It takes 49 professional development hours to shift math instruction consistently. Research suggests teachers need roughly 30–100 hours of sustained professional learning to shift instructional practice. Yet many teachers receive around 20 hours of math-specific learning per year—and only a fraction of that time is focused on actual instruction. What this means? We’ve been misusing our support structures and sub systems for professional learning. At the 2026 Make Math Moments Leadership Summit,
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