Coaching Support

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Sharon Rendon, Coaching Coordinator

Is your district or school looking for ways to support coaches and instructional leaders with CPM curriculum implementation? CPM’s professional development can provide learning focused on the research supporting math instruction, the role of teachers and students inside a CPM classroom, how to support teacher collaboration, coaching conversations, and networking on various issues.

This learning allows leaders to engage in conversations on the Executive Research summary for CPM and NCTM’s Principles to Action. Leaders will consider what student and teacher evidence looks like inside a classroom using CPM. Leaders will also consider how to create or strengthen collaboration among the teachers they support, with a focus on how this can translate to supporting collaboration among students. And lastly, time will be spent considering what coaching conversations might look like with tips to increase the effectiveness of those conversations.

Please contact Sharon Rendon, CPM Coaching Coordinator at SharonRendon@cpm.org if you have leaders in your community that would benefit from this learning and/ or you would be interested in hosting a similar event.

Comments from previous participants in such workshops:

  • Helped build background knowledge around high-quality math instruction.
  • As a new administrator that has never taught CPM, I wanted to be able to support our math department in any way I can. I got an overview of the pieces that come together to make a successful CPM lesson as well as more valuable information to support teachers.
  • It provided me with an opportunity to network and increase my knowledge of support systems to support my teachers. Additionally, I received a number of PD strategies and activities to incorporate with all of my staff. This was a great day and I would recommend it to any instructional leader in a district utilizing CPM materials.

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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

This series contains three different courses, taken in either order. The courses are designed for schools and teachers with a minimum of one year of experience teaching with CPM curriculum materials. Teachers will develop further understanding of strategies and tools for instructional practices and assessment.

Building on Equity

In this course, participants will learn how to include equitable practices in their  classroom and support traditionally underserved students in becoming leaders of their own learning. Participants will reflect on how their math identity and mindsets impact student learning. They will begin working on a plan for implementing Chapter 1 that creates an equitable classroom culture and curate strategies for supporting all students in becoming leaders of their own learning. Follow-up during the school year will support ongoing implementation of equitable classroom practices.

Building on Assessment

In this course, participants will apply assessment research to develop methods to provide feedback to students and to inform equitable assessment decisions. Participants will develop assessment action plans that will encourage continued collaboration within their learning community.

Building on Discourse

This professional learning builds upon the Foundations for Implementation Series by improving teachers’ 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 rigorous, team-worthy tasks with all elements of the Effective Mathematics Teaching Practices.