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An example activity from the state conference key note that can be used to support student flourishing 

In this article, we overview a professional learn- ing task that involves drawing one’s vision for high-quality, equitable mathematics instruction (HQEMI). The task is part of the ongoing work of a statewide research practice partnership that supports a shared vision of mathematics across the state K–12 system. Our work of HQEMI is rooted in the development of Munter’s (2014) four dimensions for visions of high-quality mathematics instruction (VHQMI): the role of the teacher, classroom discourse, mathematical tasks, and student engagement. The first three dimensions are particularly useful in the work of the drawing task. In this article, we share an overview of the drawing task, its implementa- tion with educators, and sample drawings, de- tailing how personal drawings were made visible across participants and the conversations result- ing from viewing and reflecting on one another’s drawings. These conversations helped surface disparities in notions of ideal mathematics in- struction and provided space for negotiation of shared meaning. We provide themes and over- arching considerations from these conversations to highlight discussions that might be elicited through this task in future iterations. Finally, we provide recommendations for implementing the task and consider how the task might be adapt- ed for others’ contexts to support professional learning about and development of a shared vision for mathematics. 

Mathematics coaching differs significantly from mathematics teaching, and many coaches transi- tion to the role directly from teaching with limited opportunities to learn to work effectively with teachers. Although coach professional develop- ment can provide one source of support for coach- es’ learning, coaches might also benefit from close work with other accomplished facilitators of teach- ers’ learning, such as district mathematics leaders. This study analyzed interviews with 15 district mathematics leaders to understand whether and how they supported school-based mathematics coaches. We found 13 of 15 leaders worked closely with coaches to support them, and we identified seven ways they did so (e.g., classroom visits with coaches). Our findings have significance for re- search on district leadership and district leaders’ support for coaches.