CPM Offers Workshop for District Leaders

Sharon Rendon, Coaching Coordinator

On February 1st  CPM coaches hosted a workshop in Wisconsin for leaders supporting teachers using CPM materials.  This event was a huge success.  The one day 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 around various issues.  There were 47 coaches, administrators, curriculum leaders, and teachers in attendance.

Leaders were engaged in conversations about the Executive Research summary for CPM and Principles to Action from NCTM.  A complied list of teacher and student “look fors” inside a classroom was generated and then applied by watching parts of a video lesson.  The leaders were also engaged in opportunities to consider how to create or strengthen collaboration among the teachers they support with a focus on how this can translate to teacher supporting collaboration among students.  Lastly, time was spent considering what coaching conversations might look like and tips to increase the effectiveness of those conversations.

Comments from attendees:

  • Helped build background knowledge around high quality math instruction.
  • You provided tangible rubrics and information that will facilitate my ability to help teachers through the coaching process.
  • 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.
  • Great refresher on key elements of effective math teaching and learning; ideas and strategies to improve teacher collaboration.

The facilitators, Sharon Rendon, Tracy Frank, and Melissa Thomley feel this would be a valuable workshop to offer in areas where there are district based leaders supporting teachers using CPM materials.  These leaders might have the title of coach, department chair, administrator, curriculum specialist, etc. Ideally this would occur in an area where at least ten or more school districts can be in attendance to allow for networking.

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

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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.