Our Approach

High-quality math instruction is one of the strongest drivers of student success—and one of the most challenging to support at scale. Research shows that one-on-one coaching is among the most effective forms of professional learning. When coaches observe classroom practice and offer teachers targeted feedback over time, both instructional quality and student outcomes improve.

That's why our approach to professional learning leverages coaching in combination with the best math-specific instructional tools the field has to offer to help teachers elevate their instruction.

Why is coaching so effective? Coaching...

Starts where teachers are, focusing on their current instruction and classroom environment

Supports incremental improvements that are specific to each teacher’s context

Focuses on building trust, ongoing relationships, and a shared lens for reflecting on instruction between teacher and coach

Allows teachers to identify their own areas for growth, set meaningful goals, and take concrete action steps to reach those goals in a personalized way

Builds on teachers' strengths while addressing areas for improvement

Creates accountability through its cyclical structure, as teachers know they’ll reflect on their progress in future sessions

For more, refer to RPPL's work on "Building Better PL."

What differentiates the MQI Coaching model?

Our coaching model creates a structure for one-on-one, ongoing coaching. It can be implemented through direct, virtual coaching with Harvard-trained coaches OR can be adopted and adapted for school-based coaches to roll out themselves.

Math-specific and curriculum aligned

Our coaching is grounded in both validated measures of high-quality mathematics instruction and district-adopted curriculum materials. By shifting the focus from generic instructional practices to math-specific measures, teachers and coaches norm on what math teaching looks like and sounds like.

By grounding the coaching conversation in the specific curriculum materials teachers are using, the process creates ongoing, job-embedded professional learning that helps teachers enact high-quality math curriculum with integrity.

Evidence-based coaching structure

Our coaching model is evidence-based in more ways than one. Not only is it grounded in the research basis of effective coaching, but it is rooted in the evidence (audio, video, transcripts) captured from teachers’ own classrooms.

Our coaching resources and tools provide a means for purposeful classroom observations. And the discussion routines provide structure for productive conversations, while still allowing for flexibility to personalize coaching to individual teacher goals and needs.

Comparing Our Coaching Models

All of our coaching models are built on the same guiding principles and rely on similar structures and routines. Each model is distinguished by the specific measures used to anchor and inform the coaching.

We use measures that prioritize student-centered learning, with a focus on conceptual understanding, high cognitive demand work, and meaningful discourse. They are informed and validated by experts in the field and designed to enhance formative feedback for real classrooms and daily instruction. Each measure captures key markers of high-quality math instruction, describing a continuum of practice from good to great and highlighting specific, actionable instructional moves that help teachers elevate their practice.

Each model offers affordances and benefits. Determine which model is the best fit for you by aligning your district's curriculum, goals, and priorities to the measure that differentiates each model.

The Coaching model	The math-specific measures	What makes it unique and a good fit for you
MQI Coaching	The Mathematical Quality of Instruction (MQI) rubric	This is our flagship coaching model built around the MQI rubric. The MQI establishes high-leverage teaching practices describing interactions among students, teachers, and the content. The MQI is a good fit for anyone looking to improve the quality of mathematics instruction, regardless of curriculum. It offers teachers, schools, and districts multiple entry points and can coherently align with most existing initiatives to meet teachers where they are at and complement existing progress.
MQI Coaching with the IMplementation Reflection Tool	The IMplementation Reflection Tool (IRT)	This model is the right fit for districts implementing IM Math curricula from Illustrative Mathematics®. The IRT, developed by IM, outlines high-leverage teaching practices for implementing IM’s problem-based curriculum with integrity. By leveraging the IRT in coaching, feedback conversations are grounded in the curriculum and immediately applicable, offering effective job-embedded support for teachers. The breadth of practices provides accessible entry points for teachers with varying levels of experience with the curriculum.
M-Powering Teacher Coaching	The M-Powering Teacher (MPT) measures	MPT Coaching combines machine learning automated feedback and human coaching to allow teachers and coaches to harness the power of AI in feedback for teachers. The MPT measures are grounded in the same principles of high-quality instruction as the MQI rubric. Using the MPT platform increases the efficiency and reach of instructional feedback to teachers, and has the potential to support lasting instructional improvement when combined with ongoing coaching.