Academy of Best Practices

Academy of Best Practices 2024
is happening in Seattle this summer.

Apply now! The application deadline is May 1.

The Academy of Best Practices has been, and will continue to be, a gathering of engaging, diverse, passionate teachers. If you want to bring math to more people, this event is for you! 

The Academy of Best Practices will prepare you to be an advocate in your mathematics department and focus on key topics within your teacher practice:

  • Cognitive demand
  • Storyline and lesson modification
  • Productive struggle and study teams
  • Equitable teaching practices
  • Supporting learners who sometimes struggle

Each year, the academy staff looks forward to this event; it is a highlight of all the work they do. This is why CPM supports teacher participation by providing travel to and from Seattle (from within the U.S.) as well as room and meals at Seattle University. Participants have the option to purchase graduate credit. 

New Teachers
(Five Years or Less)

The 5-day New Teacher Institute is designed to help new math teachers develop into future leaders, to aid their professional growth both in the classroom and in the field of education, to increase their resources, and to form a countrywide network of teacher support. This institute is open to math teachers who have been in the education field for five years or less, teaching any mathematics curriculum.

Veteran Teachers
(Six Years or More)

In addition, CPM is excited to offer an Academy of Best Practices for Veteran Teachers. This 5-day institute (held the same week and at the same location as the New Teacher Institute) is designed to inspire and re-energize teachers who have been teaching CPM for six years or more. Along with being engaged in discussions of issues facing educators today, teachers will learn more about the depth and richness available in CPM lessons and have the opportunity to connect with other CPM teachers from across the country.


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Algebra Tiles Blue Icon

Algebra Tiles Session

  • Used throughout CPM middle and high school courses
  • Concrete, geometric representation of algebraic concepts.
  • Two-hour virtual session,
  •  Learn how students build their conceptual understanding of simplifying algebraic expressions
  • Solving equations using these tools.  
  • Determining perimeter,
  • Combining like terms,
  • Comparing expressions,
  • Solving equations
  • Use an area model to multiply polynomials,
  • Factor quadratics and other polynomials, and
  • Complete the square.
  • Support the transition from a concrete (manipulative) representation to an abstract model of mathematics..

Foundations for Implementation

This professional learning is designed for teachers as they begin their implementation of CPM. This series contains multiple components and is grounded in multiple active experiences delivered over the first year. This learning experience will encourage teachers to adjust their instructional practices, expand their content knowledge, and challenge their beliefs about teaching and learning. Teachers and leaders will gain first-hand experience with CPM with emphasis on what they will be teaching. Throughout this series educators will experience the mathematics, consider instructional practices, and learn about the classroom environment necessary for a successful implementation of CPM curriculum resources.

Page 2 of the Professional Learning Progression (PDF) describes all of the components of this learning event and the additional support available. Teachers new to a course, but have previously attended Foundations for Implementation, can choose to engage in the course Content Modules in the Professional Learning Portal rather than attending the entire series of learning events again.

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Building on Instructional Practice Series

The Building on Instructional Practice Series consists of three different events – Building on Discourse, Building on Assessment, Building on Equity – that are designed for teachers with a minimum of one year of experience teaching with CPM instructional materials and who have completed the Foundations for Implementation Series.

Building on Equity

In Building on Equity, participants will learn how to include equitable practices in their classroom and support traditionally underserved students in becoming leaders of their own learning. Essential questions include: How do I shift dependent learners into independent learners? How does my own math identity and cultural background impact my classroom? The focus of day one is equitable classroom culture. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for Chapter 1 that creates an equitable classroom culture. The focus of day two and three is implementing equitable tasks. Participants will develop their use of the 5 Practices for Orchestrating Meaningful Mathematical Discussions and curate strategies for supporting all students in becoming leaders of their own learning. Participants will use an equity lens to reflect on and revise their Chapter 1 lesson plans.

Building on Assessment

In Building on Assessment, participants will apply assessment research and develop methods to provide feedback to students and inform equitable assessment decisions. On day one, participants will align assessment practices with learning progressions and the principle of mastery over time as well as write assessment items. During day two, participants will develop rubrics, explore alternate types of assessment, and plan for implementation that supports student ownership. On the third day, participants will develop strategies to monitor progress and provide evidence of proficiency with identified mathematics content and practices. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

In Building on Discourse, participants will improve their ability to facilitate meaningful mathematical discourse. This learning experience will encourage participants to adjust their instructional practices in the areas of sharing math authority, developing independent learners, and the creation of equitable classroom environments. Participants will plan for student learning by using teaching practices such as posing purposeful questioning, supporting productive struggle, and facilitating meaningful mathematical discourse. In doing so, participants learn to support students collaboratively engaged with rich tasks with all elements of the Effective Mathematics Teaching Practices incorporated through intentional and reflective planning.