Ready® Classroom Mathematics Professional Development Course Descriptions

Our professional development is designed to grow along with your implementation, meeting the learning needs and interests of educators at each phase of their development: New, Practicing, and Advanced. Our courses address a set of common learning outcomes, while our Tailored Support sessions deliver targeted outcomes specific to your needs.

Courses for New Users

View Other Ready Classroom Mathematics Courses: Practicing Users | Advanced Users

Preparing to Teach Ready Classroom Mathematics

Educators connect the program to important daily habits and mathematics instructional practices.

This course equips educators to launch successful Ready Classroom Mathematics implementations and begin to make connections between the program, the Standards for Mathematical Practice, and the NCTM Effective Teaching Practices. Educators focus on identifying and achieving daily mathematics learning goals and beginning the process of building discourse-rich classrooms that support students’ mathematical reasoning and offer multiple entry points for diverse learners. To ensure that educators leave the session ready to begin the school year, they consolidate their learning by using print and digital resources to prepare for a week of instruction.

Outcomes:

  • Locate and utilize essential components for planning goal-driven Ready Classroom Mathematics lessons.
  • Deliver purposefully planned instruction.
  • Begin to establish a mathematics classroom where students make meaning of mathematics through purposeful conversation, perseverance, productive struggle, and collaborative thinking.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Establish mathematics goals to focus learning.
  • Implement tasks that promote reasoning and problem solving.
  • Support productive struggle in learning mathematics.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Developing Mathematical Thinkers through Instructional Routines

Educators expand their practice of supporting productive student discourse for all learners.

Educators go deeper in examining how to use the Ready Classroom Mathematics Try–Discuss–Connect routine to support productive student discourse for all learners. Within each step of the routine, educators prepare to maximize students’ opportunities to engage with the Standards for Mathematical Practice, including making sense of tasks and solving problems, exploring various strategies, and connecting between multiple mathematical representations. Educators plan for the routine within the context of a day of instruction, focusing on effective ways to facilitate student-led discourse that lead to shared understanding of mathematical concepts.

Outcomes:

  • Draw connections between the Try–Discuss–Connect routine and the Standards for Mathematical Practice—including making sense of tasks and solving problems, exploring various strategies, and connecting between multiple mathematical representations.
  • Use the routine as a vehicle for developing conceptual understanding through shared student thinking, productive struggle, and authentic discourse.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Implement tasks that promote reasoning and problem solving.
  • Use and connect mathematical representations.
  • Facilitate meaningful mathematical discourse.
  • Pose purposeful questions.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Leading a Ready Classroom Mathematics Implementation I

Leaders prepare to support teacher success implementing Ready Classroom Mathematics.

Introduces leaders to strategies for identifying observable markers of effective mathematics instruction and to practices that support educators in selecting appropriate program components, preparing for instruction, and establishing routines to facilitate meaningful discourse. If time permits, leaders construct a clear vision to ensure strong program rollout and work collaboratively to develop plans for communicating and engaging teachers in a unified vision and shared goals for Ready Classroom Mathematics use in their schools.

Outcomes:

  • Support educators in meeting students’ needs by selecting the appropriate components of the Ready Classroom Mathematics program, preparing for instruction, and establishing routines to facilitate meaningful discourse.
  • Set and communicate a clear vision, including identifying person(s) responsible for ensuring implementation of program components with fidelity.
  • Identify common challenge areas in early phases of implementation, such as adjusting pacing, and determine actionable steps to provide support and guidance.

Format

The recommended length of this centrally delivered course is three hours, but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Principals and other site-level implementation leaders, such as instructional coaches
  • District leaders responsible for the implementation

Tailored Support

Tailored Support is planned collaboratively with you to provide what you need to meet your goals by addressing key areas of professional development. Our professional development specialists consult with educators to select appropriate content and create customized agendas.

Tailored Support Topics for New Users Include:

  • Developing Fluency with Ready Classroom Mathematics
  • Interactive Video Series
  • Using Ready Classroom Mathematics Assessment Data to Drive Instruction
  • Planning and Pacing

Digital Learning Extensions

Digital Learning Extensions (DLEs) are a flexible online complement to and extension of your onsite Ready Classroom Mathematics Professional Development program. DLEs are short courses and videos that highlight and align to the NCTM Effective Mathematics Teaching Practices. Focus areas include preparing for instruction, planning purposefully, supporting productive struggle, and facilitating meaningful discourse. The DLEs are intended to be used on demand to help educators extend or refresh their learning as they put Ready Classroom Mathematics strategies into practice.

Practicing Users

View Other Ready Classroom Mathematics Courses: New Users | Advanced Users

Sequencing Student Ideas to Deepen Mathematical Reasoning

Educators develop students’ confidence in mathematics through the use of the Standards for Mathematical Practice.

Educators analyze student work samples and build their teaching practice for selecting, sequencing, sharing, and connecting student-generated strategies to advance established mathematical goals. Educators also hone their ability to pose purposeful questions during the Try–Discuss–Connect routine to continue to develop students’ mathematical confidence and ability to independently activate the Standards for Mathematical Practice.

Outcomes:

  • Investigate how session and lesson goals are situated within the learning progression and related standards.
  • Connect Ready Classroom Mathematics supports for sequencing student solutions to established goals.
  • Pose questions that lead students to use, discuss, and connect multiple representations.

NCTM Effective Teaching Practice Connection

Our courses support the understanding and implementation of all the NCTM Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Use and connect mathematical representations.
  • Facilitate meaningful mathematical discourse.
  • Pose purposeful questions.
  • Build procedural fluency from conceptual understanding.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Making Mathematics Accessible through Purposeful Questioning

Helps educators refine their Try–Discuss–Connect routine through effective questioning practices and facilitate rich mathematical conversations that engage all students.

Educators explore the important role that teacher questions play in the Try–Discuss–Connect routine and examine how high-leverage questions can engage all students in rich mathematical discussion. With Ready Classroom Mathematics resources in hand, they consider how and when questions can be used to probe student thinking and build connections among mathematical ideas. Working collaboratively to respond to scenarios gives educators practice using purposeful questions and lays a foundation for continuing this practice when they return to the classroom.

Outcomes

  • Describe types of teacher questions and patterns of questioning that advance student thinking.
  • Explain how teacher questions align with the Try–Discuss–Connect routine.
  • Consider how to strategically respond to the answers students give in order to sustain and deepen mathematical discourse.
  • Use Ready Classroom Mathematics questions strategically during planning and implementing the Try–Discuss–Connect routine.

NCTM’s Effective Teaching Practices Connection

Our courses support the understanding and implementation of all eight of NCTM’s Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Pose purposeful questions.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Leading a Ready Classroom Mathematics Implementation II

Leaders focus on building a culture that fosters a growth mindset for teachers and students.

Prepares leaders who have been using Ready Classroom Mathematics for at least one year to support a school culture that fosters a growth mindset among students and educators. Leaders refine their implementation plans to build on the prior year’s successes and enhance use of observation tools to support development of teachers. If time permits, leaders learn more about opportunities for whole class differentiation and selecting and sequencing student-generated strategies so they are able to provide specific and actionable feedback on teachers’ practice in direct relation to student learning.

Outcomes:

  • Refine and execute a school-level implementation plan that builds on past successes and integrates the observable markers of quality Ready Classroom Mathematics instruction.
  • Support schoolwide use of the full range of Ready Classroom Mathematics resources for whole class and small group instruction, assessment, practice, review, and enrichment.
  • Provide specific and actionable feedback on teachers’ practice in direct relation to student learning.

Format

The recommended length of this centrally delivered course is three hours, but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Principals and other site-level implementation leaders, such as instructional coaches
  • District leaders responsible for the implementation

Tailored Support

Tailored Support is planned collaboratively with you to provide what you need to meet your goals by addressing key areas of professional development. Our professional development specialists consult with educators to select appropriate content and create customized agendas.

Tailored Support Topics for Practicing Users Include:

  • Leadership Classroom Visits—Look-Fors (geared toward Math Leads and Coaches)
  • Support for New Users
  • Implementation Reflection with Look-Fors
  • Try–Discuss–Connect Routine

Digital Learning Extensions

Digital Learning Extensions (DLEs) are a flexible online complement to and extension of your onsite Ready Classroom Mathematics Professional Development program. DLEs are short courses and videos that highlight and align to the NCTM Effective Mathematics Teaching Practices. Focus areas include preparing for instruction, planning purposefully, supporting productive struggle, and facilitating meaningful discourse. The DLEs are intended to be used on demand to help educators extend or refresh their learning as they put Ready Classroom Mathematics strategies into practice.

Advanced Users

View Other Ready Classroom Mathematics Courses: New Users | Practicing Users

Empowering Students through Differentiation

Educators evaluate student needs to create differentiated instruction that leverages Ready Classroom Mathematics resources, empowering students to develop autonomy, self-efficacy, and a growth mindset.

Empowering Students through Differentiation strengthens educators’ understanding of how and why to use Ready Classroom Mathematics differentiation resources before, during, and after a lesson. It develops educators’ attention to differences among their students including interests, strengths, and growth opportunities; and provides practice using informal assessments and other RCM resources to scaffold instruction so all students progress towards deeper understanding.

Outcomes

  • Explain ways to understand where their students are mathematically and what content they should be learning.
  • Use informal assessments to monitor student understanding and plan for instruction that meets the needs of all learners.
  • Use Ready Classroom Mathematics resources to offer students various ways to participate in and express learning.

NCTM’s Effective Teaching Practices Connection

Our courses support the understanding and implementation of all eight of NCTM’s Effective Teaching Practices. This course emphasizes these Teaching Practices:

  • Establish mathematics goals to focus learning.
  • Implement tasks that promote problem solving and reasoning.
  • Elicit and use evidence of student thinking.

Format

The recommended length for these centrally delivered courses is three hours—with each course needing a minimum scheduled time of at least two hours—but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Teachers and instructional coaches
  • Leaders are also encouraged to attend.

Leading a Ready Classroom Mathematics Implementation III

Leaders advance the implementation of Ready Classroom Mathematics to develop students as mathematical thinkers and foster ownership of their own learning.

In the final course of our leadership series, leaders continue to define effective mathematics instruction, analyze current levels of implementation, and refine previous action plans to support and enhance educators’ instructional practice and advance the implementation of Ready Classroom Mathematics to develop students as mathematical thinkers. If time permits, leaders dig deeper into small group differentiated resources so they can support educators in meeting students’ instructional needs while fostering students' ownership of their learning.

Outcomes:

  • Enhance educators’ instructional practice and advance the implementation of Ready Classroom Mathematics to develop students as mathematical thinkers.
  • Support educators in using small group differentiated resources so they are equipped to meet students’ instructional needs while fostering students' ownership of their learning.
  • Further refine and execute a school-level implementation plan that builds on past successes and integrates the observable markers of quality Ready Classroom Mathematics instruction.

Format

The recommended length of this centrally delivered course is three hours, but we work within the flexibility of up to six hours to meet your needs. Computer and web access are strongly recommended.

Audience

  • Principals and other site-level implementation leaders, such as instructional coaches
  • District leaders responsible for the implementation

Tailored Support

Tailored Support is planned collaboratively with you to provide what you need to meet your goals by addressing key areas of professional development. Our professional development specialists consult with educators to select appropriate content and create customized agendas.

Tailored Support Topics for Advanced Users Include:

  • Facilitated Collaborative Team Planning (geared toward Math Leads and Coaches)
  • Support for New Users
  • Advanced Differentiated Instruction Practices

Digital Learning Extensions

Digital Learning Extensions (DLEs) are a flexible online complement to and extension of your onsite Ready Classroom Mathematics Professional Development program. DLEs are short courses and videos that highlight and align to the NCTM Effective Mathematics Teaching Practices. Focus areas include preparing for instruction, planning purposefully, supporting productive struggle, and facilitating meaningful discourse. The DLEs are intended to be used on demand to help educators extend or refresh their learning as they put Ready Classroom Mathematics strategies into practice.

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