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 for All Learners

Educators differentiate instruction to support student access to grade-level content.

Helps educators refine their ability to offer all students access to grade-level content through whole class differentiation opportunities built into Ready Classroom Mathematics. Educators strategically explore program features to activate or build students’ prior knowledge, connect to real-world contexts, develop language, and represent mathematics with hands-on models. In order to advance the learning of all students, educators apply these supports to their practice and plan for ways to monitor and observe understanding.

Outcomes:

  • Use Ready Classroom Mathematics components to plan opportunities for differentiation within a day of instruction.
  • Leverage problems to maximize student learning, providing access and challenge for all students.
  • Utilize formative assessments to plan for instruction that meets the needs of all learners.

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.
  • Support productive struggle in learning mathematics.
  • 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 within Differentiated Small Groups

Educators empower students and support their instructional needs.

Educators evaluate student needs to create differentiated rotations that leverage Ready Classroom Mathematics resources in small groups, empowering students to develop autonomy, self-efficacy, and a growth mindset. Educators refine strategies to prepare scaffolds that support students’ instructional needs while honoring their thinking and maintaining the rigor of Ready Classroom Mathematics to foster student ownership of their learning.

Outcomes

  • Plan for differentiated instruction within the Refine session of a lesson to reteach, reinforce, extend, or individualize student learning.
  • Use opportunities to formatively assess learning in Ready Classroom Mathematics to elicit evidence of student thinking and plan for differentiated instruction, providing equity and access for all students.

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 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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