by Jon & Kyle | Oct 24, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
Moving From Talk to Action in Professional Learning: How math leaders can turn awareness into lasting instructional change You’ve probably lived this scene before. Your district launches a promising new professional learning initiative.The kickoff session goes...
by Jon & Kyle | Oct 7, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
The biggest threat to lasting math improvement isn’t lack of effort or even lack of vision—it’s fragility. Too many districts have watched years of progress unravel the moment a key leader, coach, or champion moves on. When improvement lives only in the head of a...
by Jon & Kyle | Sep 26, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
What if your next breakthrough didn’t come from adding something new—but from seeing your current work differently? We were on a coaching call with a school leader last week, and she was doing all the right things. Vision? Check. Objectives? Check. A whole team...
by Jon & Kyle | Sep 19, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
Stalled in South Jersey When a district or school launches a math improvement effort, the initial spark often comes from one person: a coordinator, a coach, or sometimes even a superintendent. They are passionate, persuasive, and determined. If all the energy rests on...
by Jon & Kyle | Sep 12, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
When Derek, Director of Curriculum at a large Texas school district, stepped into his district office last year after a very short summer vacation ready to take on the new school year as district math coordinator, he carried a notebook filled with plans, calendars,...
by Jon & Kyle | Sep 5, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
When district leaders first look at their math data, the picture often feels daunting. Proficiency levels can be stagnant, teachers overwhelmed by competing initiatives, and principals unsure how to support mathematics beyond scheduling extra intervention blocks....
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