Mathematics content, coaching, curriculum, and assessment
What I believe
Teaching, coaching, and leading are all conversations. In each one, people need to know where they are headed and how they plan to get there together, so that they can listen and respond to what actually happens in the room.
That takes structure: a curriculum that hangs together, assessments that match it, materials teachers can find and trust, and time set aside to think about the math. I build that structure with schools, and I care about how well each piece is made.
I've taught math, led math instruction in schools, and worked on district teams. I've also worked at organizations that support schools, on curriculum, assessment, coaching, and technology. That helps me see a math program the way teachers, school leaders, and district teams each see it.
What I do
Content
If you can describe the course or pathway you wish your school had, I can help you build it: a new elective, a bridge between two courses, a route to calculus for more students. I write the problems, tasks, and lesson materials that go with it. I also lead math sessions for teachers: time to do the mathematics they teach, ask their own questions, and explore a little.
Coaching
I coach teachers one-on-one or in teams. We plan lessons, look at student work, and practice the parts of teaching that happen in the moment: listening to students and deciding what to do next. With school leaders, the work is often the math itself: working through the mathematics of the lessons they'll observe, so they can see what students understand and give the teacher useful feedback.
Curriculum
Even high-quality instructional materials rarely match a school's schedule exactly. I help you adapt yours for intervention blocks, shorter periods, and the calendar you actually run, and decide what to keep, cut, and combine. That includes pacing guides and unit plans, and curating materials that have piled up across links and folders into something teachers can find and use.
Assessment
I write and review assessments that match what was taught and prepare students for the exams they will take: state tests, Regents, the SAT and ACT. That can be a single quiz, a full set of interims, or practice materials for a specific exam. I also build clean, informative data dashboards, and I help teams read the results and decide what to do about them. I've led assessment design for programs used in districts across the country.
At any size
Larger work
Rolling out a curriculum, aligning a sequence of courses, or building an integrated pathway. We start by working out together where you want to go and how to get there. I stay long enough to see it working, hand it off so your team can run it, and come back for upkeep if you want me to.
Part of a program
Often this is assessment or curriculum curation: a course whose assessments don't line up with what's taught, or whose materials live in too many places. I keep what's working and build a clear structure around the rest.
No task too small
An answer key, a set of practice problems, a document that needs cleaning up. If it would take you an afternoon you don't have, send it over. It gets the same care as the big projects. It's also a good way to find out how we work together.
Doing math together
Teaching and learning should not be done alone. I love talking about math with the people who teach it. In a full school day there isn't always room for that kind of conversation. When a school sets the time aside, I help make it worthwhile. We work on problems, trade ideas about how students will think about them, and follow our questions where they go. Nobody has to have the answer first. It can be a planning session before teaching something new, a regular time with a teacher or coach, or a working session with a team.
Clients
Teachers, coaches, and leaders in schools, networks, districts, and state education agencies. I work across K–12, with a focus on high school.
How I work
I start by listening. I work inside the curriculum and calendar you already have, and I make things that are clear, easy to edit, and easy for your team to keep using without me. When I'm making something for you, most of it gets done between conversations.