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CORE Learning Launches Math Advisory Board

In August, CORE Learning convened the inaugural meeting of our newly formed CORE Math Advisory Board, a group of teachers, instructional leaders, and researchers with expertise spanning math instruction, assessment, teacher education, and professional learning. This advisory board brings to CORE deep knowledge and expertise about the challenges and successes of math professional learning and curriculum implementation.

“At CORE Learning, we are striving to be the preeminent K12 educator development organization in the country,” shared CORE President Robert Sheffield. “We are convening the Math Advisory Board to learn how CORE can improve the learning experiences of teachers. We know that this group of advisors comes with the know-how to lead us in the right direction!”

The CORE Math Advisory Board is designed to ensure the work of CORE remains well connected to the realities of the field. Educators come together to discuss teachers’ greatest needs, identify areas of learning that will be most impactful for teachers and students, and offer professional development guidance for instructional leaders. Throughout the next school year, members will engage with CORE staff to provide current knowledge, critical thinking, and analysis of professional learning programs and their impact on student learning. 

Specifically, the board will help CORE:

  • Prioritize areas in math education and professional learning where we can have the most significant impact on students and teachers;
  • Identify best practices in instructional design and program development that will enhance the professional learning experience; and
  • Design innovative and effective professional learning experiences for educators.

During the first session, we discussed shifts in thinking around math teaching and learning that have endured over the past ten years, as well as critical needs for students, teachers, and instructional leaders in helping all students be successful in math. 

Three key trends emerged:

  • Elementary math classrooms have become more focused on student-led discourse, creating a classroom environment that promotes curiosity and critical thinking.
  • Secondary math classrooms, particularly in high school, have seen the least amount of change in their teaching practices.
  • There has been an increase in demand for more individualized professional learning for teachers with a focus on student-centered learning experiences.

The next board meeting, during which we will be collectively reviewing and revising our CORE service offerings with a focus on classroom, school, and district needs, is scheduled for October 28, 2022. We look forward to sharing more insights with you then.

Math Advisory Board Members:

  • Cyndia Acker-Ramirez (Director, Professional Learning, CORE Learning)
  • Dean Ballard (Director of Mathematics, CORE Learning)
  • Jennifer Bay-Williams (Professor, University of Louisville)
  • Christie Bledsoe (Assistant Superintendent, Priority Charter Schools)
  • Kyndall Brown (Executive Director, California Mathematics Project)
  • Ben Clarke (Associate Professor, University of Oregon)
  • Katharine Clemmer (Math Education Specialist)
  • Laura Desimone (Professor and Director of Research, University of Delaware)
  • Shelley Jallow (State Monitor, Rochester City School District)
  • Jennifer Langer-Osuna (Associate Professor, Stanford University)
  • Angela Pilcher (Curriculum Specialist, Stockton Unified School District)
  • Deb Schwantes-McCampbell
  • Robert Sheffield (President, CORE Learning)

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