Professional Learning Protocols

This protocol supports educators in exploring and deepening their understanding of the mathematics they are teaching by working through key tasks in or across units and even grades. 

Through this protocol, educators plan instruction to meet the needs of their students. 

This protocol provides school leaders, instructional partners, and teachers an opportunity to collaboratively visit math classrooms to reflect on instructional trends, observe implementation of High-Quality Instructional Materials (HQIM), and identify school-wide strengths and next steps. 

These protocols provide educators with a structured platform to engage in meaningful, research-based professional discourse.

This protocol offers a low-stakes, supportive environment where educators can practice these complex instructional moves before managing them in front of students. 

To collaboratively unpack a math unit to understand the mathematical story, identify the key concepts students will uncover, determine when to teach for mastery versus exposure, pinpoint critical moments to support student learning, and identify high-leverage instructional routines.

This protocol can be used to either plan for next steps by enhancing upcoming units and/or to plan for next year by refining how to teach the unit again in future years. The protocol categorizes students into four quadrants allowing educators to: identify patterns, address equity, and reflect on what supported or limited access to the content and skills within the unit.