Our participants consistently noted that the routines, tasks, and strategies introduced were “practical”, “accessible”, and “ready to implement” in their own classrooms. Many shared that they had already tried them with students and saw positive impacts on engagement and learning right after the first session. The resources were described as “versatile across ability levels”, allowing teachers to observe and respond to student thinking effectively. In other words, instructional strategies and routines were highly applicable & immediately usable.

Regarding engagement, discourse,and collaboration during math, teachers observed that students became “more talkative, confident, and collaborative”, especially those who previously didn’t see themselves as “math people.” Routines like “Math Talks, Math Language Routines (MLRs), and Notice & Wonder” helped create a “student-centered culture” where learners “built on each other’s thinking”, “used precise math language”, and “engaged with challenging concepts” more deeply. In other words, instructional strategies and routines increased student engagement and involvement in academic discourse rooted in rigorous mathematics.

Lastly, the professional learning was seen as well-aligned with the Common Core State Standards and reinforced other ongoing PD. Our facilitators helped connect strategies directly to mathematical practices and curriculum goals, equipping teachers to embed rigorous, standards-based routines into their daily instruction while still honoring student thinking and discourse. In other words, the PL has a strong alignment to standards and the instructional rigor supported long-term growth.

These 3 full days are designed for experiential and adult learning:

Session 1 is our Launch Day where we gather participants by region and establish our learning community together. This day is focused on understanding our 3Ps: Purpose, Process, and Product. We will unpack what it means to build and sustain a mathematically powerful classroom followed by taking part in a SVMI's Concept Lesson Design featuring select Math Language Routines [MLR.]  The day concludes with action items and next steps for Session 2. NOTE: This is the only session that we will not be conducting a Live Lesson in actual classrooms.

Sessions 2 and 3 are our Lab School Days. Each day begins with a debrief of student work artifacts. Next, we co-plan and rehearse our Live Lesson with a MLR focus before heading into a classroom to demonstrate and observe. Post-lesson, we will debrief the lesson and experience and discuss next steps. Following lunch, we will learn about and apply a new MLR with planning time. The day concludes with action items and next steps for Session 3. Session 3 repeats the same structure as Session 2 but with a different MLR focus.

Elementary Teacher (Yolo COE): I am very grateful to have had this opportunity for professional development this year. I learned so much from the presenters and having the time to collaborate with others was also very valuable. I loved being able to see the practice in action at different sites and at different grade levels. This PD series was very impactful not just in building my capacity for math instruction, but also in how I go about building a stronger classroom culture/community with elements such as Socio-Mathematical norms and community agreements. I would highly recommend this cohort to other teachers.

Secondary teacher (San Jose): I noticed the students are using the content vocabulary more and conceptualizing the abstract ideas more readily. The students are eager to share their observations during class vs. before, they were hesitant and only wanted the teacher to help them first. I saw a vast difference in the engagement level of my students, especially the students who did not identify themselves as "math people," after we started using Math Talks regularly. They are also able to build upon each other's ideas, not only during math, but throughout the day.

This PL series is designed for educators who:

• Cultivate the mathematical brilliance of every learner,
• Are highly committed to bringing more equitable access to their math classrooms through intentional instructional design and practices,
• Are reflective, action-oriented, and thrive in collaborative learning spaces,
• Are willing to showcase their instructional practices,
• Will actively attend and participate in all 3 PL days,
• Have the means to travel across varied sites across the region,
• Teach math in a TK-HS classroom.