A district’s vision for mathematics improvement won’t reach classrooms on its own—it requires bridges. These are the principals, coaches, coordinators, and teacher leaders who translate system objectives into daily practice. In session, we’ll explore how to identify the right bridge builders in your organization and clarify their role in making objectives actionable through PLCs, coaching cycles, and other touchpoints with teachers. We’ll dig into what capacity building looks like for these individuals, focusing on the dual need: a deep understanding of the district’s objectives and the leadership/coaching moves to bring them to life. You’ll leave with a clearer picture of who your bridges are and what professional learning they need to thrive—ensuring your objectives don’t just live on paper but in classrooms, where they matter most.

Yvette Lehman

Teacher Consultant, Greater Essex County District School Board

Yvette Lehman is an elementary French Immersion teacher currently in a teacher consultant role. Yvette supports educators with assessment and pedagogical-content knowledge in early and middle-year mathematics. As a Make Math Moments Team member, Yvette has invested time in conceptually understanding elementary math concepts through models, positioning her to make meaningful connections and support student and teacher understanding.

1. Google Drive link (slides/resource)

Link:
https://drive.google.com/file/d/1qGam9Ui_MwYuJjhLtr64hkQQMJrFFjN5/view?usp=sharing

Summary:
This appears to be the presentation slides promised during the session (multiple participants asked if the slides would be shared). Based on the discussion throughout the chat, the slides likely cover:

• Managing and sustaining system-wide change in math education
• The canoe analogy for change leadership (who’s in the canoe, paddling, resisting, or influencing direction)
• Common barriers to instructional change (time, buy-in, leadership turnover, initiative overload)
• Importance of clear goals, protected collaboration time, trust, and small incremental progress
• References to ideas like Atomic Habits (1% better), Simon Sinek’s “Start With Why”, and Fullan/Jim Knight–style change leadership

Note: I can summarize the content in detail if you open the file and paste text, or upload the slides here.

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2. Contact email (partnerships / follow-up)

Email:
partnerships@makemathmoments.com

Summary:
This is a contact email for Making Math Moments, likely shared for:

• Partnership inquiries
• Professional development (PD) opportunities
• District, school, or organizational collaboration
• Follow-up questions after the session

The chat context strongly suggests this is the appropriate contact for PD, consulting, or implementation support related to math instruction and systemic change.

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Resources mentioned by name (not links, but still notable)

While not shared as URLs, these were referenced as influential resources:

• Atomic Habits (James Clear) – small, compounding improvements
• Simon Sinek – Start With Why – purpose-driven change
• Fullan (co-authored book)
  Leadership: Key Competencies for Whole-system Change – education leadership and systems thinking
• Jim Knight (implied) – instructional coaching and change leadership