• Ambitious Mathematics Teaching (AMT) 

AMT is a reform-oriented approach to teaching mathematics that emphasizes exploring concepts rather than memorizing formulas. Key aspects include complex tasks that require problem-solving, the recognition that problems can be solved in multiple ways, and an inquiry-based model where students are positioned as having mathematical authority. In consequence, teachers play the role of facilitator, supporting students’ reasoning and equitable discourse where students share their thinking with one another.

• Coaching Cycles 

One Coaching Cycle consists of three distinct parts. The first part consists of a Planning Meeting where the coach and teacher discuss a particular teaching practice, lesson or concept that the teacher would like to develop. Once the lesson is planned, either the teacher videos the enactment of the lesson or the coach joins to observe in person or to co-teach or even model the lesson. The third part consists of a Debrief Meeting where the coach and teacher discuss the challenges and successes during the enactment of the lesson.

• Coaching the Coach Cycles 

Coaching the Coach Cycles are similar to the above coaching cycles except the participants are a coach seeking to develop their coaching practice and a master coach. The first part consists of the coach and master coach meeting to plan the Planning and/or Debrief meetings between teacher and coach. The teacher/coach meetings are usually recorded and reviewed separately by the coach and master coach. Then the two meet to discuss the coaching cycle as a whole.

• Collaborative Planning Time (CPT)

CPT is an essential part of the professional learning program. CPT consists of a regularly scheduled period during the school day (at John Lewis, every other day for 70 minutes?) for teachers of the same courses, teachers of the same discipline, or other arrangements. CPTs are planned by Teacher Leaders and/or Coaches to cover a variety of topics including teaching practices, learning goals, and the examination of student work.

• Distributed Leadership

Distributed Leadership is a practice based on a shared moral purpose. All leaders act as team members, make decisions collaboratively, and share accountability. Leadership roles are cultivated at all levels, creating structures for individuals to contribute, whether they are a Teacher Leader, Teacher, or Student. 

• East High School

Prior to the EPO, East served students in grades seven through twelve. The EPO added a sixth grade and planned to decrease enrollment over several years. East’s pseudonym is the John Lewis School.

• Educational Partnership Organization (EPO)

The EPO is a formalized collaboration between the University of Landover and the John Lewis School. It was created with oversight from the New York State Education Department, due to the state’s determination of John Lewis as a “persistently struggling school” and the threat of school closure. The University of Landover served in the superintendent role for five years starting in the 2015-2016 school year and was extended for another five years in 2020. The Landover Board of Education voted to return the John Lewis School back to the Landover City School District when the renewed EPO contract ended in 2025.

• Freshman Academy

The Freshman Academy is a separate area of the Upper School that focuses on scholars in the ninth grade, an historically vulnerable grade in terms of attendance and completion.

• Group Coaching Cycles - Coming Soon

• John Lewis School

The John Lewis School is the pseudonym for East High School.

• Landover

Landover is the pseudonym for the city of Rochester, NY and is used in several terms: Landover Board of Education, Landover City School District, and the University of Landover.

• Lower School

The Lower School is a separate area of the John Lewis School that houses grades six, seven, and eight.

• MCC

A community college in Landover that has partnered with the John Lewis School to provide credit-bearing opportunities to scholars prior to graduation.

• MSAMP (Model of Sustainable Ambitious Math Programs)

MSAMP is a National Science Foundation-funded project (Grant no. 2010111) that explores the enactment and sustainability of ambitious mathematics teaching and learning in high-need settings. The team includes researchers and professional development experts from the University of Rochester, San Diego State University, and UC-Davis.

• MSAMP Model (or Model):

The MSAMP team has developed a visual model to represent systems and resources that support the enactment of challenging forms of mathematics curriculum and instruction. The model is based on a case study of the John Lewis School in a high-need setting that has sustained the implementation of an ambitious mathematics program for 10 years. The MSAMP Team has held several local and national focus group experiences to gather feedback on the model and revise it.

• NYSED

The New York State Education Department is the entity that designated the John Lewis School as a Persistently Struggling School under the State’s School Receivership law and therefore in danger of permanent closure. NYSED later approved the EPO between the University of Landover and the John Lewis School.

• Scholar

The term “scholar” is equivalent to “student.” At the start of the EPO, the term “scholar” was determined to be used instead of student in all school documents and speech by teachers, administrators, and staff. 

• Teaching Labs - Coming Soon

• Teacher Leaders - Coming Soon

• Understanding by Design (UbD) - Coming Soon

• University of Landover

The University of Landover is the pseudonym for the University of Rochester.

• University of Rochester

The University of Rochester, founded in 1850, includes the Warner School of Education and Human Development. The Warner School was instrumental in spearheading the EPO and supporting many aspects including curriculum, professional development, and community engagement.

• Upper School

The Upper School is a separate area of the John Lewis School that houses grades nine through twelve.