LEADER COMMUNITY
Own Your Learning. Build Your Legacy.
H— Closing with Purpose, Opening with Power
“We do not learn from experience... we learn from reflecting on experience.” - John Dewey
Each year we give our partners surveys to each about the experince and impact of our work. Take a look at a few of the responses shared. If you'd like to hear more, or how the jounrye into making this impact reach out to us.
We asked,
What changes have you seen in your team, students, or school as a result of our work?
"As a result of this work, I’ve seen stronger mathematical thinking and confidence in my students. They are more willing to explain their reasoning, justify their answers with evidence, and engage in productive discussions with their peers. Instead of rushing to find the right answer, students are taking more ownership of the problem-solving process and using multiple strategies to solve and check their work. I’ve also noticed a shift in classroom culture—students are more comfortable making mistakes and learning from them, which has created a more collaborative and supportive math environment. Overall, this work has strengthened both student engagement and their overall conceptual understanding of grade-level math standards."
- Grade 4 Teacher, New York
"As a result of this work, I have seen stronger and more trusting relationships develop between teachers and the coaching team. Teachers have become more open to feedback, collaborative planning, and reflective conversations because the coaching support feels more intentional, supportive, and grounded in student learning. There is a greater sense of partnership, which has helped create a more positive and productive coaching culture within the school. I have also seen meaningful shifts in instructional delivery across classrooms. Teachers are becoming more intentional with student engagement, questioning techniques, and opportunities for students to explain their thinking. Instruction has become more student-centered, and there is a stronger focus on meeting students’ needs in the moment. These changes have positively impacted student participation, confidence, and overall learning experiences."
- Math Instructional Coach, New York
What has been the most meaningful shift in your practice or leadership as a result of our work?
"One of the most meaningful shifts in my leadership this year has been developing a deeper understanding of what effective instructional coaching truly looks like. Through our work together, I learned how to support teachers in the moment while still encouraging reflection, growth, and accountability. I became more confident in pushing teachers’ thinking in a productive and supportive way, rather than feeling like I had to have all the answers immediately. I also gained a stronger understanding of how to build trusting relationships with teachers while remaining focused on student outcomes and instructional improvement."
- Math Instructional Leader, New York
"The most meaningful shift in my practice has been becoming much more intentional with how I facilitate student thinking during math instruction. Through our work together, I’ve moved away from focusing primarily on students getting the correct answer and instead focus on understanding their reasoning, encouraging mathematical discourse, and using purposeful questioning to push deeper thinking. This has helped me create a classroom where students feel more confident explaining their strategies, critiquing the thinking of others, and making meaningful connections between concepts."
- Math Elementary Teacher, New York
"One of the biggest changes has been moving from focusing on procedures to prioritizing student thinking and conceptual understanding. I am more intentional about creating opportunities for students to explain their reasoning, use multiple representations, and engage in productive struggle rather than rushing to give them shortcuts."
- MS Teacher, New York
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