Meet the Professional Learning Team

Our Experienced CPM Math Teachers Provide Quality Learning Events

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PL Administrative Staff

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Sharon Rendon

Director of Professional Learning

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Misty Nikula

Professional Learning Program Manager

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Regional Professional Learning Coordinators

A group of experienced CPM classroom teachers, rather than a sales team, serves as the Regional Professional Learning Coordinators for the schools and teachers in their local areas. Contact your Regional Professional Learning Coordinator to set up a presentation or professional learning for your school or district.

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Mícheál Marsh

RPLC - California

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Jenni White

RPLC - Northwest

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Sara Thompson

RPLC - Southwest

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Lisa Comfort

RPLC - Great Plains

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Bruce Brusoe

RPLC - Great Lakes

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Gerry Long

RPLC - Southeast, Pilot Liaison

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Jocelyn Dunnack

RPLC - Northeast

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Contact Your Regional Professional Learning Coordinator (RPLC)

View the map to locate your region’s professional learning coordinator. 

 

 CALIFORNIA ,Region 1 – Mícheál Marsh

 

 NORTHWEST, Region 2 – Jenni White

 

 SOUTHWEST, Region 3 – Sara Thompson

 

 GREAT PLAINS, Region 4 – Lisa Comfort

 

 GREAT LAKES, Region 5 – Bruce Brusoe

 

 SOUTHEAST, Region 6 – Gerry Long

 

 NORTHEAST, Region 7 – Jocelyn Dunnack

INTERNATIONAL IMPLEMENTATION MENTOR –  Susan Hoffmier 

Meet our Faculty

A group of experienced CPM classroom teachers serve as CPM Faculty for the schools and teachers that use CPM. These professional learning experts support implementing teachers, schools, and districts as learning event leaders (three years of learning events for every teacher included), Implementation Partners (for a district/school's first two years included), Support Partners conducting Implementation Support Visits (first two years of teacher's implementation included), and as coaches (additional purchase).

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Adam Varnes

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Ashley Boyd

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Astrida Lizins

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Becki Schmidt

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Brent McClain

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Bri Ruiz

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Candice Tyloch

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Cheryl Tucker

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Chris Haley

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Danielle Boggs

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Darrell Trussell

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Erin Kenney

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Erin Schneider

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Jamie Bernath

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Jeremiah Morgan

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Jessie Thiel

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Joel Miller

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John Hayes

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Kathy Williams

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Laila Nur

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Laura Bain

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Laura Lethe

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Lisa Amick

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Marcus Blakeney

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Mark Jones

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Nicole Georges

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Pam Chavez

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Pam Lindemer

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Rhonda Pierre

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Rob Last

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Susan Hoffmier

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Theresa Reilly

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Thomas Stricklin

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Victoria Holt

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Meet Our Support Staff

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Anna Poehlmann

Professional Development Manager, Event Planning Coordinator

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Rebecca Meeker

Administrative Assistant to the Director 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.