Coaching

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CPM Mathematics Coaching

CPM also offers instructional coaching by a trained cadre of experienced coaches.  Our coaching model places the emphasis on student learning first while focusing on instruction.  This approach to coaching allows the coach and teachers to navigate directly towards a measurable impact and increased student knowledge.  All of this work is embedded in effective implementation of CPM curriculum and resources.

Use the Request For Coaching Quote to request coaching or to start a conversation about CPM Mathematics Coaching for your school.

CPM COACHING MODEL

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 are a willing participant in the coaching partnership and embrace the opportunity to engage in this reflective model of professional learning.

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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.