Most school leaders I know want the same thing. You want students to leave your building prepared for life. You want them to be able to think, adapt, make good decisions, and contribute to their communities. You want graduates who can handle what comes next—even when what comes next isn’t clearly defined. But when we walk into math classrooms, the things we’re trained to look for don’t always line up with those hopes. We look for order. We look for correct answers. We look fo

What Our Systems Are Rewarding—and Why It Matters January is often a moment of reset. Leaders return from winter break with fresh resolve. Teachers come back ready to try again. PLC calendars are updated. Professional learning plans are revisited. And yet, many principals are carrying a quiet frustration: There’s a lot of effort in the building, but results hinge on a small number of teachers. If that resonates, it’s important to name something clearly at the start: When effo

Every December, classrooms start to feel different. The pace slows just enough for teachers and leaders to lift their heads and ask the question we avoid when we’re pushing through the day-to-day: Are students really thinking  in our math classrooms—or are they just complying? That question isn’t about blame.  It’s about possibility. Because when students disengage from mathematics—whether quietly or loudly—it isn’t a reflection of their ability. It’s feedback. It tells

Creating classrooms where students take the lead, and teachers reclaim the space to notice, guide, and grow learning. Photo by Vitaly Gariev on Unsplash Ms. Johnson is on her feet the entire class period. She hustles from desk to desk, crouching down to check one student’s answer, then another’s. Every time a hand goes up, she rushes over—“Yes, that’s right,” “No, try again,” “Almost, but check step three.” By the end of the lesson, she’s exhausted. Her students? Many haven’t