Supporting all math teachers and all programs.

Increase student performance through discourse, collaboration, and curricular support.

Grow capacity through coaching, professional learning, and leadership/instructional coordination.

Services

Cognitive Coaching Cycles

  • Growth is discoverable when we can see where we are and where we want to be. Then, we must be invited to collaborate with expert support to reach our goals.

    Using cognitive coaching techniques, a coach and teacher’s relationship is collegial, removed from the evaluative process, and maintained as a partnership.

  • A pre-coaching phase establishes roles and relationships.

    The coach and teacher embark on a cycle that includes planning, in-class support, and debriefing.

    The cycle is designed to be teacher-driven, supportive, and iterative.

Leadership Integration

  • Professional Learning and Coaching are only successful when Leadership Teams actively participate in developing and measuring goals.

    Leaders in evaluative roles in classrooms must share a common vision with teachers.

  • Leadership Integration focuses on developing or reviewing evaluative rubrics and defining details to look and listen for in classroom walkthroughs.

    Each Leadership Integration session is customized based on district, building, leadership, team, or individual goals.

Professional Learning

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Content Development

  • There is customized content that every math department benefits from. And Teacher and Leadership capacity is limited.

    Capitalizing on an additional, outside resource allows building professionals to focus on student contact while necessary tools are developed.

  • All content development processes start with a detailed data analysis. State, district, school, department, and team data will be analyzed for patterns and opportunities. 

    Content will go through a draft development and review process and then be published to any location and in any format.

Curricular Support

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Services

Cognitive Coaching Cycles

  • Growth is discoverable when we can see where we are and where we want to be. Then, we must be invited to collaborate with expert support to reach our goals.

    Using cognitive coaching techniques, a coach and teacher’s relationship is collegial, removed from the evaluative process, and maintained as a partnership.

  • A pre-coaching phase establishes roles and relationships.

    The coach and teacher embark on a cycle that includes planning, in-class support, and debriefing.

    The cycle is designed to be teacher-driven, supportive, and iterative.

Leadership Integration

  • Professional Learning and Coaching are only successful when Leadership Teams actively participate in developing and measuring goals.

    Leaders in evaluative roles in classrooms must share a common vision with teachers.

  • Leadership Integration focuses on developing or reviewing evaluative rubrics and defining details to look and listen for in classroom walkthroughs.

    Each Leadership Integration session is customized based on district, building, leadership, team, or individual goals.

Cognitive Coaching Cycles

  • Growth is discoverable when we can see where we are and where we want to be. Then, we must be invited to collaborate with expert support to reach our goals.

    Using cognitive coaching techniques, a coach and teacher’s relationship is collegial, removed from the evaluative process, and maintained as a partnership.

  • A pre-coaching phase establishes roles and relationships.

    The coach and teacher embark on a cycle that includes planning, in-class support, and debriefing.

    The cycle is designed to be teacher-driven, supportive, and iterative.

Content Development

  • There is customized content that every math department benefits from. And Teacher and Leadership capacity is limited.

    Capitalizing on an additional, outside resource allows building professionals to focus on student contact while necessary tools are developed.

  • All content development processes start with a detailed data analysis. State, district, school, department, and team data will be analyzed for patterns and opportunities.

    Content will go through a draft development and review process and then be published to any location and in any format.

Cognitive Coaching Cycles

  • Growth is discoverable when we can see where we are and where we want to be. Then, we must be invited to collaborate with expert support to reach our goals.

    Using cognitive coaching techniques, a coach and teacher’s relationship is collegial, removed from the evaluative process, and maintained as a partnership.

  • A pre-coaching phase establishes roles and relationships.

    The coach and teacher embark on a cycle that includes planning, in-class support, and debriefing.

    The cycle is designed to be teacher-driven, supportive, and iterative.

Testimonials

Chris Popek

Principal, Monaco Middle School, CCSD, NV

“Mr. Roberts has been facilitating professional learning at Monaco Middle School from the 2021-2022 school year through the current school year. He does a tremendous job creating positive and meaningful dialogue, assisting teachers to reach their own conclusions on how to engage students at a high level, and to focus on navigating the curriculum to the best of their ability within time constraints and pacing challenges.

Mr. Roberts does an excellent job working and collaborating with Monaco's administration and the focus is consistently on improving instruction through coaching and collaboration. He has been a significant reason Monaco's math achievement has shown growth.”

Stacey Cool

Program Administrator, MUHSD, CA

“I have participated in and witnessed Andrew’s professional development sessions for teachers and school leaders. They are always fresh, thoughtful, and rooted in contemporary research surrounding mathematical content and best coaching practices. I appreciate that he always meets with us to ensure our aim is aligned and that he is helping MUHSD meet our goals around mathematics instruction.

He possesses a poise and agility that comes from confidence, experience, and expertise that allows him to adapt to the needs of the individuals in the room.

I have witnessed Andrew coaching teachers both individually and in small groups. He is masterful in the delicate dance of knowing when to push a teacher and when to back off and let them breathe and ruminate.”

Kelly Geary

Administrator & Learning Coach, Vista School, UT

“Andrew understands what teachers need to be able to learn a new curriculum and leave training with useful information they can effectively implement in their classrooms the next day. His commitment to student learning and growth is unmatched.

Andrew’s commitment to our success has been evident in every aspect of his interaction with us. He is attentive to each of our needs and concerns, answering emails swiftly, scheduling additional time to meet on Zoom to address concerns, fitting in additional coaching sessions and even scheduling an expert panel of teachers to talk to us and answer our questions.

I have worked with many trainers from several curriculum programs for the past decade, and I can say with confidence that Andrew is the most committed, knowledgeable and collaborative.”

Let's get started!

  • 20 years teaching math, ranging from elementary to Calculus.

  • Seven years coaching and training math teachers and administrators for top publishers (Houghton Mifflin and Carnegie Learning) nationwide.

  • Extensive experience collaborating on, developing, and delivering world-class support for some of the country’s largest school districts.

  • Expertise in Cognitive Coaching, Building Thinking Classrooms (BTC), Math Discourse, Student Collaboration, and Engagement.

  • A record of success in satisfying clients and student growth.

  • The ability to focus on your goals and needs without corporate markups or bureaucracy!