Building Instructional Coherence and Mathematical Thinking Across Programs

Dates: August 22, 2026 and November 28, 2026

• Session 1: Establishing instructional coherence across all disciplines

• Session 2: Deepening mathematical thinking through coherent progression and reasoning

Format: Virtual

Erma Anderson brings extensive experience working with international schools to strengthen curriculum, instruction, and assessment in mathematics and science.

She has served for over two decades as an independent consultant supporting PreK–12 schools worldwide, with a focus on standards-based curriculum design, instructional improvement, and professional development. Her work is deeply connected to the implementation of the AERO Common Core Mathematics Standards and NGSS, particularly in international school contexts .

Erma has played a leadership role in the Math Specialists in International Schools (MSIS) project, where she has worked directly with educators to improve mathematical instruction through task design, analysis of student work, and development of coherent learning progressions. Her work consistently emphasizes the connection between content, pedagogy, and assessment, helping schools move beyond coverage toward meaningful student understanding .

Her prior experience includes:

• Leading curriculum reform and instructional improvement initiatives in mathematics and science

• Supporting schools in aligning curriculum and assessment to international standards

• Facilitating professional learning focused on mathematical reasoning, discourse, and conceptual understanding

• Working with organizations such as the National Science Teachers Association and Council for Basic Education on large-scale curriculum and standards projects

Across her work, Erma is known for translating complex ideas about teaching and learning into practical, classroom-ready strategies, making her particularly well-suited to support KCIS in building instructional coherence across programs.

Outcomes

By the end of this professional development series, participants will be able to:

• Align curriculum, instruction, and assessment to create more coherent learning experiences across programs.

• Design high-quality learning tasks that promote reasoning, inquiry, conceptual understanding, and problem solving.

• Use formative assessment and classroom discourse to make student thinking visible and guide instructional decisions.

• Strengthen the progression of mathematical thinking from pattern recognition and generalization to justification and abstraction.

• Analyze student work to inform teaching and support deeper learning.

• Apply practical strategies to refine lessons and units while strengthening vertical alignment and instructional consistency.

Register here. Link

Email siujiawong@kcis.com.tw if you have any questions.

KANG CHIAO INTERNATIONAL SCHOOL-TAIPEI CAMPUS