Services Grounded by Improvement Science and Our Shared Vision
While principles of high-quality math instruction and impactful professional learning are constants, we tailor the specifics of each and every professional learning experience to the variable needs of each and every school and district.
We believe gains in teaching and learning occur when educators understand how systems evolve to produce improved outcomes and impact. While our professional learning is problem specific and user focused, we also work to “see the system” and overcome barriers that persist as a function of an entire system of challenges, not as deficiencies in individuals.
Rather than comprising a set of isolated activities, our services encourage deep collaboration with teachers and leaders to address a school or district vision for mathematics teaching and learning, as well as teachers’ specific learning needs.
We work with mathematics teachers and leaders to deliver services that promote rigorous, research-based teaching practices that support diverse groups of students in developing a rich and culturally relevant understanding of mathematics.
Our services are grounded in the following core beliefs:
All students can learn challenging, sophisticated mathematics with high-quality instruction and the right supports.
All students and their families bring valuable funds of mathematical knowledge into the classroom that should be recognized and leveraged.
Students and their thinking should be placed at the center of mathematics teaching.
Robust, flexible math teaching and learning is the process of helping students to interrogate and construct their own mathematical understanding, rather than a process of transmitting information and skills.
Our professional learning experiences support teachers, coaches, and instructional leaders in improving mathematics teaching and learning. A structured mathematics professional learning series helps participants deepen their mathematical and pedagogical knowledge, deepen understanding of students’ mathematical thinking, improve classroom practice, and strategically plan for moving the needle on students’ math learning.
Our Research-Informed Technical Assistance
In addition to mathematics-focused professional learning for teachers and instructional leaders, WestEd also provides a wide range of technical assistance services to help schools and districts ensure that they are serving all students, teachers, and families as effectively as possible.
Mathematics Program Needs Assessment
This is our work with instructional leaders to help support schools and districts in conducting a multi-dimensional self-study to identify areas of strength and opportunities for growth.
The mathematics needs assessment looks at multiple data sources in eight areas: (a) Vision for Excellence in Mathematics Teaching and Learning, (b) Instructional Leadership, (c) Classroom Practice, (d) Professional Development, (e) Student Experience, (f) Curricula, (g) Assessment Systems, and (h) Equity and Access.
We support school and district educators in making informed decisions about mathematics curricula across all levels and courses to help ensure teachers have the tools and resources they need to provide all students with high-quality, ambitious mathematics teaching.
Collecting and Using Assessment Data Effectively
WestEd supports school and district leaders in using data to drive decision-making; improve mathematics teaching and learning; and inform efforts related to data collection, analysis and response to findings.