Responsive Math Teaching

Professional Development

RMT supports ongoing professional development model through three phases.

In the first phase, teachers EXPERIENCE responsive math instruction as learners and reflect on that experience in relation to facilitation practices.

In the next phase, teachers learn about, try out, and TEACH with new instructional practices while engaging in grade-level, cross-school COLLABORATIVE LESSON DESIGN groups.

A select group of teachers and teacher leaders move on to the LEAD phase, where they learn to plan and facilitate Experience, Teach, and/or Collaborative Lesson Design professional development sessions.

Cross-School Collaborative Lesson Design

Teachers with one or more years of RMT experience participate in Collaborative Lesson Design cycles with teachers from across the network working at the same grade level. In these cross-school planning teams, teachers and leaders engage in planning, enacting, and debriefing RMT lessons. The goal of Collaborative Lesson Design is for teachers to improve their ability to plan and enact responsive math lessons.

Building Sustainable Leadership Capacity

Between 2018 and 2022, RMT has worked with five cohorts of teachers and leaders, reaching more than 200 educators, and developing 13 math instructional leaders who support teachers in their schools and across the network. Eleven leaders are currently leading professional development, reducing the need for university-based support, and ensuring sustainability of the work. RMT provides a much needed on-ramp for professional growth and leadership development: over time many of our participants have moved from classroom teacher roles into school-based leadership roles or district-level leadership positions.