Comprehensive K–12 mathematics professional development

Spark student passion, perseverance, reflection, engagement, and action across all K–12 classrooms

Dr. Kanold and his colleagues have designed three distinct professional development seminars for teachers, one coaching academy for teacher leaders and administrators, and one embedded on-site coaching and collaboration model for all teachers and leaders.

The PLC Mathematics at Work™ professional development workshops/seminars are designed to establish a reflect, refine, and act formative learning process for students and teachers. Mathematics lesson design and implementation, assessment design and intervention, and homework design and grading criteria and routines become purposeful outcomes to support mathematics confidence and student agency in your school or district.

Mathematics Assessment & Intervention Service

Assessment Design Criteria and Intervention Routines

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Participants will use the eight criteria for highly effective mathematics assessment design to reflect, refine, and act on the alignment of all current unit assessments, the scoring of those assessments, and the creation of an efficient and sustainable intervention process for formative student action on teacher feedback.

• Time frame: One full day, one half day, or a one-hour presentation

Mathematics Instruction & Tasks Service

Lesson Design Criteria and Formative Feedback Task Routines

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Participants will use the six lesson design criteria to reflect, refine, and act on levels of student perseverance and engagement during the lesson, the nature of the cognitive-demand tasks for those lessons, and a sustainable formative feedback process, with student action during the lesson.

• Time frame: One full day, one half day, or a one-hour presentation

Mathematics Homework & Grading Service

Homework Criteria and Grading Routines

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Participants will use the eight criteria for highly effective homework and grading design to reflect, refine, and act on all current homework assignments, the scoring of those assignments, and the creation of efficient and effective grading routines designed to inspire student perseverance, effort, and engagement in learning.

• Time frame: One full day, one half day, or a one-hour presentation

Extended Learning Services

Coaching Academy: Deep PLC Mathematics Coaching and Collaboration Routines

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Participants in the Mathematics at Work leadership professional development gain deeper insight into the essential mathematics team agreements as part of the Professional Learning Communities at Work™ process. Participants learn how to support a teacher reflection and action process by using the team discussion protocols, author stories, teacher reflection activities, and team recommendations for their daily work, as outlined in the Mathematics at Work evaluation framework.

• Time frame: Three or four days on site; number of presenters may vary
• Recommended participants: Mathematics instructional coaches, district- and site-based leaders, teacher teams, and teacher leaders

Embedded On-Site Coaching and Collaboration: Every Student Can Learn Mathematics

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Participants in the Mathematics at Work on-site professional development gain deeper insight into the essential mathematics team agreements as part of the Professional Learning Communities at Work process. With the support of an on-site consultant, teachers and teacher teams will reflect on current practice using team discussion protocols, author stories, teacher reflection activities, and team recommendations for their daily work. They will examine research and professional best-practice design criteria for unit assessments, daily instruction, daily homework, grading, schoolwide mathematics intervention, and the collaborative routines of their professional work.

• Time frame: Three or four on-site sessions, two days each
• Recommended participants: Grade-level or course-based mathematics teams and teacher leaders