Professional Learning Catalog
Welcome
At Great Minds®, we believe every child is capable of greatness Our research-based instructional materials advance outcomes for all learners To support educators in bringing this vision to life, we provide a comprehensive system of professional learning
Partnership and Purpose
We partner with schools and districts to design implementation support plans that meet unique needs These plans combine professional learning, custom coaching, and on-demand learning, engaging teachers, school and district leaders, and instructional coaches in shared growth
This catalog serves as a guide for teachers, leaders, and instructional coaches to explore professional learning services for Year 1 and beyond Inside, you’ll find an overview of service types, example timelines, and detailed descriptions and objectives of teacher and leader supports
How to Use This Brochure
This brochure is organized by role, with separate sections for teachers and leaders Please note that the term leaders includes district leaders, school leaders, and instructional coaches Offerings are listed by year, but ongoing sessions can be taken at any time and repeated as needed to support evolving implementation needs Some sessions appear in multiple sections; this is intentional, we encourage leaders to attend the same sessions as teachers to promote shared learning and alignment across roles
Use this brochure to
• Jump directly to your role-specific section,
• Identify sessions that align with your current goals, and
• Plan for ongoing partnership and support
Service Types
Workshops
Foundational, curriculum-aligned learning experiences
Coaching
In-context, hands-on support to tailor instruction and sustain implementation
On-Demand Learning
Flexible, self-paced learning options
Professional Learning Communities (PLCs)
Collaborative sessions for continuous improvement
Example Timeline for Teachers and Leaders for Year 1 and Beyond
Launch: Bringing Eureka Math² to Life
Before
School Year
OR Power Up: Transitioning to Eureka Math²
Fall
Teach: Effective Instruction with Eureka Math²
NEW Teachers
Launch: Bringing Eureka Math² to Life
OR Power Up: Transitioning to Eureka Math²
Lead: Facilitating Successful
Implementation of Eureka Math²
NEW Leaders
Lead: Facilitating Successful
Implementation of Eureka Math²
Spring
Accelerate: Access
Grade-Level Content
*If Purchased Premium Assessments
Launch Math Catalyst™
Assess: Embedded Opportunities to Inform Instruction
Adapt: Optimizing Instruction
Implementation Success Planning
Guided Observation for Leaders
Guided Observation for Leaders
Guided Observation for Leaders
Guided Observation for Leaders
Ongoing
Implementation Success Planning
Prep for Success
Teacher Professional Learning Services
Year 1
Launch: Bringing Eureka Math2 to Life
Service Type Workshop
Grade Bands
PK; K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
6 Hours (On-Site) or 4 Hours (Virtual), 3 Hours (PK)
In this one-day session, teachers new to math curriculum from Great Minds will investigate the structure, design, and components of Eureka Math2 while engaging with the curriculum’s resources Teachers will explore the instructional role of all the curriculum resources and be prepared to facilitate lessons with students Educators can choose between a session for Grade Levels Prekindergarten, K–5, or Level 6–Algebra I
Learning Goals
• Explain the importance of teaching math as a story
• Describe how the structure of Eureka Math2 modules, topics, and lessons facilitates teaching math as a story
• Experience and give examples of how the components and design of Eureka Math2 lessons facilitate engagement, teachability, and accessibility, and meet the learning variability needs that naturally exist in every classroom
• Review Eureka Math2 assessment resources and explain how the resources are used to support effective instruction
Power Up: Transitioning to Eureka Math2
Service Type
Workshop
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
6 Hours (On-Site) or 4 Hours (Virtual)
In this one-day session, teachers transitioning from Eureka Math® to Eureka Math2 will understand the similarities and differences between the structure, design, and components of both programs and engage with the curriculum’s resources Teachers will understand the instructional role of all the curriculum resources, which will support them as they facilitate lessons with students Separate sessions focus on Grade Levels K–5 and Level 6–Algebra I
Learning Goals
• Explain the importance of teaching math as a story
• Describe how the structure of Eureka Math2 modules, topics, and lessons facilitates teaching math as a story
• Experience and give examples of how the components and design of Eureka Math2 lessons facilitate engagement, teachability, and accessibility, and meet the learning variability needs that naturally exist in every classroom
• Review Eureka Math2 assessment resources and explain how the resources are used to support effective instruction
Teach: Effective Instruction with Eureka Math2
Service Type Workshop
Grade Bands
PK; K–2; 3–5; K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
6 Hours (On-Site) or 4 Hours (Virtual), 3 Hours (PK)
In this one-day session, teachers study the content of a common module, topic, and lesson by previewing the learning, investigating learning development, and exploring the assessments from Eureka Math2 They’ll use the knowledge gained from their study to prepare a lesson for instruction Participants apply the process to study a module, topic, and lesson at their own grade level Participants will leave this session having prepared and practiced a lesson they will teach Educators can choose between a session for Grade Levels Prekindergarten, K–5, or Level 6–Algebra I
Launch or Power Up must be completed before this session
Learning Goals
• Explain the importance of teaching math as a story
• Describe how the structure of Eureka Math2 modules, topics, and lessons facilitates teaching math as a story
• Explain why studying curriculum materials is a critical part of planning and teaching
• Describe how the components and design of Eureka Math2 lessons support teachers in helping students to access, generate, discuss, and connect math ideas
Prep for Success: Fluency
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual Length
90 Minutes
Prep for Success: Fluency hones participants’ understanding of the purpose of Fluency and how their facilitation of this component impacts the realization of that purpose This session provides an opportunity for participants to reflect on their facilitation of Fluency as they engage with multiple foundational documents Through this reflection and discussion, participants will determine what they are already doing that supports building students’ procedural fluency as well as which new teacher actions they can adopt Ultimately, participants will leave the coaching session with a renewed understanding of how to leverage Core Implementation indicators during lesson facilitation to support the development of procedural fluency
Launch or Power Up must be completed before this session
Learning Goals
• Describe the purpose and intention of Fluency as a lesson component
• Participate in a model that exemplifies the school-wide priority and purpose of Fluency
• Prepare for and practice instruction that engages students in fluency activities that solidify and build students’ abilities to use mathematical procedures flexibly, accurately, efficiently, and appropriately while using actions from the school-wide priority
• Use the Implementation Support Tool (IST) to guide and support preparation, facilitation, and reflection
Prep for Success:
Service
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
90 Minutes
Prep for Success: Launch hones participants’ understanding of the purpose of Launch and how their facilitation of this component impacts the realization of this purpose This session provides an opportunity for participants to reflect on their facilitation of Launch as they engage with multiple foundational documents Through this reflection and discussion, participants will determine what they are already doing that creates access for the day’s learning as well as which new practices they can adopt Ultimately, participants will leave the coaching session with a renewed understanding of how to leverage Meeting Component Purpose indicators during lesson facilitation to support the development of deep conceptual understanding
Launch or Power Up must be completed before this session
Learning Goals
• Describe the purpose and intention of Launch as a lesson component
• Participate in a model that exemplifies the school-wide priority and purpose of Launch
• Prepare for and practice instruction that engages students in accessing the day’s lesson by using actions from the school-wide priority
• Use the Implementation Support Tool (IST) to guide and support preparation, facilitation, and reflection
Prep for Success:
Grade Bands
K–5
Setting
On-Site or Virtual
90 Minutes
Prep for Success: Learn hones participants’ understanding of the purpose of Learn and how their facilitation of this component impacts the realization of that purpose This session provides an opportunity for participants to reflect on their facilitation of Learn as they engage with multiple foundational documents Through this reflection and discussion, participants will determine what they are already doing that supports developing understanding of new concepts as well as which new teacher actions they can adopt Ultimately, participants will leave the coaching session with a renewed understanding of how to leverage Meeting Component Purpose indicators during lesson facilitation to support the development of deep conceptual understanding
Launch or Power Up must be completed before this session
Learning Goals
• Describe the purpose and intention of Learn as a lesson component
• Participate in a model that exemplifies the school-wide priority and purpose of Learn
• Prepare for and practice instruction that engages students in new learning related to the lesson’s objective by using actions from the school-wide priority
• Use the Implementation Support Tool (IST) to guide and support preparation, facilitation, and reflection
Digital Platform Extension Services
Launch Math Catalyst On-Demand Course
Service Type Workshop
Grade Bands
K–5
Setting On-Demand
Length Ongoing On-Demand
Teachers will get started launching Math Catalyst They will leave with a vision for Math Catalyst implementation, understand how to use the Math Catalyst resources, and begin planning for instruction
Learning Goals
• The on-demand course allows for multiple pathways, so participants will receive relevant learning within their grade band and across grade bands
Plan and Prioritize with Math Catalyst
Service Type
Coaching
Grade Bands
K–5
Setting
On-Site or Virtual Length
90 Minutes
Accelerate:
Access Grade-Level
Content with Eureka Math2 Equip
Service Type
Workshop
Grade Bands
1–5; 6–Alg 1
Setting
On-Site or Virtual Length
3 Hours
Participants will analyze student data to plan to and prioritize with Math Catalyst
Learning Goals
• Use multiple data sources to determine intervention needs for students
• Prioritize math Concepts that students need to access grade-level content during core instruction
• Study instructional materials to gain a deep understanding of the arc of learning within a Concept and the Concept’s relationship to core instruction
• Plan small-group instruction and station activities that support all students in building, practicing, and applying math knowledge
This three-hour session provides teachers and administrators with information on how to use the diagnostic assessment tool, Eureka Math2 Equip™ Great Minds Implementation Leaders will facilitate this session with separate sessions, focusing on Grade Levels K–5 and Grade Level 6–Algebra I
Launch or Power Up and Teach must be completed before this session
Learning Goals
• Name the principles that underlie an acceleration approach to address unfinished learning
• Explain the role of each resource provided by Eureka Math2 Equip in using an acceleration approach to facilitate access to grade-level content
• Describe a process for planning to address students’ unfinished learning with an acceleration approach
• Give examples of instruction that provides just-in-time support and facilitates access to grade-level content
Assess:
Opportunities to Inform Instruction
Service Type Workshop
Grade Bands
K–2; 3–5; 6–Alg 1
Setting
On-Site or Virtual
Length
3 Hours
This session extends the learning from Teach: Effective Instruction with Eureka Math2 to more deeply explore assessment opportunities that are an integral part of instruction rather than as separate, isolated events Participants will explore the suite of assessments provided with Eureka Math2 and understand each component’s role in making inferences about next-step instructional decisions, reflecting on instructional practice, and accurately communicating students’ proficiency with mathematical content Participants will analyze sample student work and relate the design of the assessment system to consider the recommended practices for scoring Participants will leave this session feeling more comfortable and confident navigating the assessment system of Eureka Math2
Launch or Power Up and Teach must be completed before this session It is recommended this service takes place before the Adapt session
Learning Goals
• Describe ways that assessments in Eureka Math2 work together to make a coherent, comprehensive, and continuous system
• Explain how the design of the assessment system supports teachers in making informed instructional decisions and providing meaningful feedback to students
• Use assessment data to determine and communicate an accurate description of student proficiency
Teacher Professional Learning Services
Year 2 and Beyond
Adapt: Optimizing Instruction
Service Type Workshop
Grade Bands
K–2; 3–5; 6–Alg 1
Setting
On-Site or Virtual
Length
6 Hours (On-Site) or 4 Hours (Virtual)
In this one-day session, teachers will build upon the framework learned during the foundational professional development course, “Teach: Effective Instruction with Eureka Math2,” to expand their capacity to effectively use the curriculum materials and student data to plan for and optimize instruction Participants will leave the session with an understanding of how to adapt a lesson to meet their students’ needs Separate sessions focus on Grade Levels K–2, Grade Levels 3–5, and Grade Level 6–Algebra I
Year 1 sessions must be completed
Learning Goals
• Analyze student work and use the data to engage in a process to plan for responsive instruction that
{ Incorporates analysis of student strengths and then areas of need;
{ Facilitates access for all students;
{ Maintains grade-level rigor; and
{ Leverages the design and embedded supports of the curriculum alongside student needs
• Apply the process to their own grade-level materials
Content Study: Module Study
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
45–90 Minutes
This coaching series focuses on building teachers’ understanding of the content and its role in the larger math story Teachers engage in discussion and collaboration to develop their knowledge of a module’s content The experience leaves teachers with either an annotated Teach book or a completed Participant Handout to support instructional decisions during the module It also provides them with a transferable process they can use to deepen their understanding of any module
Learning Goals
• Explain the importance of studying math content taught during a module
• Describe how each step of the preparation process helps teachers develop the content knowledge needed for effective instruction
• Apply the process to their own grade-level materials
Content Study: Topic Study
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
45–90 Minutes
This coaching series focuses on building teachers’ understanding of the content and its role in the larger math story Teachers develop an understanding of the importance of studying at the topic level and how the key ideas within the topic are supported by the progression of lessons By studying topic-level assessments before facilitating the lessons, teachers gain confidence in analyzing student progress When teachers are better equipped to analyze student progress, they resist the urge to reteach individual lessons After teachers study topics and experience a shift in their instruction as a result of this studying, they are more likely to apply this transferable process moving forward
Learning Goals
• Explain the importance of planning by topic
• Describe how each step of the preparation process helps teachers develop the content knowledge needed for effective instruction
• Apply the process to their own grade-level materials
Content Study: Lesson Study
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
45–90 Minutes
This coaching series focuses on building teachers’ understanding of the content and its role in the larger math story Teachers will engage in discussion and collaboration to deepen their knowledge of each component of the lesson and the learning that will occur Each part of the preparation process encourages teachers to make annotations that elevate the transferable learning of the lesson, which will improve their lesson facilitation When teachers have a process to deepen their understanding and can see the impact learning has on students, they are more likely to engage in lesson study independently, which improves the implementation of Eureka Math2
Learning Goals
• Explain the importance of internalizing lesson content
• Describe how each step of the preparation process helps teachers develop the content knowledge needed for effective instruction
• Apply the process to their own grade-level materials
Access Grade-Level
Content
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
6 hours (On-Site) or 4 Hours (Virtual)
This coaching series focuses on how to effectively use Eureka Math2 Equip to address unfinished learning Teachers will engage in a transferable process of using data to address unfinished learning for whole class, small group, and individual instruction Then Guided Observation for Leaders (GOFL) will focus on classroom observations to gather evidence of teachers making connections to and leveraging students’ prior knowledge, responding to data in instruction, and addressing unfinished learning in an equitable way This observational evidence will inform the next steps for the PLCs with teachers
Experience a Day of Coaching
Service Type
Coaching
Grade Bands
PK; K–5; 6–12
Setting
On-Site
Length
6 Hours
Experience a Day of Coaching is a specific session for schools unable to purchase more than 4 days and as a result do not engage in GOFL The session is still designed to be a day-long effective coaching experience, but an ongoing relationship with the school and the coach is not present The session will highlight a range of effective coaching experiences so that the school is encouraged to purchase a year-long coaching package the following school year
Leader Professional Learning Services
Year 1
Lead: Facilitating
Successful Implementation of Eureka Math2
Service Type
Workshop
Grade Bands
K–5; 6–Alg 1; K–Alg 1
Setting
On-Site or Virtual
Length
6 Hours (On-Site) or 4 Hours (Virtual)
This one-day session is designed for Prekindergarten (PK)–Algebra I district and school leaders Instructional leaders will be introduced to Eureka Math2 and be prepared to support teachers with early implementation In this session, leaders will create a plan to communicate a vision for implementation success The session will also provide leaders with the knowledge and strategies they need to pursue the curriculum with fidelity and maximize its impact Separate sessions focus on Grade Levels K–5 and Level 6–Algebra I
Learning Goals
• Develop a vision for what Eureka Math2 lessons look like, sound like, and feel like in the classroom through experiencing key elements of the curriculum
• Give examples of how the curriculum is strategically designed to support all learners
• Describe the key features of each lesson component by observing a lesson
• Set Year 1 priorities for implementation
• Develop a plan to elicit buy-in from stakeholders and align systems and structures to support successful implementation
Crafting Effective Feedback
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
2 Hours
Leaders and coaches refine their understanding of feedback and practice crafting feedback that meets the criteria for effective feedback to maximize its impact on teacher practice
Learning Goals
• Cultivate a shared understanding of effective feedback and its role in improving teacher practice
• Study the criteria for effective feedback and analyze feedback scenarios using the criteria
• Craft feedback aligned to the criteria to prepare for effective feedback conversations
Effective Feedback Conversations
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
2 Hours
Leaders build their capacity to host effective feedback conversations with teachers to enhance teacher practice and improve student achievement
Learning Goals
• Explain the impact of effective feedback conversations on a teacher’s motivation and direction to improve their practice
• Practice facilitating effective feedback conversations
Digital Platform Extension Services
Implementation
Success Planning:
Math Catalyst
Service Type
Coaching
Grade Bands
K–5
Setting
On-Site or Virtual
Length
90 Minutes
Leaders will create a vision and plan for enabling conditions to support Math Catalyst implementation
Leader Professional Learning Services
Year 2 and Beyond
Strategic Planning: Align and Allocate
Service Type
Coaching
Grade Bands
K–5; 6–Alg 1
Setting
On-Site or Virtual
Length
4 Hours
Leaders will create implementation targets aligned to their vision of math instruction and based on Year 1 implementation results The coach and leader will craft a support plan that anchors ongoing teacher development and leadership support
Ongoing Support
Implementation
Success Planning
Service Type
Coaching
Grade Bands
K–5; K–8; K–2; 3–5; 6–Alg 1; 6–12; PK; PK–1; 1–5; K–12
Setting
On-Site or Virtual
Length
3 Hours, 6 Hours, Two 3-Hour Sessions, or 4 Hours
This offering builds leaders’ capacity to support and improve implementation through flexible coaching tailored to their school’s or district’s needs
Great Minds team members bring expertise and knowledge to leaders, providing flexible, needs-based consultation hours to refine and strengthen implementation
Guided Observation for Leaders
Service
Leaders and coaches experience and practice data collection techniques to generate objective data for facilitating continuous teacher development that supports strong implementation Guided Observation for Leaders can focus on setting priorities, establishing an instructional priority, or monitoring progress of an already established instructional priority
Learning Goals
• Describe how purposeful, frequent observations establish a common vision of implementation and support teacher development
• Use collection techniques during observations to generate objective data
• Craft praises and pushes to motivate and direct teachers toward a common vision
• Create a visual representation of current implementation to chart growth overtime
• Draft a short-cycle support plan aligned to the instructional priorities
Great Minds Response
With contextualized, ongoing support, the implementation of high-quality instructional materials optimizes knowledge-building opportunities for every student Great Minds’ professional learning is research-based, grounded in the curriculum, and facilitated by educators with expertise in implementation
Great Minds is the exclusive provider of professional learning written and facilitated by the creators of Great Minds’ curricula and is certified by Rivet Education’s Professional Learning Partner Guide (PLPG).
Let’s Plan Together
Have Questions?
Connect with your Great Minds Sales Representative or Success Lead to design a support plan aligned to your team’s needs and goals
We’re here to support you every step of the way