastery Check 2.
Use your assigned @brilliantmicroschool.org email for all school-related communications.
Add one of the suggested email signatures to your Gmail account.
Google document
suggested email signatures
Keeping up with Slack while teaching can feel like a lot. Use these three natural transition points:
Pre-flight check
Half-time breath
Wrap-up
Set these notifications:
YouTube video
Adjust your Slack notifications
Adjust Slack so required channels remain visible without interrupting every lesson.
All sessions run on Zoom. Required minimum: watch videos 1–3. These cover sharing sound, using multiple screens, and pausing a screen share. Optional practice: videos 4 and 5 if you want a fundamentals refresher.
YouTube video
1. Sharing sound or video
YouTube video
2. Sharing multiple screens
YouTube video
3. Pausing screen share and other tips
Optional practice: videos 4 and 5
YouTube video
4. Zoom fundamentals — video 1
YouTube video
5. Zoom fundamentals — video 2
Zoom Clips supports quick video messages. It is not part of the required Zoom minimum above. Optional Zoom Clips: videos 6–8. Log in with your school Zoom account and open the Clips tab when you need this tool.
Loom video
6. Zoom Clips walkthrough
Loom video
7. Zoom Clips additional guide
Loom video
8. Zoom Clips activation steps
House Teacher Support team: Use the seven-step Tech Troubleshooting path first. If the problem remains, use your House Teacher Support channel and include what you tried.
For Microschool Teachers: Create a brief 1–3 minute video introduction to your virtual classroom using Loom (about 15 minutes). Include a glimpse of your well-lit, quiet workspace and a short introduction for your Toddle classroom or families.
Be creative, add humor if you like, and be yourself. Share the video link in #bms-teacher_certification. This is a Mastery Check — only people you share with on Slack will see it.
After submitting: The certification team will respond in Slack.
Next: Admin & Student SupportGet Certified · Mastery Check 3
MTSS, honor code, meet & greets, student information systems, parent communication, attendance, and payroll.
Mentioning here is Mastery Check three please complete both sections
Use this section for the operational work around teaching. Start with the task index, read only the chapter you need, and use each stopping point to avoid scanning unrelated material.
Start here
Make a copy of the First 90-day Checklist and share it with your Slack Welcome Group. Use it to focus on the minimum requirements at each stage rather than trying to master every app and process on day one.
Google document
First 90-day checklist
Make a copy, share it with your Slack Welcome Group, and use it throughout your first 90 days.
Recommended timeline
Participate in the casual, 30-minute Zoom meeting coordinated by Admissions. Introduce yourself, share your teaching style, and spend most of the conversation learning about the student's background, preferences, strengths, and challenges. If the student is present, focus on rapport and comfort.
Google documentMeet & Greet GuideCanva resource
Meet-and-greet template (Canva)
Canva resource
Meet-and-greet example 1 (Canva)
Canva resource
Meet-and-greet example 2 (Canva)
Admissions and Parent Support guide the family through the steps below. Teachers should know where the family is in the process without taking ownership of enrollment work.
If something is missing
Week 1 — arrive
Week 2 — explore
Week 3 — connect
Week 4 — settle
Google document
New student welcome activities
Google document
MAP Growth assessment guide
Setting up test sessions, assigning the right tests for each grade band, accommodations, and student sign-in.
MAP assessment windows
Please note the MAP Assessment windows for the 2026–2027 school year: Fall Window: September 8 – September 25, 2026 Spring Window: April 26 – May 7, 2027
It is good to plan the assessment during their first month but avoid doing so in the first week. A student's first week should have one goal only: getting them comfortable and excited about our school. Also, avoid assessments in August, the first assessment in September works well.
Let's use the words 'assessment' or 'diagnostic' instead of 'testing'. This reduces student anxiety. We don't use these assessments for any sort of grading, but rather they are used to reward growth and most importantly, to evaluate where you need to focus your differentiation to fill learning gaps.
If a student experiences testing anxiety, they have the option to opt out of the MAP assessments. However, it's important for parents to know that MAP is a nationally-normed assessment that some states mandate. We encourage parents to check their state requirements via Toddle and ensure they're in compliance should their student choose to opt-out.
Stopping point
Complete for certification
Work through this chapter in three parts: learn the behavior framework, build your classroom agreement, then use the attendance and escalation guidance when a concern appears.
Start with MTSS. Use the Honor Code, Camera Policy, and Tier 1 guide to understand the expectations and supports that sit around it.
Google document · Sign in may be required
MTSS Multi-Tiered System of Supports
Google document
BMS Honor Code
Google document · Sign in may be required
Camera Policy
Google Drive file
MTSS Tier 1 breakdown
Create a classroom agreement from the MTSS and Honor Code. Set clear expectations for camera use, visible faces, appropriate dress, and neutral backgrounds while responding to concerns calmly and without blame.
Google Slides · Sign in may be required
Acceptable camera use — slides
Google Drive file
Acceptable camera use — example
Regular attendance matters. Use the Attendance SOP for the documented workflow and route concerns to Parent Support through the support route.
Attendance follow-up
For an unexcused absence, message the family on Days 1 and 2. On Day 3, notify the Parent Support channel and involve the Dean.
Google document
BMS Attendance SOP
Live procedures for following up on student absences, including ownership and timing.
Google document
Using Toddle Well-being to document behavior
Loom video
Logging Tier 1 supports in Toddle Well-being
Google Drive file
Toddle Well-being — Tier 1 supports guide
Urgent student-safety concern
Normally, complete the High-Stakes Typeform first, then notify the Teacher Support channel. If you need immediate assistance, post in the Teacher Support channel first, mark it high-stakes, then complete the Typeform while support responds. Follow the MTSS steps in the issued response plan.
If anyone is in immediate danger: contact local emergency services now. For other urgent concerns, use the issued response plan.
Google document · Sign in may be required
BMS High-Stakes Situation Response Plan
The written response and escalation policy for urgent student-safety concerns.
Stopping point
During your first 90 days
Open the system first, then keep the walkthrough beside you while you follow the steps.
Resource
Open the Student Information System
Sign in with your Brilliant Microschool email.
Google Drive video
Student Information System walkthrough
Primary walkthrough for finding student records, notes, timetables, and recordings.
Choose the class
Choose the student
Review records and schedules
Add a teacher note
Loom video
Quick SIS refresher
Short reference for returning teachers who do not need the full walkthrough.
Stopping point
Daily / weekly
Send a brief weekly Toddle Announcement highlighting an event or targeted skill from the past week and previewing upcoming classroom activities. Use Toddle Messaging for direct communication with students and families about learning. Keep family conversations in School-approved channels rather than personal WhatsApp, text or SMS, Instagram, or other personal accounts. Parent Support schedules parent meetings and handles front-office cases such as billing, scheduling, and technology support.
Mark attendance in the Toddle Attendance tab each day. The Toddle LMS section later in the certification path walks through that daily workflow.
Stopping point
Weekly / when needed
Use the Teacher Portal to submit worked hours. During your first 90 days, select Welcome Training and list the completed tasks.
Google document
Weekly hour submission guide
Resource
Open the Teacher Portal
Loom video
Submitting weekly hours in the teacher portal
A step-by-step walkthrough of the weekly submission.
Your hourly rate covers live sessions, lesson planning, daily Slack participation, and reasonable parent and student communication. Ask your House Leader for approval before doing additional time-consuming work.
Schedule appointments and vacations outside teaching time where possible.
Ask your Assistant Principal
Submit the request form
Notify your support channel
Form
Day-off request form
Emergency teacher absence
Act immediately: Send a Slack direct message to your House Leader or the substitute teacher coordinator, and post in your House Teacher Support channel. If you need to call, use +1 718-303-0497 for HR or +1 917-563-2694 for Parent Support. Include the urgent situation and a link to your emergency lesson plans.
Administration handles parent communication and class coverage. An unannounced absence should never occur.
Refer to the Microschool Calendar for holidays and breaks.
Use this one-minute questionnaire to share administrative skills you could contribute as the school grows. It is optional and is not part of teacher certification.
Form
Teacher Admin Skills Questionnaire
Stopping point
Keep for later
Teacher evaluations support reflection, recognize strong practice, and identify next steps. The framework considers classroom observations, student progress, teacher self-assessment, and relevant professional development.
BLS teacher-evaluation framework
Teacher evaluation uses the BLS framework across targeted support, data-informed instruction, student voice, classroom culture, and professional responsibilities.
Form
Teacher self-assessment
Stopping point
Choose the right support route, learn where teachers collaborate, and see how Houses build belonging before Mastery Check 3.
First learn where to ask for help. Then learn where teachers collaborate and how Houses build belonging. Use that community context with MTSS for Mastery Check 3.
Treat Slack as the school's digital corridor. Check the Teachers channel and your grade-band channels during business hours, respond promptly, and keep your tone constructive.
Required meeting schedule
Coming soon. Use the current school calendar for required meeting dates and times.
Choose the route that matches the problem instead of posting the same question everywhere.
Classroom technology question
Each House has a Teacher Support channel for the front-office route owned by Parent Support and Admissions. Monitor it during the day for login, schedule, attendance, and Admissions support.
Keep routine family communication in Toddle. Use the teacher channels below for academic collaboration and community.
House channels are for communicating with your Assistant Principal and house colleagues about meetings, projects, events, and house culture. Set notifications to "all messages."
#bms-teachers is for school-wide academic discussion, curriculum questions, protocol advice, and sharing student work — not issues that Parent Support handles.
Slack channel
#bms-teachers
Elementary, Middle, High, and ESE channels are for grade-band-specific discussion and event coordination.
Brilliant Microschool uses Houses to give teachers and students a smaller community inside the wider school. Use the organization chart to find your current House Leader.
Each House develops its own inclusive culture through shared projects, symbols, assemblies, and social time. The current Houses are Atlantis, Hogwarts, Emerald City, Bright Tree Village, Gotham, Dagobah, Camelot, Forbidden Forest, and Ithaca.
Google document
Learn more about the BMS Houses
The goal is steady confidence, not forced participation. Help students move from the smallest, most familiar setting toward wider community experiences at a pace that feels supportive.
Start in class
Join a House assembly
Try a schoolwide event
Attend a Thursday meetup
Prepare for a field trip
Protect family privacy
#bms-teacher_lounge is the casual virtual break room. Keep work-related student stories in the Teachers channel.
Loom video
How to use the Teacher Lounge
Slack channel
#bms-teacher_lounge
For Microschool Teachers
Now that you've spent some time reading and understanding the 'Designing Your First Month' section, it's time to demonstrate your mastery of the core concepts through a fun, creative, and realistic written activity. Imagine you're a new teacher at Brilliant Microschool, and you need to send an email to a parent addressing two specific topics covered in this section. The email does not need to exceed 5 sentences.
In the email, please include:
Once you've written the email, submit it for review via the #bms-teacher_certification channel. Good luck!
After submitting: The certification team will respond in Slack.
Next: CurriculumGet Certified · Mastery Check 4
Learn our curriculum philosophy, UDL, EduProtocols, Brilow, performance tasks, and the 70/30 guidelines.
Complete for certification
This section teaches the BMS curriculum model, shows how Toddle and Brilow divide the work, and prepares you for Mastery Check 4. Follow chapters 1–4 in order, complete the check, then use the reference libraries only when a specific planning need appears.
This chapter explains the instructional ideas that shape daily teaching at BMS. Complete it before opening the platform tutorials.
Loom video
Curriculum philosophy overview
The required introduction to the BMS curriculum philosophy, core components, and teaching model.
For a deeper look at the six elements of the model, continue later to Pedagogy Deep Dive.
Universal Design for Learning (UDL) means planning flexible ways for students to engage, learn, and show what they know. The goal is not a separate lesson for every student; it is a learning experience with useful options built in from the start.
EduProtocols are repeatable lesson frames. The structure stays familiar while the content changes, so students can spend more attention on thinking, collaborating, and creating.
A Performance Task asks students to apply learning in an authentic context rather than simply recall information. BMS uses the GRASPS framework to clarify the goal, real-world role, audience, situation, product, and standards for success.
Units culminate in one or two Performance Tasks. Students receive rubric-based feedback, opportunities to self- or peer-assess, and another attempt when reassessment is appropriate.
Platform steps for assigning and assessing Performance Tasks appear later in this section and in Toddle LMS.
You will use both platforms. Brilow contains learning experiences and student-facing activities. Toddle handles classroom workflows such as communication, attendance, assignments, portfolios, assessment, and reporting.
Keep the roles straight
Plan and explore learning in Brilow, then use Toddle for the operational classroom workflow. The next handbook section teaches Toddle in daily-to-reporting order.
Brilow Progress Reports are used to create a formal report for each student based on their work and grades during a specific reporting period. Once the reporting cycle is open, teachers should review assigned student reports and share them with families as a PDF.
Path: Brilow → Progress Reports
Open the relevant reporting cycle for your class.
Teachers should review the generated report for every assigned student.
Write a clear, individualized comment detailing student progress.
Comment Guidelines
Required for Microschool Teachers
Open Brilow and locate your New Teacher Unit. Use your brilliantmicroschools.org email on the teacher side, then use your bms.family email on the student side.
Resource
Open Brilow and find the New Teacher Unit
Next, watch the primary navigation walkthrough. The short tool clips below are reference material; you do not need to watch every one before moving on.
Loom video
Brilow basic navigation
The primary walkthrough for finding and using the core Brilow tools.
Plan about 70% of classroom time around the BMS curriculum and its mastery-focused learning experiences. Reserve about 30% for teacher-designed projects, student interests, relationships, reflection, and other responsive learning.
The ratio is a planning guide, not a minute-by-minute rule. Use the current grade-band schedule and your students' needs to make the balance workable.
Google Drive file · Sign in may be required
Read the BMS 70/30 teaching framework
Keep for later
These supporting libraries are not MC4 prerequisites. Return to the one that matches the lesson, platform task, or planning question in front of you.
Short guides for deeper work on UDL, EduProtocols, and Performance Tasks.
Snipd audio
Universal Design for Learning and the Dinner Party Analogy (2min)
Google Drive file
UDL in action — classroom strategies
Google document
EduProtocols at Brilliant Microschool
Google Slides
Master List of EduProtocols
Snipd audio
What makes a Performance Task authentic? (10 min)
Start with the two guides, then open a short tutorial only when you need that tool.
Google document
Brilow curriculum flow
Live Google Sheet for navigating and using the Brilow curriculum.
Google document
Brilow implementation strategies
Loom video
Evaluating Assignments in Brilow
These clips cover vocabulary, video, text, audio, and concept-map cards. Each transcript is attached to its related clip.
Use these walkthroughs when you are ready to add longer investigations or structured station work.
Loom video
Station rotation and choice stations
Read transcript: Station rotation and choice stations — transcriptThis is the platform workflow for a Performance Task. The earlier chapter explains the instructional purpose.
Loom video
Performance tasks in Toddle and Brilow
Read transcript: Performance Tasks in Toddle and Brilow — transcriptUse these when you need a Socratic Discussion or need to unlock a learning experience for students.
Loom video
Socratic Discussions in Brilow
Read transcript: Socratic Discussions in Brilow — transcriptLoom video
Unlocking learning experiences in Brilow
Read transcript: Unlocking learning experiences — transcriptGoogle Drive file
Unlocking learning experiences — step-by-step guide
Optional schoolwide sessions for continued professional learning.
BMS teachers stay curious, use feedback, and adapt their practice. The archive contains optional schoolwide sessions from November 2024 through November 2025.
IXL — November 2025
Schoolwide professional learning recording focused on classroom use of IXL.
Conferences & Reflection — October 2025
Preparing for conferences and using reflection to make next steps concrete.
Student-Led Learning — September 2025
Practical approaches for increasing student ownership and voice.
Reflection — June 2025
Using reflection routines with students and in teacher practice.
MAP Data — May 2025
Reading MAP data and turning it into useful classroom action.
Tier 1 & MTSS — April 2025
Universal classroom supports, documentation, and the MTSS pathway.
Mapping Skills — March 2025
Connecting skills, evidence, and curriculum planning.
Dynamic Grouping — February 2025
Flexible student grouping based on needs, evidence, and learning goals.
AI Differentiation — January 2025
Using AI to support differentiated planning while protecting student data.
MAP Data & Badges — November 2024
Session connecting MAP evidence with the BMS badge model.
For Microschool Teachers
Before beginning MC4, confirm that you have completed these required learning steps:
Deliverable: A completed personal copy of the Brilow Scavenger Hunt.
Make your own copy of the Scavenger Hunt, complete it before your meeting with Meleah or Orsolina, and submit the finished copy in #bms-teacher_certification. Contact Michael or Ivy on Slack if you cannot access either side of Brilow.
Google Slides
Brilow Scavenger Hunt!
Make a personal copy and complete it for Mastery Check 4.
After submitting: The certification team will respond in Slack.
Next: Toddle LMSThe next required section is Toddle LMS.
Get Certified · Mastery Check 5
As you access your Toddle Portal through Clever, you'll use core features such as family messaging, announcements, attendance, assessments, and report cards — all explored below.
Complete for certification
Toddle is the operational side of your classroom. Work through this section in the order teachers use it. For MC5, complete the marked practice tasks in the daily chapter. The assessment guidance remains visible afterward as a reference for live teaching.
Open Toddle through Clever. If you need help with sign-in or first-time access, use the short transcript below.
Google document
Toddle access steps
Loom video
Toddle access steps — video walkthrough
Watch how to open Toddle through Clever and sign in for the first time.
Check messages every school day. Use announcements for the weekly family newsletter and Toddle messaging for direct communication with students and families.
Loom video
Announcements and messaging
Canva resource
Sample weekly family newsletter
Practice for MC5
Take attendance at the start of class. Use Present or Absent when those labels are accurate, and add a short note for Arrived Late, Left Early, Excused, Disengaged, or Not on Camera.
Google document
Attendance Policy
The required attendance workflow and BMS status definitions.
Loom video
Toddle attendance walkthrough
Practice for MC5
The Well-being section in Toddle is used to record and monitor student wellbeing, behavior, and other concerns that may require follow-up or support.
Zoom Clip
Toddle Well-being Walkthrough
Watch Stephanie's Toddle Dashboard Tutorial and keep Toddle open so you can follow along.
Loom video
Toddle Dashboard Tutorial — Stephanie
The tutorial required for Mastery Check 5: creating the basic Toddle tasks used in the certification activity.
Continue learning
Keep for later
This chapter supports live teaching after the core Toddle workflow.
Assess Performance Tasks, growth, and social-emotional learning with rubrics and scores. Feedback may be written, visual, audio, or video. Invite students to self-assess so the process includes reflection and a meaningful teacher-student conversation.
Resource
See Toddle from the student and family perspective
For Microschool Teachers
Build an announcement, a welcome quick task, an imported learning experience, and a Training Student attendance note.
Deliverable: A Loom walkthrough of a Toddle announcement, welcome quick task, imported learning experience, and training-student attendance note.
Submit the Loom link in #bms-teacher_certification.
After submitting: The certification team will respond in Slack.
Next: Review your role pathwayHow we teach
Go deeper into curriculum design, classroom practice, learning apps, and school policies.
How We Teach
Start in Clever, then find the IXL, Nearpod, or supporting-tool task you need right now.
Start in Clever, then find the IXL, Nearpod, or supporting-tool task you need right now.
The first Clever walkthrough is the only required first-use video. Everything else is a short reference to open when that tool matches the task in front of you.
Clever is the front door to Brilow and every other BMS learning app. Sign in with your @brilliantmicroschool.org Google account, then launch the tools assigned to your class.
Loom video
Sign in to Clever
Required first use — first-use walkthrough for signing in with your BMS Google account.
Available apps vary by role and grade band.
Keep for later
Open only when needed.
Resource
Open the BMS Clever portal
Loom video
Add PDFs and links to Clever
Loom video
Launch or close a Clever app for the whole class
Quick tip
Our main platform — the one tool your class opens every day.
Brilow is our learning system and your classroom’s home base — where daily lessons, assignments, and resources live, and where student understanding becomes visible as it happens. It’s a structured, mastery-based system built to support diverse learners, so your class moves forward as students show real understanding, not just because time has passed.
What that means for you
Getting in
You reach Brilow in one click from the Clever portal once you’re signed in with your BMS Google account — no separate password needed.
Use Toddle to post assignments, track attendance, and share portfolios and progress updates. Families use the companion Toddle Family app to message you directly and follow along at home.
In practice
Looking ahead
We’re gradually bringing more of what lives in Toddle into Brilow. It’s a smooth, behind-the-scenes shift — nothing for you to set up — so for now, keep using Toddle exactly as you do today.
Use IXL for student’s personalized learning paths, MAP-aligned plans, diagnostics, group practice, and skill data. Choose the walkthrough you need from the videos below.
YouTube video
Create MAP-aligned IXL study plans
YouTube video
Use the IXL Real-Time Diagnostic
YouTube video
Set effective IXL SmartScore goals
YouTube video
Use Group Jam for collaborative practice
YouTube video
Explore IXL instructional resources
Canva for Education gives your students a creative space to design and present their ideas — project presentations, posters, infographics, and portfolios. It’s completely free for students through BMS and accessible via Canva.com with your BMS email address.
Use the workshop guides below for a specific lesson need. The Learning Apps Hub is the living catalog for descriptions, login guidance, and tools beyond our main ones.
Local resource
Book Creator workshop
Local resource
CommonLit workshop
Local resource
Generation Genius workshop
Local resource
Quizizz workshop
Google document
Learning Apps Hub
Living catalog of classroom-ready tools, descriptions, links, and login guidance.
How We Teach
Use the six-pillar rubric and short listening clips to connect the BMS learning framework to observable classroom practice.
Choose one focus
Open the six-pillar rubric below, choose the pillar most relevant to your current teaching, and listen to one related clip. Return to the rest when you set a new practice goal.
The rubric levels are developmental checkpoints, not grades. Use the descriptor at each level to notice what is already visible in your practice and what greater consistency or independence could look like next; level 4 is not an immediate expectation.
Teacher-assessment sub-rubrics roll up into this pillar rubric, which serves as a roadmap for growth at Brilliant Microschools.
Google Drive file
Teacher pillar rubric
Keep for later
After reviewing Curriculum and In the Classroom, return to the pillar that best matches the practice you want to strengthen.
Each pillar includes short clips that make the rubric more concrete. The earlier Curriculum and In the Classroom sections provide the shared context for applying them.
We strengthen our students' self-management through positive reinforcement.
YouTube video · 2 min
Moments of Genuine Connection
Snipd audio · 1 min
How Is Tier 2 Different From Tier 1?
Snipd audio · 2 min
Unconditional positive regard
Snipd audio · 1 min
Co-creating Classroom Expectations
Let's resist the urge to do too much for them.
In a mastery-based model, time becomes variable, and learning becomes guaranteed.
We teach through the 5E framework and educational protocols.
We design differentiated learning journeys and use many formative assessments along the way.
We put engagement in the driver's seat and strip down learning goals to a few irresistible units.
How We Teach
Find grading, assessment, family-conference, graduation, and academic-offering guidance.
Use this section for grading, assessment, family-conference, graduation, and academic offering guidance.
Local resource
2026–27 grading parameters
The number and type of grades expected in each assessment area.
Google document · Sign in may be required
2026–27 BMS grading policy for parents
Local resource
Gradebook organization guide
Google document · Coming soon
Graduation requirements
Badges, credits, mastery, and the requirements students must meet to graduate.
Form · Coming soon
Community-service hours form
Loom video
Community-service tracking walkthrough
Document · Coming soon
Portrait of a Graduate
The skills, mindsets, and qualities BMS students develop before graduation.
Google document · Sign in may be required
MAP Growth SOP
Assigning, pausing, and restarting tests, test types, UDL considerations, and browser guidance.
Google Drive file
MAP teacher-preparation workshop
Google Drive file
MAP teacher-preparation workshop (part 2)
Resource
Open MAP testing without pop-ups
MAP assessments are not mandatory. If a student or family chooses not to participate due to assessment anxiety or personal preference, follow the two-step protocol below.
Bring useful evidence, agree on clear next steps, and check any school-year rule before the meeting.
Local resource
Parent communication workshop
Local resource
Effective parent-teacher conferences
Google document
Electives information
Google Drive file
ASU Universal Learner Courses overview
How We Teach
The Protocol Playbook provides an in-depth guide to implementing EduProtocols from our curriculum.
EduProtocols are repeatable lesson frames used inside BMS learning experiences. Start with three practical examples, then return to the wider playbook when a lesson calls for it.
Each protocol includes a how-to guide, differentiation strategies, best practices, and more.
Start with these three
Learn Fast & Curious, Thin Slides, and Iron Chef first. Together they provide a manageable introduction to repetition, individual synthesis, and collaborative creation.
What to look for
A quick, engaging way to build fluency and boost retention through repetition and gamification.
A simple yet powerful protocol to get students thinking, creating, and sharing — fast.
A fast-paced, collaborative slide-based challenge where teams create and present high-impact responses to a prompt.
Keep for later
Keep these for later lesson planning. Open a protocol when it matches the learning goal; you do not need to study every guide now.
Use these when students need language support or a clear way into a new idea.
A graphic organizer that supports students in deepening conceptual understanding.
An engaging protocol that supports vocabulary development through discussion, categorization, and creative thinking.
Invites students to observe what they notice and pose questions about what they wonder — promoting curiosity and reflection.
Blends grammar and creativity by breaking down a sentence into parts of speech, then remixing into a vivid version.
Use these when students need to process a source or show what they understand with words and images.
Helps students demonstrate comprehension, synthesis, and creative thinking through visual representation.
A creative way to process and communicate learning, especially when students benefit from visual support or additional scaffolding.
A visual way for students to show what they're learning from a text while building comprehension and personal connections.
A reflection tool for critical viewing that deepens comprehension and supports structured thinking.
Students mark up a short text, quote, or image, then share what they noticed, wondered, or connected.
Use these when students need to investigate, organize evidence, or build a longer explanation.
Explores the impact of people, inventions, systems, or species by imagining what the world would be like without them.
Students create a thoughtful, multi-faceted slide that explores a topic in depth — ideal for argument and self-reflection.
A fast-paced protocol for synthesizing data and creating infographic-style summaries — great for anything with numbers.
A scaffolded template guiding students to research, organize, and summarize information concisely.
Strengthens argumentation and reasoning through critical thinking, textual analysis, and structured writing.
Use these when students need to compare perspectives or build meaning with a partner or group.
Helps students explore multiple perspectives and deepen critical thinking across subjects.
Boosts reading comprehension and collaboration — includes an ESE Spotlight page in the Protocol Playbook.
How We Teach
Find urgent safety guidance, routine school policies, AI expectations, and family FAQs.
Use this section for urgent safety guidance, routine policy, AI expectations, and family-facing questions.
BMS escalation route
Normally, complete the High-Stakes Typeform first, then notify the Teacher Support channel. If you need immediate assistance, post in the Teacher Support channel first, mark it high-stakes, then complete the Typeform while support responds. Follow the MTSS steps in the issued response plan.
If anyone is in immediate danger: contact local emergency services now. For other urgent concerns, use the issued BMS route below.
Google document · Sign in may be required
BMS High-Stakes Situation Response Plan
The written response and escalation policy for urgent student-safety concerns.
Use the full policy document for the complete rule. These reminders help you find the relevant topic quickly.
Google document
Brilliant Microschool policies
Resource
Free mandated reporter training
Do not download, save, or copy class recordings to a personal device or personal Drive. Use any School-approved short clip only for internal staff training while the Student is enrolled, and do not repost it or keep a separate copy.
Review the policy before setting classroom expectations or responding to suspected misuse. BMS treats AI as a learning tool when students use it responsibly.
Google Drive file
BMS AI policy
Use the FAQ when families ask about accreditation, private schooling, or where to find official information. Escalate questions that require an individual enrollment or legal determination.
Google Drive file
BMS accreditation and private-schooling FAQ
How We Teach
Follow the planning sequence from the K–12 map to unit structure, then apply the science and math teaching philosophies.
Start with chapters 1–2
Start with the K–12 map and unit-structure chapters. They give you enough context to locate a unit and understand the boards students will use.
Begin with the overall sequence. Use the live map to see what students have already encountered, where the current unit sits, and what comes next.
Google Drive file
K–12 curriculum map
Once the wider sequence is clear, learn how Explore Boards and Protocol Boards organize the work students will see inside a BMS unit.
Loom video
Explore Boards and Protocol Boards
Google document
Back-to-school curriculum PD notes
Keep for later
Return to the subject-specific philosophy resources when you are planning science or math. They remain visible below for search and print.
BMS science is problem-based. Start with the teaching philosophy, then see how that philosophy appears in a learning sequence.
Loom video
Science curriculum in practice
Use the math memo to connect fluency, productive struggle, discussion, and authentic problem solving before choosing a daily activity.
Google document
Math curriculum memo
Turn the curriculum into student learning through Performance Tasks, strong math instruction, and purposeful discussion.
Start with these three
Start with these three resources: one for Performance Tasks, one for math, and one for discussion. Stop there until you need to plan one of the practices in more depth.
Google Drive file
Performance Tasks
Purpose, delivery methods, and key design considerations.
Google Drive file
Effective 3-Act Math Tasks
Google Drive file
Socratic Seminars in Math
Keep for later
The complete reference library stays visible below so you can search or print it when a specific planning need comes up.
Start with the Performance Task overview, then use the teaching-level and Explore Board guidance to turn curriculum structure into authentic student work.
Google Drive file
Four Levels of Teaching
Implementation guidance and demonstrations for each teaching level.
Google Drive file
Explore Boards and Protocols
Use Toddle to manage and publish Explore and Protocol boards.
Google Drive file
BMS Math Refresher
Loom video
Using stations effectively
BMS math combines fluency routines with open problems, discussion, productive struggle, and mastery-based assessment. Use the resources below as a practical sequence rather than as isolated activities.
Spark curiosity
Solve and explore
Reveal and reflect
Google Drive file
Productive Struggle in 3-Act Math
Google Drive file
Math Reps
Google Drive file
Number Talks
Google Drive file
EduProtocols in Math
Google Drive file
Open Middle Problems
Google Drive file
Assessing 3-Act Math
Socratic seminars help students explain their reasoning, listen to peers, and build confidence. The same discussion routines can strengthen both academic work and SEL Explore Boards.
Google Drive file
Workshop Wednesday — Socratic Seminars
Google Drive file
Socratic Seminars Mini PD
Loom video
SEL Explore Boards with EduProtocols
Read transcript: SEL Explore Boards with EduProtocols — transcriptHow We Teach
Plan for access, design participation, facilitate instruction, and choose tools that serve the learning goal.
Start with these three
Begin with Universal Design for Learning, Amplifying Student Voice, and Effective Feedback. These three resources cover access, participation, and response to learning.
Google Drive file
Universal Design for Learning
Google Drive file
Amplifying Student Voice
Google Drive file
Effective Feedback
Keep for later
Use the complete library below when a specific classroom need appears. You do not need to read it all in sequence.
Use these when you are planning the shape of a real school day. Confirm grade-band times with your House Leader before publishing a schedule.
Start and end dates for each unit in the current school year. If your classroom is new, begin with Unit 0 before joining the current unit for the timeframe. Updated unit dates will be added here.
Pacing note: Because students occasionally change class or grade bands during the year, staying aligned with our curriculum pacing helps keep their learning seamless. Please do your best to stay on track and maintain designated dates.
Introductory SEL focus unit
No assigned curriculum; catch up on pacing, lean into SEL, or build 30% magic
MAP testing
Sample schedule — ESE program
Two reference options for exceptional student classrooms. Confirm the current timetable with your AP before using it.
Sample schedule — Elementary
Reference day and Friday schedule. Confirm the current timetable with your AP before using it.
Sample schedule — Middle school
Reference middle-school schedule. Confirm the current timetable with your AP before using it.
Sample schedule — High school
Reference weekly and Friday schedules. Confirm the current timetable with your AP before using it.
Unit 0: Weeks 1 & 2 daily structure
Live spreadsheet outlining the launch unit all new classes begin with regardless of when they open.
Classes starting mid-year
How to plan the first month, including Unit 0, IXL diagnostics, and the MAP assessment window.
Planning versus routines — workshop
Planning versus routines — live guide
Workflow Frayer templates
Planning and Flow Subpillar Master Key
A Day in the Life of Lower Elementary
Sample day in a lower elementary classroom — routine, flow, and implementation of learning experiences.
A Day in the Life of Upper Elementary
Sample day in an upper elementary classroom — routine, flow, and implementation of learning experiences.
A Day in the Life of Middle School
Sample day in a middle school classroom — routine, flow, and implementation of learning experiences.
A Day in the Life of High School
Sample day in a high school classroom — routine, flow, and implementation of learning experiences.
A Day in the Life of ESE
Sample day in an ESE classroom — routine, flow, and implementation of learning experiences.
A Day in the Life of Upper Elementary Guided Study
Sample day in an Upper Elementary Guided Study classroom — routine, flow, and implementation of learning experiences.
A Day in the Life of Middle School Guided Study
Sample day in a Middle School Guided Study classroom — routine, flow, and implementation of learning experiences.
Universal Design for Learning, differentiation, and Tier 1 supports help the whole class access rigorous work while giving individual students the support they need.
Google Drive file
Differentiation
Google Drive file
Tier 1 Interventions — Mini PD
Google Drive file
Tier 1 Interventions — Workshop
Google Drive file
Guiding Your Classroom
Give students ownership, meaningful choices, peer collaboration, and repeated chances to contribute. The resources below focus on making interaction intentional in a virtual room.
Google Drive file
Peer Collaboration
Google Drive file
Fun and Student Engagement
Google Drive file
Engaging Students in the Virtual Classroom
Google Drive file
Student-to-Student Interactions
Google Drive file
Iron Chef student-engagement template
Strong online teaching depends on feedback, genuine connection, predictable rhythm, useful brain breaks, and time for reflection.
Google Drive file
Two Minutes of Genuine Connection
Local resource
Rhythms and Flow in Online Learning
Google Drive file
Brain Breaks
Google Drive file
Reflection Activities
Local resource
Giving clear instructions
Workshop guide for making directions concise, visible, and easier for students to follow.
First decide what students should learn or do. Then choose a tool that supports that goal, whether you need to communicate with families, start class well, differentiate, or build math fluency.
Google Drive file
Weekly Newsletter
Google Drive file
Today's First Five
Google Drive file
AI in the Classroom
Google Drive file
Fact Fluency
Google Drive file
Polypad
Google Slides
Google Slides
These external sites provide videos, games, lesson ideas, visual models, and intervention strategies. Check age fit and accessibility before assigning one to students.
Resource
Math Antics
Resource
Cool Math Games
Resource
Math at Home
Resource
Math intervention strategies
Resource
Mashup Math
Resource
StudyPug for Teachers
Resource
NCTM classroom resources
Observe complete classes first, then study shorter clips to focus on one teacher move at a time.
Watch these first
The two featured recordings are the best place to begin. They are not scripts to copy; use them to study how the teacher moves students through a complete learning experience.
While you watch
Grade band: Upper elementary. Observe pacing, transitions, participation, and checks for understanding.
Zoom Clip
Upper elementary full-class example
Observe pacing, transitions, participation, and how the teacher checks for understanding.
Grade band: Middle school. Observe the balance of direct guidance, student voice, and discussion.
Zoom Clip
Middle school full-class example
Notice how the teacher balances direct guidance with student voice and discussion.
Keep for later
Use these additional recordings and focused clips when the classroom context or teaching move matches a question you are working on.
Zoom Clip
Full-class example
Zoom Clip
ESE full-class example
These short clips isolate one part of instruction. Pick the move that matches your current question rather than watching every clip in order.
Loom video
Classroom clip
Coming soon
These examples are preserved for reference but stay outside the viewing path until their missing videos are supplied.
Video · Unavailable
High school full-class example
Already part of the team?
Everyday references and role standards for returning teachers and specialist roles.
Already Part of the Team?
Choose the pathway that matches your role, then complete only its named sections and deliverable.
Use the pathway that matches your role. Complete only its named sections and deliverable.
A day in the life
Follow this dedicated role pathway. The Microschool Teacher MC1–MC5 pathway is not required for 1:1 teachers.
Role-specific 1:1 training, program expectations, session structure, and working references.
The 1:1 program gives K–12 students personalized support from a certified teacher. The program uses two live, 50-minute check-ins each week alongside independent work in BMS learning apps.
1:1 session expectations
The 1:1 program provides two live 50-minute check-ins each week. If a student is late, remind the family after 5 minutes and contact Parent Support in the 1:1 channel after 10 minutes.
Prepare the beginning, middle, and end of a 1:1 session.
Google document · Sign in may be required
What to expect in your first 1:1 session
A practical guide for preparing for and leading the first meeting with a 1:1 student.
Study sample classes, Curriculum, Toddle, and Brilow, then complete the final session plan.
Complete these in order. This is the dedicated seven-hour 1:1 pathway, not an extension of the global MC1–MC5 sequence.
Study a day in a 1:1 class
Canva resource
A Day in a 1:1 Class
The day-in-the-life guide for the 1:1 teacher pathway.
Complete the day-in-the-life check
Canva resource
A Day in a 1:1 Class — check
Watch two sample classes
Canva resource
Watch Two Sample Classes
Two sample sessions showing the 1:1 classroom flow in practice.
Explore the Brilow curriculum flow
Google document
Brilow curriculum flow
Live Google Sheet for navigating and using the Brilow curriculum.
Learn Toddle for the 1:1 classroom
Canva resource
Toddle for the 1:1 Classroom
Complete the Toddle for 1:1 check
Canva resource
Toddle for the 1:1 Classroom — check
Review the most commonly used EduProtocols
Google Slides
Most commonly used EduProtocols
Choose one protocol from this deck for the 1:1 role check.
Complete the Brilow curriculum check
Form
Brilow curriculum role check
Complete the Final Mastery Check
Google Slides · Sign in may be required
Final Mastery Check — 1:1 Teacher Pathway
Create a complete 1:1 session plan for a sample student and send it to the 1:1 Instructional Lead.
Before the final deliverable
When a student is late
Submit this once
A completed copy of the Final Mastery Check deck for one sample student.
Send it once to 1:1 Instructional Lead.
After submitting: The 1:1 team will respond with approval or revision notes. No additional submission is required unless they ask for a revision.
Role-specific training for ESE classroom expectations, weekly planning, phonics support, and Performance Task grading with UDL.
Understand the daily ESE classroom structure and expectations.
Start with the overview of Toddle, breakout rooms, Universal Design for Learning, and the daily practices that help ESE students grow successfully.
Loom video
ESE classroom expectations in practice
Begin here for the ESE classroom model, daily expectations, Toddle, breakout rooms, and Universal Design for Learning.
Google Drive file
ESE teaching guidelines and resources
The working reference for ESE teaching expectations and support resources.
Google Drive file
A Day in the Life of ESE
Build the first teaching week from the ESE curriculum and planners.
Review the ESE curriculum, the SEL resources available to your class, and both weekly planners before building your first teaching week.
Loom video
ESE curriculum and SEL resources
Read transcript: Transcript — ESE curriculum and SEL resourcesPlace Phonics Room support deliberately in the weekly plan.
Use UDL and the rubric when scoring Performance Tasks.
These two demonstrations show how to score Performance Tasks with UDL and ESE students in mind, including practical use of the rubric.
Loom video
Grading Performance Tasks with UDL — part 1
Read transcript: Transcript — grading Performance Tasks, part 1Loom video
Grading Performance Tasks with UDL — part 2
Read transcript: Transcript — grading Performance Tasks, part 2Submit this once
A completed first-week ESE planner that shows daily expectations, Phonics Room use, and the UDL approach to grading one Performance Task.
Submit once in #bms-teacher_certification.
After submitting: The certification team will respond in Slack. No additional submission is required unless they ask for a revision.
Role-specific guidance for stepping into a class, supporting the lead teacher, and helping students finish the day well.
Before you start
These videos focus on the practical decisions that help a class run smoothly when you are substituting or supporting another teacher.
Edpuzzle video
Substitute Teaching
Edpuzzle video
Supporting Teachers in Class
When you are ready
Already Part of the Team?
Connect the shared teaching model, professional-learning systems, roles, expectations, and annual rhythm to everyday classroom practice.
Use this playbook to understand how Brilliant Microschools turns shared teaching beliefs into professional learning, classroom practice, feedback, and continuous improvement.
Every educator grows through a clear, connected system so every student experiences joyful, rigorous, responsive learning and develops the habits needed for lifelong success.
Shared aim
Student success and lifelong learning
These systems work together. Open the one you need instead of treating them as separate programs.
A consistent small group where educators learn, reflect, and solve practice problems together.
Collaborative workshops for designing, testing, and sharing improvements to student learning.
Focused learning experiences led by educators and specialists with useful expertise.
Short, timely learning sessions that respond to a current need or priority.
Grade-band collaboration on students, instruction, curriculum, and shared priorities.
A shared process for identifying needs and coordinating increasingly targeted student support.
Non-punitive observation and feedback focused on learning, reflection, and stronger practice.
Individual goals that connect educator development with student and school needs.
The current schedule that connects BLS learning, implementation, reflection, and celebration.
Start with your role, then read the roles you work with most closely.
Responsibility: Learn, implement, reflect on, and share practices that improve the student experience.
Success looks like: Students experience clear, engaging, supportive learning and teachers can explain the evidence behind their next step.
Responsibility: Coach teachers, notice implementation patterns, and remove barriers to strong practice.
Success looks like: Teachers receive useful feedback and timely support connected to classroom needs.
Responsibility: Connect student support, culture, and academic systems across teams.
Success looks like: Student needs are routed clearly and support remains coordinated rather than fragmented.
Responsibility: Set priorities, protect time for professional learning, and keep implementation coherent.
Success looks like: The school has a shared learning focus and teams have the conditions to act on it.
Responsibility: Create a trusting, focused learning space and guide the group through its pathway.
Success looks like: Educators participate honestly, leave with practical next steps, and learn from one another.
Responsibility: Steward the system, develop facilitators, monitor coherence, and improve the learning experience.
Success looks like: BLS remains useful, connected, and responsive across schools and roles.
Responsibility: Connect curriculum, instructional resources, and professional learning to the BLS framework.
Success looks like: Educators can move from the framework to concrete, curriculum-aligned classroom practice.
Learn
Build shared understanding of a practice and why it matters.
Implement
Try the practice in your own context with a clear purpose.
Observe
Collect specific evidence from the classroom or professional work.
Reflect
Study what happened, including the student experience and outcome.
Adjust
Choose a focused change and try again.
Celebrate
Name growth, share useful learning, and recognize progress.
These are the six source categories for the playbook. Owners still need to add the approved live destinations.
Teacher Evaluations
Look-fors, evidence forms, coaching protocols, and reflection tools.
Professional Learning Library
Recordings, presentations, guides, and resources from professional learning sessions.
MTSS Resources
The current process and tools for coordinating student support.
Planning view — not the live calendar
Power Ups: Power Ups happen regularly throughout the year based on individual teacher needs and ongoing collaboration with their AP. Because the frequency and timing will vary by teacher, they are not included in this year-at-a-glance planning view.
Please Note: This is a tentative schedule and all dates, sessions, and professional learning opportunities are subject to change. The purpose of this overview is to provide teachers with a general picture of the professional learning, BLS support, reflection, and evaluation opportunities they can expect throughout the school year.
The Brilliant Learning System is the shared framework, people, and professional-learning systems that help educators improve practice and student learning over time.
No. This playbook is part of the Teacher Handbook. The playbook explains the professional-learning system; the rest of the handbook holds the detailed teaching, operational, and role guidance used within it.
Educators participate in a consistent group of 6–10 people with a trained facilitator. Confirm your assigned circle and pathway with your school leader.
Observations support learning and reflection. They should use agreed evidence, helpful feedback, and a manageable next step—not surprise or punishment.
Use the approved links in the Resources and tools directory once owners add them. Until then, ask your school leader or BLS Lead for the current source.
Review it at least annually and whenever a BLS role, system, resource, or school-year rhythm changes.
Already Part of the Team?
Use the matching family-facing page when you need to align a teacher response with parent guidance.
Use these family-facing pages to stay aligned with what parents and students are told. Link to the smallest relevant page instead of asking a family to search the entire handbook.
Resource
Parent Handbook
Use the full handbook when you need to check the complete family welcome journey or school expectations.
Resource
Parent Handbook FAQ
Use the FAQ when a family asks a common question about school life or logistics.
Resource
Materials section
Use the materials page when a family needs a first-day resource shared at welcome.