Translating Ambitious Teacher Learning into Ambitious Student Learning in Mathematics
Delaware Mathematics Coalition was approved for the PLPG in February 2021.
The "Types of support we offer" and "Our curriculum expertise" are evaluated and approved by Rivet Education; all other information is self-reported. We recommend that you confirm details with each partner directly.
Who we are
Types of support we offer
Rivet Ed approved
Rivet Education evaluates this information
- Adopting an ELA curriculum
- Adopting a math curriculum
- Adopting a science curriculum
- Launching a curriculum
- Ongoing support for teachers
- System design and leadership support
Our curriculum expertise
Rivet Education approved
Rivet Education evaluates this information
Math
- Bridges In Mathematics (2015)
- Kendall Hunt's Illustrative Mathematics 6-8 Math (2019)
- Kendall Hunt's Illustrative Mathematics Traditional (2019)
- Open Up Resources 6-8 Math (2017)
Our team
11–20 facilitators/coaches
Less than 10% are non-white
Where we work
We have worked here
We are also willing to work here
Types of districts that we have experience working with
- Traditional District
- Charter
- Private
- Parochial
- Urban
- Rural
- Suburban
- Fewer than 2,500 students
- 2,500 to 10,000 students
- 10,000 to 50,000 students
- 50,001 to 100,000 students
- More than 100,000 students
- Greater than 60% of economically disadvantaged students
- Greater than 20% of English language learners
- Greater than 20% of students with disability
- Greater than 80% students of color
This partner's approach and services
How we address equity
How we build district capacity
How we provide curriculum-aligned PL
Workshops
Workshops are designed to deepen participants’ understanding of the mathematics in their HQIM. Learning activities include:
grappling with the mathematics
unpacking the TE (identifying the learning goal(s), critical moment(s), and strategies and models in the lesson(s)]
making sense of the authors’ intent
engaging in a lesson rehearsal
Coaching
Our coaching model involves co-constructing how the lesson will unfold by unpacking the lesson, making sense of the math/storyline, and key ideas to make explicit. The coach videotapes the lesson and uses the written record of shared understandings to reflect on evidence of students’ progress towards the learning goal.
PLCs
The use of planning periods, after-school meetings, and PLC meetings provide the space to engage in both pre-lesson and post-lesson conversations around target lessons. Video data from the lesson is used to promote an analytical/learning stance focused on where students’ learning opportunities emerged and could have been further enhanced.
Consultations
The DMC Professional Teaching & Learning Team provides thought partner support for building math leadership capacity and developing systems of HQPL that meet the varied needs of teachers, coaches, and administrators at different stages of their HQIM implementation.