Introducing a new professional learning opportunity for math educators
Admit it: Some days, meeting all the learning expectations and standards for your students’ mathematical thinking, problem-solving, understanding and performance seems, well, impossible.
But impossible is what keeps humans moving forward every day until the impossible becomes probable and then the new normal.
Educational Research Newsletter & Webinars has teamed up with Paul Riccomini to help you and your students meet your specific challenges in mathematics learning.
We’ve developed a virtual group-coaching model for schools and districts that keeps educators focused on a defined goal and sustains professional learning over time, allowing participants to test new strategies and then get feedback and suggestions from their coach and colleagues.
Group coaching is highly engaging, motivating and productive for educators!
Contact us or call 207-632-1954 for more information.
How It Works
- Virtual group-coaching sessions are for teachers, administrators, paraprofessionals or a mix of all. We have developed an 8-week program that can be customized by the school or district.
- Under the 8-week program, the team of educators meets with the coach for 90-minute live sessions. Each session includes a 30-minute presentation based on the specific needs of the group followed by 60 minutes of group and coach interactions.
- During 60 minutes of interaction, participants will be able to share experiences, ask questions and get feedback from the coach and from the other group members.
- Each group session will be recorded so that if a participant is unable to attend live they can view the session later at a time more convenient for them.
- Your team’s leader will have an introductory 30-minute phone call with Paul to discuss group’s priorities and goals. We also will survey each participant before the coaching program to explore specific needs of each participant.
- We will set up a private Facebook group for participants to connect, share and solve problems together during the 8-week program. Everyone will automatically receive email notifications of new posts.
- The coach will provide the group with resources based on its specific needs and goals. Participants will be encouraged to share other resources with the group as well.
- Ongoing support from the coach during the session. Participants can email or post questions or comments in the private Facebook group at any time during the session, and your coach will respond as soon as possible.
Suggested Topics for Math Coaching
Here are some suggested topics for group coaching:
- RTI or MTSS
- How to put Response to Intervention (RTI) or Multi-Tiered System of Supports (MTSS) to work in your classroom
- Tier 1 and Tier 2 instructional strategies
- Breakthrough math strategies for struggling students
- Differentiating math to meet diverse student needs and cover the math curriculum
- Great questions to differentiate mathematics instruction
- Linking assessment and instruction to improve learning
- How to use math error analysis to improve instruction
- Working with data to fine-tune instruction
- Progress monitoring and instructional decisions
- Developing algebraic reasoning (extension of the Interleave Strategy)
- Fractions and the development of magnitude
- Making math meaningful to students
- Visual teaching of math concepts
How to support educators in meeting the needs of their math students
About the coach
Paul Riccomini is an experienced classroom teacher, author, mathematician and leading special education expert who has taught mathematics to both general and special education students in inclusive settings. Paul is co-author of the best-selling Response to Intervention in Math , one of the first books to address RTI in math, Developing Number Sense through the Common Core, Computation of Fractions: Math Intervention for Elementary and Middle Grades Students and Solving Equations: An Algebra Intervention (Math Intervention Series).
An associate professor of education at Pennsylvania State University, Paul brings both content knowledge and a focus on strong collaborative relationships to his work with general and special educators.