We are a New York City Department of Education contracted vendor.
Our on-site consulting model focuses on customized approaches and responses to address each school’s specific, individualized needs. After an initial audit of a school’s math environment, practices, resources and policies, our consultant will work with school administrators to create a targeted action plan focused on the school’s current needs and goals.
Consistent with best practices, our consultants use a co-teaching model to work alongside individual teachers and coaches in classrooms to ensure focused and effective mathematics instruction. Our consultants work with teachers, coaches, and school leadership to establish exemplary math teaching and learning classroom environments by:
Working side-by-side with school administrators, coaches and teachers, our consultants tailor on-site consulting plans to ensure they are specifically tailored to the individual school’s needs.
Based on the school’s needs, a consulting plan may include any or all of the following types of consulting days:
"Our consultant first started working
with our early childhood grades. She
began by teaching them about curriculum maps, math journals, the scaffolding of
skills and differentiated instruction. The result of this work in our early grades was exceptional. It produced
tangible data and led to the whole school adopting math journals as a way of
strengthening reasoning skills and academic rigor. Our consultant has not only helped us develop math curriculum
maps, she has assisted us in using data to drive instruction, build capacity and,
consequently, strengthened us as professional learning community. ... Beyond her work with
the staff, she has also served as a change agent with our administrative staff
because of the way we now look at our practice.
Specifically, by participating in conducting walkthroughs, looking at
student work and examining data with us, she has enriched the way we supervise
mathematics." - Josette Weeks, Assistant Principal, NYC
Administrative PD Days are designed to build leadership capacity within your school, with customized, collaborative coaching that will guide and support the development of your instructional leadership team. Our consultant and your school’s instructional leaders will work together to identify key instructional priorities, to set goals, and to develop strategies for overcoming specific curriculum and instructional challenges. Typically, our consultant will also meet with your school’s administrative team to look at student work and grade level and/or school-wide data to guide and support leaders in the creation and implementation of a clearly defined action plan for math improvement based on an analysis of data and an audit of the math environment, practices, resources and policies. Our consultant may also do learning walks/instructional rounds with administrators and math coaches to support the administrative team in further developing their understandings of best practices for mathematics teaching and learning.
During 1:1 Coaching Cycles, your school may set up a schedule for our consultant to work with selected classroom teachers during math lessons to provide individualized feedback and coaching to establish exemplary math classroom instruction and improve student outcomes. Our consultant will typically meet with teachers individually prior to a lesson to co-plan the lesson and again after the lesson to review student work and plan next instructional steps.
Each coaching cycle will focus on the the development of one or more high-leverage practices critical to advancing skill in teaching so that all students learn important content. Based on the needs of individual teachers these high-leverage practices may include:
During Planning Days our consultant will typically meet with your school’s teachers and math coaches/specialists in grade level or vertical planning teams to plan an upcoming series of lessons or unit of study. These sessions may also be used to write or revise curriculum maps and to further develop teachers’ math content and pedagogical knowledge.
Team coaching builds a community of learners through collaboration, while allowing grade level teams to share their experience and expertise. During team coaching days one model classroom is chosen from each grade level involved. Prior to the labsite, teachers in the grade level meet with our consultant to co-plan a lesson or mini-lesson. The teachers then visit the labsite classroom to observe the lesson through a particular lens and practice their teaching with support from our consultant. After the lesson our consultant will facilitate a lesson debrief to allow teachers to reflect on the teaching practices that supported student learning and review student work with a focus on learning and misconceptions. Finally, our consultant will work together with teachers to plan the next instructional steps. In order to develop habits of self-reflection and critical thinking, lesson study cycles may also be utilized to enable groups of teachers to plan, observe, analyze, and refine mathematics lessons over a period of time.
Our research-based Workshop Days offer interactive learning experiences designed to improve teachers’ instruction, advance students’ learning, and increase achievement in math. Our consultant will collaborate with school leadership to decide on a topic aligned to the school’s curriculum in order to nurture instructional excellence through the introduction of research-based best practices. Frequently requested Workshop Days include:
Please contact us for more information about on-site math consulting options and/or a quote based on your school's needs: firstname.lastname@example.org