Experience coaching from a trained cadre of experienced teachers that allows coaches and teachers to navigate towards measurable impact and increased student knowledge.
CPM’s coaching service is an integral part of CPM’s mission to provide ongoing professional development for the advancement of teachers and students. The coaching model focuses first and foremost on the needs of students while partnering directly with teachers and school/district administration.
The CPM coaching model serves to improve learning opportunities for all students by focusing on student-centered goals rather than teacher behaviors. In this way, effective math teaching practices are developed from student needs, and teachers are able to navigate towards and make measurable impacts on student learning.
While increased student achievement is a paramount goal of the coaching model, there are many more benefits to be gained. Coaching results in changed beliefs and attitudes regarding what it means to understand and learn mathematics. Furthermore, teachers with coaching support typically have more clarity in how to effectively implement new practices with long-term results. Finally, teachers with coaching support report that they are able to change their practice or way of being more readily and are more thoughtful about their instructional practices. CPM believes it is imperative that teachers be willing participants in the coaching partnership and embrace the opportunity to engage in this reflective model of professional learning.
A launching pad for any instructional coach who wants to strengthen teachers’ practices and students’ learning while focusing on their own growth. This book is written with instructional coaches as the protagonist. Learn how to use coaching tools and coaching skills as you journey through a coaching cycle.
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2.3.4
Defining Concavity
4.4.1
Characteristics of Polynomial Functions
5.2.6
Semi-Log Plots
5 Closure
Closure How Can I Apply It? Activity 3
9.3.1
Transition States
9.3.2
Future and Past States
10.3.1
The Parametrization of Functions, Conics, and Their Inverses
10.3.2
Vector-Valued Functions
11.1.5
Rate of Change of Polar Functions
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.
