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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Sharon Rendon

Misty Nikula

Professional Learning Program Manager

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Misty Nikula

Regional Professional Learning Coordinators

Mícheál Marsh

RPLC – California

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Mícheál Marsh

Jenni White

RPLC – Northwest

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Jenni White

Sara Thompson

RPLC – Southwest

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Sara Thompson

Lisa Comfort

RPLC – Great Plains

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Lisa Comfort

Bruce Brusoe

RPLC – Great Lakes

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Bruce Brusoe

Gerry Long

RPLC – Southeast, Pilot Liaison

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Gerry Long

Jocelyn Dunnack

RPLC – Northeast

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Jocelyn Dunnack

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, and coaches.

 

Adam Varnes

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Adam Varnes

Ashley Boyd

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Ashley Boyd

Astrida Lizins

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Astrida Lizins

Becki Saunders

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Becki Saunders
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Brent McClain

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Brent McClain

Bri Ruiz

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Bri Ruiz

Bridget Gunn

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Bridget Gunn

Cheryl Tucker

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Cheryl Tucker

Chris Haley

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Chris Haley

Christine Mitchell

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Christine Mitchell

Danielle Boggs

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Danielle Boggs

Darrell Trussell

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Darrell Trussell

Erin Kenney

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Erin Kenney

Erin Schneider

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Erin Schneider

Jamie Bernath

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Jamie Bernath

Jeremiah Morgan

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Jeremiah Morgan

Jessie Thiel

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Jessie Thiel

Joel Miller

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Joel Miller

John Hayes

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John Hayes

Kathy Williams

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Kathy Williams
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Laila Nur

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Laila Nur

Laura Bain

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Laura Bain

Lisa Amick

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Lisa Amick

Madison Schafer

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Madison Schafer

Marcus Blakeney

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Marcus Blakeney

Marjorie Kucich

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Marjorie Kucich

Mark Jones

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Mark Jones

Nicole Goerges

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Nicole Goerges

Pam Chavez

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Pam Chavez

Pam Lindemer

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Pam Lindemer

Patricia Vandenberg

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Patricia Vandenberg

Rhonda Pierre

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Rhonda Pierre

Rob Last

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Rob Last

Sara McKittrick

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Sara McKittrick
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Susan Hoffmier

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Susan Hoffmier

Theresa Reilly

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Theresa Reilly

Thomas Stricklin

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Thomas Stricklin

Victoria Holt

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Victoria Holt

Zac Spencer

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Zac Spencer

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Meet Our Support Staff

Anna Poehlmann

Professional Development Manager, Event Planning Coordinator

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Anna Poehlmann

Rebecca Meeker

Administrative Assistant to the Director of Professional Learning

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Rebecca Meeker

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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.