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Jocelyn Dunnack, Columbia, CT,

Curriculum-based professional learning must be ongoing and sustainable, which means it cannot be led solely by outside experts. Schools and districts must plan for the future by building in-house expertise and leadership pipelines.
(Short & Hirsh, 2020)

The Site-based Leadership Program is a collaborative network of local instructional leaders and CPM’s Professional Learning Team. The program was developed to help maintain professional relationships, guide successful curriculum implementation, support student learning and achievement, and build in-house leadership. After a pilot year, the official program launched in September 2022 with live, virtual events each month. Between events, site-based leaders connect to pose questions and share solutions. CPM’s Professional Learning Team is developing a resource library to help support sites in the program on five important themes:

  • Promoting Equity
  • Supporting New Hires
  • Supporting Effective Teacher Teams
  • Classroom Implementation Support
  • Networking Opportunities

Each live monthly event features a guest speaker and discussion topic. So far this school year, site-based leaders have been joined by:

  • Dr. Judy Kysh, CPM Founder—Change from Within: History of CPM and the ongoing vision for site-based leadership.
  • Dr. Leslie Dietiker, former CPM Director of Curriculum—Curriculum as the Foundation: The story behind CPM’s curriculum materials.
  • Sharon Rendon, CPM Director of Professional Learning—Professional Learning Starts with Shared Visions Brought to Life: Change management and meshing our vision with our reality.
  • John Hayes, CPM Professional Learning Specialist—Assessment that Energizes Students and Teachers: How shifting our focus can help us use our assessment energy more usefully.

Community is important for sustaining change. Site-based leaders have shared:

  • “I have used the 90-Day Doc and Implementation Progress Tool to start conversations in my math team meetings and asked my principal to start using the Implementation Progress Tool to give teachers feedback!”
  • “It’s nice to hear/see other people going through similar struggles post-covid and trying to get back to normal.”
  • “I always leave with renewed energy for the next day. Either to try something new or just know to keep doing STTS and pushing forward.”
  • “I don’t recommend trying to make dinner while participating in a breakout room!?”

CPM’s mission is to empower mathematics students and teachers. Not only does CPM provide exemplary curriculum and professional learning, but also seeks to recognize and foster teacher expertise and leadership in mathematics education. Change takes time, effort, and support. The Site-Based Leadership Program is a great place to give and receive all three. For more information about the program and how to get involved, check out


Short, J., & Hirsh, S. (2020). The elements: Transforming teaching through curriculum-based professional learning. The Carnegie Corporation of New York.

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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.