Webinar Series
2025-2026 Mathematics Education Center Webinar Series
Teaching Together: Collaborative Practices in Mathematics Education
Teaching Together: Collaborative Practices in Mathematics Education is a three-part webinar series hosted by the CEHD Mathematics Education Center (MEC) during the 2025–2026 academic year designed for PreK–12 educators seeking to strengthen their math instruction through meaningful collaboration. Each session spotlights a different aspect of working together — co-teaching, engaging in mathematical thinking, and reflecting after coaching cycles.
Through real-world examples, practical tools, and insights from experienced educators and researchers, this series offers strategies to support all learners. Join us to explore how partnership—in the classroom and beyond—can transform math teaching and learning.
What You’ll Learn
- How co-teaching can support students with disabilities in math classrooms, featuring Dr. Kristin Harbour and Dr. Stefanie Livers
- How coaching can help foster student engagement in mathematics, featuring Dr. Evthokia Stephanie Saclarides and Dr. Britnie Delinger Kane
- How to debrief coaching cycles to improve teaching practice, featuring Dr. Ryan Gillespie and Dr. Jennifer Kruger
Each session offers practical tools, relatable examples, and a chance to learn from educators who are deeply engaged in collaborative work.
Webinar Sessions
| Date | Time | Virtual Access | Presenters | Topic |
|---|---|---|---|---|
| Wednesday, December 10, 2025 | 6:00 pm - 7:15 pm | Register | Dr. Kristin E. Harbour and Dr. Stefanie D. Livers | Collaborations through Coteaching: Supporting Students with Disabilities in Inclusive Mathematics Classrooms |
| Coteaching is a powerful collaborative approach to meet the needs of each and every learner in inclusive elementary classrooms. Leveraging the strengths of students, teachers, and leaders creates a space of belonging for all; a space where students are engaged in doing meaningful mathematics in a supportive environment. Join this session to discuss considerations, structures, and practices to support the development of co-constructed learning opportunities to support students with disabilities within a mathematics classroom.
Kristin E. Harbour, Ph.D., is an Associate Professor at the University of South Carolina. Her scholarship includes: (a) support systems for advancing teachers’ ambitious and inclusive mathematics teaching practices, and (b) teacher preparation and development with a focus on authentic experiences to navigate the complexities of teaching and learning.
Stefanie D. Livers, Ph.D., is an Assistant Professor at Bowling Green State University. Her scholarship includes professional development and coaching to provide support to teachers, teacher candidate self-efficacy and preparation, and equitable and just teacher practices. She is a National Board Certified Teacher who continues to work within schools. |
||||
| Monday, February 2, 2026 | 6:00 pm - 7:15 pm | Register | Dr. Britnie Delinger Kane and Dr. Evthokia Stephanie Saclarides | Learning How to Coach Teachers: Reflections from Mathematics Coaching Research |
| How do mathematics coaches learn what they need to know, and how can systems better support that learning? Drawing from recent research on coaches’ professional learning, this session explores the domains of knowledge that effective coaching requires and examines how professional learning structures support and constrain coach learning. Participants will engage in discussion and reflection to identify the forms of knowledge most essential to their work and consider how systems can cultivate learning opportunities for coaches.
Dr. Britnie Delinger Kane is an Associate Professor and the Director of Center for Literacy Excellence at The Citadel. She has received over $2.2 million dollars in grant funding for work focused on teachers' professional learning about mathematical literacy, instructional coaching, and teaching writing in the age of artificial intelligence.
Dr. Evthokia Stephanie Saclarides is an Associate Professor and coordinator of the Educational Studies PhD Program at University of Cincinnati. She is a former mathematics teacher, instructional coach, and administrator. Dr. Saclarides’ research explores how coaches can support teachers to enact high-quality mathematics instruction. |
||||
| Monday, April 13, 2026 |
6:00 pm - 7:15 pm | Register | Dr. Ryan Gillespie and Dr. Jennifer Kruger | Designing the Debrief: A Structure for Coaches to Guide Reflective, Content-focused Conversations |
| This session introduces a Debrief Conversational Structure that helps coaches facilitate meaningful, reflective discussions with mathematics teachers as part of Content-Focused Coaching cycles. Presenters will share the structure, an accompanying Implementation Framework, and research-based insights into how coaches enacted and adapted these tools across multiple coaching cycles. Using video clips, examples, and discussion, participants will reflect on their own coaching and consider how these tools can support diverse teacher learning needs. Attendees will leave with practical strategies, ready-to-use tools, and a clearer vision for leading reflective coaching conversations that are responsive and purposeful.
Ryan Gillespie, Ph.D., is an assistant professor of mathematics education at the University of Idaho. His work focuses on improving professional learning for mathematics teachers, particularly through coaching. Ryan has experience as a mathematics teacher, coach, and professional development specialist, and has led multiple grant-funded projects involving coaching.
Jennifer Kruger, Ph.D., Director of K-12 Professional Learning at the Center for Professional Development and Education Reform, University of Rochester, designs, implements, and researches professional learning initiatives. Experienced in teaching, coaching, and designing professional learning, she has served on leadership teams for multiple grant-funded coaching and teacher leadership projects. |
||||
Logistics
- Who Should Attend? K–12 teachers, special educators, math coaches, and instructional leaders
- Format: Synchronous Online (Zoom) interactive webinar
- Cost: Free
- Length: 75 minutes per session
- Hosted by: Mathematics Education Center, George Mason University