When it comes to transforming mathematics instruction, one approach stands out for its effectiveness: curriculum-based professional learning (CBPL). This method, especially when combined with the expertise of a mathematics instructional coach, has the potential to elevate teaching practices and improve student outcomes.
It is a great time to be thinking about CBPL since many districts are responding to the 2023 California Mathematics Framework by considering adopting a new math curriculum. As your school/district begins to think about implementing a new curriculum, resist the urge to think the job is complete once the shrink-wrapped curriculum arrives in the classroom.
It is only then that the REAL work begins!
If we want to see the explosive student achievement that we dream comes with a new math curriculum, then TWO things must happen:
- The adopted curriculum must be high-quality instructional materials that intentionally build knowledge content rather than merely reinforce discrete skills;
- Teachers must be provided with curriculum-based professional learning that enables teachers to actually experience, understand, and practice with the new materials.
Curriculum-based professional learning focuses on the implementation of high-quality instructional materials. By centering professional development around these resources, teachers gain hands-on experience and a deep understanding of how to use them effectively. Through inquiry-based learning—mirroring the very approaches we want teachers to bring into their classrooms—educators build the confidence and skills to create engaging, student-centered lessons.
A key ingredient in this approach is the role of a mathematics instructional coach. Coaches bring the curriculum to life by demonstrating instructional strategies with actual students in real classrooms. These live demonstrations not only model effective teaching but also provide an authentic context for teachers to see how inquiry-based learning unfolds in practice.
The impact of curriculum-based professional learning goes beyond a single workshop or training session. Sustained and ongoing opportunities allow teachers to refine their mathematical, pedagogical, and curricular knowledge over time. This continuous learning process supports teachers in making meaningful changes to their instructional practices, resulting in deeper learning experiences for students.
In a field as dynamic as education, investing in curriculum-based professional learning, coupled with skilled coaching, is a powerful way to ensure teachers are equipped to inspire a love of mathematics and critical thinking in their students.
Why does this matter? Because supporting good teaching matters!
In this research progress report, we learn that there is a huge difference in student academic achievement depending on whether the students experience three consecutive years of high-performing teachers versus three consecutive years of average-performing or low-performing teachers.
Starting with similar 3rd graders, students who experienced three consecutive years of highly effective teachers ended 5th grade at the 96th percentile. Meanwhile similar 3rd graders who experienced three consecutive years of low-performing teachers performed at the 44th percentile. Essentially, with virtually identical students and an even start, “the difference in these two extreme sequences resulted in a range of mean student percentiles in grade five of 52 points!!”
Unfortunately, the effect of student achievement after experiencing a low-performing for a single year can still be measured even after multiple years of having high-performing teachers. It is essential that no student is subjected to the instructional strategies of low-performing teachers. Or at least, site administrators should insure that students who experience a year with a low-performing teacher should then experience multiple years of high-performing teachers.
So…are you in a district that is thinking about adopting a new math textbook? Or perhaps you have recently adopted new materials. If so, consider updating how you think of teacher training in your district by doing something more substantive than one-and-done workshops or buy-back days. Instead, support your new curriculum with curriculum-based professional learning that brings math to life and improves the effectiveness of your teachers’ instructional practices!
.
.
.