CPM coaching connects experienced math teachers directly with classroom teachers to strengthen practice, improve student outcomes, and build lasting instructional confidence.
CPM’s coaching model is designed around a simple insight: when teachers grow, students benefit. Research and participant feedback consistently point to three areas of meaningful change.
Effective math teaching practices develop from student needs, not teacher behaviors. Coaches and teachers set goals together based on what students need most, creating a direct line between coaching and student learning.
Teachers with coaching support are able to navigate towards and make measurable impacts on student learning. Increased student achievement is a core goal of the coaching model, alongside deeper teacher clarity and long-term instructional change.
Coaching results in changed beliefs about what it means to understand and learn mathematics. Teachers report greater clarity in implementing new practices, and become more thoughtful about their instructional decisions over time.
CPM’s coaching service focuses first and foremost on the needs of students while partnering directly with teachers and school/district administration. 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.
Read the CPM Coaching Model PDFCoaching is not a one-time visit. It is a sustained partnership built over time through regular, structured interaction between coach and teacher.
Coaches are not administrators or evaluators. The relationship is built on trust, giving teachers the safety to reflect honestly and try new approaches.
Every coaching conversation connects back to what students need. Goals are set with students in mind, and progress is measured by what happens in student learning.
A practical guide for any instructional coach who wants to strengthen teachers’ practices and students’ learning while focusing on their own growth. Written with instructional coaches as the protagonist, this book walks you through coaching tools and skills across a full coaching cycle.
Purchase the Coaching ToolkitCoaching made me feel more confident in my teaching ability and my impact in the classroom and in the teaching team.
Hands down the coaching we received has been the best professional development I’ve had in my 16 years of teaching.
My coach has been a bright spot in this challenging year. She has taught me to really explore different avenues for teaching math in a gentle and patient manner. I have never felt pressured to commit to changing something in my classroom, but her explanations and discussions convinced me of the benefits of trying something new.
I grew exponentially as an educator due to my coaching experience. The goal setting allowed me to set goals for myself and utilize strategies to improve my teaching and my students’ learning. The coaching experience kept me on track and provided me a space to safely reflect on my teaching.
CPM coaching is available on a contracted basis for schools and districts with unique professional learning needs. Reach out to learn more about how coaching can support your teachers and students.
Request Coaching2.3.4
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 who 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.
