Kayla Roby
Schlichting

When I work with schools, they're usually looking for someone to observe teachers and improve instruction. But what most schools actually need is to think carefully about the conditions surrounding that instruction.

The content knowledge, the professional learning, the intervention structures, and the culture of collaboration that allow teachers to grow. And underneath all of it: a shared belief that students and teachers alike are capable of deeply understanding mathematics. Not tricks, not shortcuts. Real understanding.