by Leila B | Jan 21, 2026 | District Leader Blog Posts, Math Coaching, Professional Development
Most math improvement efforts don’t stall because teachers don’t care about mathematics. They stall because the system supporting math instruction was never designed to hold instructional change over time. We’ve worked with hundreds of schools and districts across...
by Leila B | Jan 10, 2026 | District Leader Blog Posts, Math Coaching, Professional Development
Districts across North America have invested heavily in high-quality mathematics curriculum, aligned scope and sequences, and professional learning designed to improve student outcomes in math. And yet, many K–12 math leaders continue to ask the same frustrating...
by Leila B | Jan 2, 2026 | District Leader Blog Posts, Math Coaching, Professional Development
“Every system is perfectly designed to get the results it gets.” — W. Edwards Deming Many school districts have done the hard work of defining a vision for mathematics. They’ve articulated what high-quality math instruction should look like.They’ve set bold...
by Leila B | Dec 18, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
If you’re leading K–12 math improvement at the district level or school level, you already know the uncomfortable truth: Teachers do the day-to-day work of changing instruction, but school leaders determine whether that change survives. Not because principals need to...
by Jon & Kyle | Dec 5, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
Every district that has successfully built a sustainable math improvement system shares a common realization: real change doesn’t depend on the brilliance of a few leaders at the top—it depends on coherence in the decisions made by dozens or hundreds of leaders...
by Jon & Kyle | Nov 28, 2025 | District Leader Blog Posts, Math Coaching, Professional Development
In early 2023, Christine and the math leadership team in her rural school district found themselves staring down a problem almost every district eventually faces: They were working hard. Their teachers were working hard. Their coaches were working hard. But math...
Recent Comments