Two years, one cohort, and a calendar you can plan against.
Year One puts your teachers back in the position of learners doing real mathematics. Year Two moves that expertise onto your payroll.
Sustained by design - not another one-off.
The research reason for the shape is simple: below roughly 14 contact hours, professional development has no measurable effect - and most math PD is one-off. Year One is built the other way. It starts in person and keeps going across the year, so the learning has somewhere to land.
Grow teachers' mathematics
- In person, before teachers report. We begin with in-person session(s) to prepare your teachers, scheduled around the window you already have. Teachers work as learners, not as an audience.
- Across the school year. Monthly Zoom check-ins for ongoing support - at minimum monthly, ideally two sessions a month - each picking up where the last left off, so the summer is not a memory by October. We adapt to your schedule and availability.
- In between. Your teachers meet as a knowledge-building community and keep doing real mathematics together, without us in the room.
- A cohort of 20. You choose the mix: teachers, coaches, SPED, administrators.
Students grow faster than a typical year - driven by teachers who teach conceptually and not just procedurally.
Grow leaders you keep
- Six to twelve teachers. Selected from your Year One cohort as emerging instructional leaders.
- A second in-person immersive. This one focused on designing and facilitating Thought Exercises in their own classrooms.
- Weekly virtual coaching. On video of their own teaching, plus two to four days on site for observation and planning.
Acceleration compounds - and the instructional expertise stays inside your district.
What we will not promise you.
We will not quote you a growth number. Not a percentage, not a multiple of typical growth, not a figure for your district.
The results we publish are what two pilot cohorts measured on their own districts' assessments. They are the reason we believe the mechanism works. They are not a forecast, and selling them to you as one would be the same trick that produced a decade of PD nobody can point to in their data.
What we will do is put half the fee behind your own judgement of the year. That is on the pricing page.
Somewhere to practice the hard move before a real class sees it.
Facilitation is a skill, and skills need repetitions. Our app gives teachers a live math discussion to run with AI students who hold real misconceptions, and an AI coach beside them while they do it. AI is a teacher-facing tool only - never in front of students.
Repetitions, not readings
A teacher steps into a live discussion with two AI students who disagree with each other. It is rehearsal, not homework and not another video of somebody else teaching.
A coach in the moment, not in a report
Every session carries a coach trained on Kevin Moore's method - his moves, his diagnostic questions, his way of pressing on a piece of reasoning until it holds or breaks.
Misfiring costs nothing here
A teacher can attempt the harder move, get it wrong, and run the same discussion again. Doing that in a real classroom costs a period nobody gets back.
You can see who is practicing
Every rehearsal produces data, so you can tell which teachers are engaging and which are growing - which is also how your Year Two leaders identify themselves.
The fastest way to judge this is to do the mathematics yourself.
A 45-minute conversation first · the half-day is priced at cost