Addressing educator-identified needs for improving student learning.

Scholars such as Fullan (2007), Hess (1998), and Elmore (1990), note that many, if not most, innovations have little impact on teaching and learning. We want to empower educators in a reform process where they are active agents. Mathematics teaching and learning needs identified by teachers will be at the core of our work, as we seek to engage educators in reform that is personally and professionally meaningful and rewarding. Ministry directions, particularly the RMS, and evidence- and practice-based knowledge will frame how we collaborate to address these needs in pedagogically and mathematically powerful ways that produce actionable, and shareable resources to improve student learning.