Professional Development Services

The Challenge

Mathematics instruction in the United States has traditionally been very procedural, designed with answer-getting in mind, however today’s content standards and Standards for Mathematical Practice require a completely new skillset. Students are expected to know how to construct viable arguments and critique the reasoning of others — one of many examples of how math instruction has evolved. There is a significant pedagogical and content knowledge gap between what teachers learned themselves and what they are now expected to teach. That limited knowledge has a tremendous impact on student outcome.

We can help you bridge the gap

All of our 200+ education consultants have a minimum of 10 years’ experience in roles just like yours: as teachers, principals, coaches or superintendents. Our mission is to support communities to educate a stronger, more vibrant generation of students prepared to meet life’s challenges. We are not just “another thing” that you purchase for professional development support. Studies show time and again that typical PD courses just don’t work. We’re different: from day one, we work alongside you. We listen, we collaborate, and we help you build, implement and execute a plan to bring about real, sustainable change. As a hands-on partner, we’ll meet you where you are — with the team and resources you have, and the goals you wish to achieve.

Effective math instruction includes a foundation of literacy. It encourages productive struggle. We help schools determine the structures and protocols that best facilitate meaningful student talk about math, mathematical thinking and vocabulary development to raise student achievement.

The embedded support from our Generation Ready math consultant has systematically changed the way we teach math. With just one year's support, our scores have soared and teachers are on board due to the results they have seen. Students for the first time have taken ownership of their learning and can articulate what standards they have mastered and which standards they haven't mastered...yet. We now have a clear vision for math instruction based on research and best practices, thanks to our work with Generation Ready.``

– Lori Smith, Principal Crestwood Elementary, North Little Rock School District, AR

We Can Help Your Teachers …

  • Know how students learn, what students need to learn, and what students already know.
  • Encourage risk taking.
  • Create purposeful learning experiences and challenge.

Generation Ready’s Math Professional Learning

  • Provides teachers with modeling and on-the-job support

  • Builds mathematical capacity in schools with a focus on coherence, common understanding, teacher/ leader efficacy and best instructional practices

  • Deepens teachers, school staff and leader knowledge of math content, of the Standards for Mathematical Practice, and of multiple assessment strategies including performance task development that help to inform instructional decisions

  • Provides models of effective instruction and support for teachers and leaders

  • Includes but is not limited to writing within math, where students describe/explain math concepts and their problem-solving strategies

New York City Results

Our partner schools that have shown significant growth in year-over-year Math Proficiency. Data is from the 2015-2016 academic school year Common Core test results.

  • Urban Scholars Community School

  • PS 211

  • PS 115 Alexander Humboldt

  • Yorkville Community School

  • PS 33 Chelsea Prep

  • PS 131 Brooklyn

  • Statewide Average

  • New York City Average


Case Studies

Click on the case studies below to open.

PS 105 The Blythebourne School, New York, NY

Area of Focus: Mathematics

Our Generation Ready math consultants worked closely with the school’s leadership team to support the development of units of study, then modeled for and guided teachers as they strengthened their instructional practice in math.

Teachers learned to engage students in standards-aligned curriculum that was differentiated for all learners. The consultants supported teachers in establishing small group work where students collaborated around challenging problems.

We also helped to engage students in cognitively demanding math tasks that required them to demonstrate their ability to model with mathematics and/or construct and explore the reasoning behind arguments to arrive at a viable solution.

As a result of our work, the school received an “A” on the NYC Progress Report and a “Well Developed” for the 2013-2014 Quality Review.

PS 105 Significantly outperformed the district and city in meeting state standards in the 2015-2016 school year.

Grade 3 - 20130%
Grade 3 - 20140%
Grade 4 - 20130%
Grade 4 - 20140%
Grade 5 - 20130%
Grade 5 - 20140%
Sacramento Unified School District, Sacramento, California

Area of Focus: Mathematics

After SCUSD was awarded a Bechtel Foundation grant for support in implementing the California Common Core Mathematics Standards, we were selected to help implement the work for grades K-8. We provided a systematic framework for effective coaching to the district’s staff including:

  • Methodologies of effective reflective discourse
  • Cognitive coaching
  • Specific mathematics instructional best practices for teachers

We also focused on building teacher capacity so that they could fully understand and translate the Common Core instructional shifts to the day-to-day classroom work.

Since we completed our work with the district, teachers have had a laser-like focus on content knowledge, the use of models and representations, multiple ways of knowing and the Standards for Mathematical Practice 1, 3 and 6.

Support to Accelerate Growth for English Learners

Current achievement data suggest that ELs, especially the existing high percentage of long-term ELs, lag far behind their peers. As schools roll out plans to implement academic standards, experts voice concern that there is insufficient support to address the EL achievement gap across all core content areas. In all of our engagements, we help teachers and leaders to:

  • Identify and address language objectives appropriate for a range of proficiencies
  • Increase the quantity and quality of student academic discourse
  • Provide rigorous academic language instruction that emphasizes oral language skills leading to writing skills

White Paper

 We have educators ready to help!