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What is one priority area you want us to focus on with your teachers and students?

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What is one priority area you want us to focus on with your teachers and students?

# data[].attributes.headline
What is one priority area you want us to focus on with your teachers and students?

# data[].attributes.subject
What is one priority area you want us to focus on with your teachers and students?

# data[].attributes.headline
What is one priority area you want us to focus on with your teachers and students?

# data[].attributes.subject
What is one priority area you want us to focus on with your teachers and students?

# data[].attributes.headline
While onsite, when would be a good time meet with admin for a debrief and share next steps?

# data[].attributes.subject
While onsite, when would be a good time meet with admin for a debrief and share next steps?

# data[].attributes.body
1. Download the template

2. Include all necessary educators and building-level leaders

3. Click the + symbol

4. Upload the completed document

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New Educators Template for Coaching & Support Logs

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While onsite, when would be a good time meet with admin for a debrief and share next steps?

# data[].attributes.subject
While onsite, when would be a good time meet with admin for a debrief and share next steps?

# data[].attributes.headline
While onsite, when would be a good time meet with admin for a debrief and share next steps?

# data[].attributes.subject
While onsite, when would be a good time meet with admin for a debrief and share next steps?

# data[].attributes.body
1. Download the template

2. Include all necessary educators and building-level leaders

3. Click the + symbol

4. Upload the completed document

# data[].attributes.body
1. Download the template

2. Include all necessary educators and building-level leaders

3. Click the + symbol

4. Upload the completed document

# data[].attributes.headline
Click the + symbol to upload the following:

# data[].attributes.subject
Click the + symbol to upload the following:

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1. Master Schedule

2. Bell Schedule

3. School Calendar w/ any constraints (testing window, assemblies, PD days, etc.)

# data[].attributes.headline
Click the + symbol to upload the following:

# data[].attributes.subject
Click the + symbol to upload the following:

# data[].attributes.body
1. Master Schedule

2. Bell Schedule

3. School Calendar w/ any constraints (testing window, assemblies, PD days, etc.)

# data[].attributes.headline
Click the + symbol to upload the following:

# data[].attributes.subject
Click the + symbol to upload the following:

# data[].attributes.body
1. Master Schedule

2. Bell Schedule

3. School Calendar w/ any constraints (testing window, assemblies, PD days, etc.)

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A-i: The teacher fosters a safe classroom environment where students are willing to participate, take risks, and learn from mistakes.

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A-i: The teacher fosters a safe classroom environment where students are willing to participate, take risks, and learn from mistakes.

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See/Hear:

Active participation

Willing to ask questions

Errors are a springboard for learning

Teachers encourage multiple solutions and methods

Classroom culture

Higher-level reasoning

Grit

Descriptive Evidence-Based Stems

Yes:

More than 50% of students went to the board to ask questions

Visible structures for collaboration

Evident growth mindset

Students aren’t afraid to ask and answer questions

Not Yet:

3–4 students were distracted/disengaged

Class is quiet

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A-ii: Students engage in grade-level thinking and speaking.

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A-ii: Students engage in grade-level thinking and speaking.

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See/Hear:

Productive struggle

Teacher asking probing questions

Teacher wait-time

Grade-level benchmark content

Collaboration

Accountable talk

Use of vocabulary

Descriptive Evidence-Based Stems:

Yes

More than 50% of students are able to articulate their answers; students use appropriate vocabulary.

Students justify responses without prompting and ask questions of each other; teacher builds conceptual understanding and encourages student discussion.

Not Yet

Teacher gave answers too soon.

Teacher voice is dominant; students aren’t collaborating; lesson is more procedure-focused.

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A-iii: The teacher follows a clear plan for instructional time, focusing on priority learning goals and pacing to allow for sense-making over time.

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A-iii: The teacher follows a clear plan for instructional time, focusing on priority learning goals and pacing to allow for sense-making over time.

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See/Hear:

Agenda

Intentional planning structure / contingency plan(s)

Grade-level work

Success criteria

Topic building, coherence

Student collaboration for >50% of time

Descriptive Evidence-Based Stems:

Yes

Activities are outlined; flowed instruction.

Grade-level appropriate tasks with scaffolds as needed; students gradually progress toward mastery by the end of the course; board configuration aligns to agenda.

Not Yet

Worksheets not at grade level / independent work with no guidance.

Not aligned to learning goal.

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A-iv: The teacher anticipates and responds flexibly to student strategies and misconceptions, demonstrating mathematical preparation.

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A-iv: The teacher anticipates and responds flexibly to student strategies and misconceptions, demonstrating mathematical preparation.

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See/Hear:

Teacher planned (shows confidence & structure).

Circulating in room to identify misconceptions.

Open-ended questions focusing on student thinking.

Teachable moments.

Descriptive Evidence-Based Stems:

Yes

Teacher’s planning shows confidence & structure by ________.

Teacher has questions prepared to surface students’ misconceptions; scaffolded questions evidenced by ________.

Teachers implement strategies such as “My Favorite No”; teachers use talk moves to encourage discourse.

Not Yet

Teacher-centered classroom.

Answer getting.

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A-v: The teacher elicits and values varied solution strategies, emphasizing students’ reasoning over answers alone.

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A-v: The teacher elicits and values varied solution strategies, emphasizing students’ reasoning over answers alone.

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See/Hear:

Structure for collaboration.

Higher-level thinking.

Whiteboards.

Hear students presenting.

Teacher guiding, not leading.

Open-ended questions.

Emphasis on process, not answers.

“Why”

Descriptive Evidence-Based Stems:

Yes

Structures for collaboration exist (students may be grouped).

Teacher questioning promotes student thinking by ________; checking for understanding in various ways.

Not Yet

Teachers ask yes/no questions or focus on right answers vs. reasoning.

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A-vi: The teacher is on track with the pacing guide (hitting topic & module milestones).

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A-vi: The teacher is on track with the pacing guide (hitting topic & module milestones).

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See/Hear:

Sequenced grade-level work.

Assessment data in PM within assessment window.

Planning that matches IFC; board configuration matches IFC.

Remediation / Enrichment.

Descriptive Evidence-Based Stems:

Yes

Teachers are within a week (or so) of each other.

Plans for remediation based on assessment data; learning stations are differentiated; students are grouped by data; OR an intentional plan to get back on track.

Not Yet

Students are taking assessments without preparation.

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See It. Name It. Support It. Leadership Workshop

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[Walkthroughs] Math Implementation Look-fors, Focus Area A, July 2025 (1)

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Math Implementation Look-fors, Focus Area A, July 2025