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Partner Profile

Delaware Mathematics Coalition

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Who we are

The Delaware Math Coalition Professional Teaching & Learning Team has a history of providing HQ content-focused curriculum-centered PL support for teachers, coaches, and administrators in Delaware schools. Our HQPL model is grounded in research, designed to promote sustained growth in teachers’ content, curricular, and pedagogical knowledge, and builds mathematics leadership capacity. Our programs consistently results in increased teacher content knowledge, more ambitious teaching, and higher student achievement (Magagnosc, 2017, 2018, 2019).

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

Why is this important?

This partner's approach and services

How we provide curriculum-aligned PL


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


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.


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.


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.

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