Participant teams work together to deepen their understanding of K–2 mathematics content, practices, pedagogy, and multiyear learning trajectories and learn strategies for turning students’ strengths and interests into meaningful entry points for math. Modules provide opportunities to analyze effective teaching practice while supporting day-to-day classroom-based planning for high-quality instruction and assessment.
How We Help
WestEd supports teams of K–2 teachers, coaches, and math specialists to hone their content and pedagogical knowledge of K–2 mathematics, with an emphasis on the most critical skills that will prepare students for success in grade 3 and beyond. Participants will consider math standards and learning progressions in the context of their student populations, drawing on the crucial roles that identity, agency, and social–emotional learning play in meaningful math teaching and learning.
Professional learning experiences are flexibly designed to meet the scheduling needs of the school or district while equipping teacher teams with skills and knowledge for collaboration and growth. We help teams implement cocreated, coherent practices that shape improved classroom teaching, coaching practices, and school and district decision-making—ensuring coherence across classrooms, coaching, school leadership, and district decision-making so that professional learning leads to lasting change. Teacher teams also participate in Collaborative Lesson Inquiry Coaching (CLIC) cycles to help them put new learning into practice and receive feedback.
Service Delivery
- Services are delivered in ways that are tailored to client needs, including in-person, remote, hybrid, or asynchronous options.
Who Will Benefit
- Classroom teachers
- Professional learning teams
- Mathematics and instructional coaches
- District math coordinators and specialists
- Principals and other site-based instructional leaders
- District administrators
Interested in ensuring your teachers have the knowledge and collaboration support they need?
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Featured Experts
Kylie Flynn
Ashli-Ann Douglas
Connecting Research With Practice
Like all teachers, K–2 teachers need a deep understanding of the mathematics content they teach, along with strong math-specific pedagogical content knowledge and the ability to draw on knowledge of their students and curricular materials to respond to students’ mathematical learning needs. This knowledge—often collectively referred to as Mathematical Knowledge for Teaching—significantly impacts teachers’ influence on student math learning. Research also underscores the crucial role that regular collaboration; teachers’ collective confidence in their impact; expert coaching and feedback; and coherence across classrooms, coaching, school leadership, and district decision-making play in students’ math learning outcomes.
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