March 2024

It was another successful CPM Teacher Conference for CPM’s Teacher Research Corps!

Preconference: We had our annual midyear meeting during a pre-conference session. Teacher Researchers shared their in-progress findings, gave each other feedback to help push each other’s projects forward, and began workshopping their collaborative end-of-year reports. It was a rejuvenating experience filled with meaningful discussions and truly yummy snack breaks (churros!). 

Teacher Research Corps group picture

Conference: After our pre-conference day, Teacher Researchers hosted posters on their projects and two groups led full conference sessions. Sharing their findings is an important part of the work of CPM’s Teacher Research Corps because it spreads practice-based knowledge by teachers for teachers! 

At the conference’s closure, two Teacher Researchers—Janine Scott and Joe Sebastian—gave Ignite speeches that sent attendees back to their schools feeling inspired. 

Featured Team of the Month: Connections & Retention

The Connections and Retention team posed the following question at the TRC institute this past summer: 

  • How can we help students capture their learning during the unit progression using a variety of note-taking strategies, closure routines, and practice opportunities to build skill transfer, personal connections, and knowledge retention?

When we asked these teachers why they chose to participate in the Teacher Research Corps, this is what they had to say:

Karen Kurcz

Karen is a 32-year teaching veteran. She teaches Core Connections Geometry at a suburban high school with 12% free and reduced-price lunch. 


I’m participating in TRC 10.0 because… 

I continue to choose TRC because of how it helps me continuously learn and grow and stay current with research. A lot of professional development that we do as teachers is not that meaningful, but the work we do in TRC is important and applicable. I get to study topics that will make my teaching, students, and classroom better all the time. My time in TRC has resulted in increased student learning and enjoyment in doing math. TRC is a network of like-minded teachers from diverse regions, with diverse experiences and perspectives. We are all learners who do more than the bare minimum. We support each other, and that is rejuvenating.

Alexis Reid

Alexis is a 16-year teaching veteran. She teaches Core Connections Geometry at an urban high school with 83% free and reduced-price lunch. 


I’m participating in TRC 10.0 because… 

I continue to choose CPM’s TRC because of the support systems I have developed there over the last couple of years. I can call up a fellow teacher researcher, bounce a question or idea off of them, and engage in thoughtful conversations that help me grow as a free thinker and grow as a teacher.

Amanda Ethridge

Amanda is a 10-year teaching veteran. She teaches Core Connections Geometry at an urban high school with 83% free and reduced-price lunch. 


I’m participating in TRC 10.0 because… 

I am starting year 11 of teaching and at this point, it would be easy to “coast,” especially when teaching the same courses each year. TRC, however, is pushing me to learn more, do more, and be better. That is why I keep returning to TRC.

Andie Peterson-Longmore

Andie is a 10-year teaching veteran. She teaches Core Connections Geometry at a suburban high school with 25% free and reduced-price lunch.


I’m participating in TRC 10.0 because… 

As a teacher who uses social media and reads, I engage in professional learning on a daily basis. TRC allows me to go beyond the learning that I can do on my own and become a better teacher and leader in my building and in my district. TRC is different from a lot of the professional learning I’ve experienced because it starts with the things I am curious about and so I can focus my energy on ideas that excite me instead of being told what I need to learn.

Will you consider applying for the Teacher Research Corps

CPM’s Teacher Researchers earn an annual stipend to support the extra work they do during the school year. Their travel and lodging to the TRC Institute are covered by CPM. To learn more, contact TRC’s Program Manager, Mark Coté

Keep an eye out for insights from Teacher Researchers in CPM’s future newsletters! 

CPM’s Teacher Research Corps Leadership Team

CPM’s Teacher Research Corps Leadership Team

You are now leaving cpmstg.wpengine.com.

Did you want to leave cpmstg.wpengine.com?

I want to leave cpmstg.wpengine.com.

No, I want to stay on cpmstg.wpengine.com

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.

Edit Content

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.