Include others as experts: Leaders design systems where student reasoning, teacher insight, and shared analysis of student work shape decisions—rather than relying on top-down authority or compliance checklists.

Be Critically conscious: Leaders examine how their policies, data practices, and language may unintentionally reinforce harmful assumptions about who is capable in mathematics—and redesign systems to interrupt those patterns.

Understand your students well: Leaders ensure that instructional decisions are informed by real evidence of students’ experiences, identities, and thinking—rather than assumptions based on demographics or past performance.

Use Culturally relevant curricula: Leaders prioritize instructional materials and task implementation that position all students as capable doers of mathematics and align observation and coaching tools to look for that representation in action.

Assess, activate and build on prior knowledge: Leaders surface and build on what teachers already know and have tried—treating teacher knowledge and experience as the starting point for professional growth rather than a gap to be filled, and creating coaching conversations grounded in curiosity rather than correction.

Release control: Leaders trust teachers as the authors of their own professional growth—empowering them to take ownership of their instructional decisions by anchoring coaching in student evidence and the teacher's own reasoning, rather than prescribed strategies or a compliance mindset that denies teachers the same agency and sensemaking the framework demands for students.

Expect more: Leaders anchor expectations in evidence of student reasoning and growth, refusing to lower the cognitive demand of mathematics while ensuring systems provide the support necessary for all students to meet that demand.