Transforming math and literacy education takes more than just tips and tricks—it requires vision, commitment, and the right support. Whether you’re rethinking early literacy skills instruction, refining math core curriculum, or fostering a culture of collaboration, you need strong leadership and proven strategies for real change to occur.
“Sustained, meaningful change doesn’t happen overnight,” said Kymyona Burk, Ed.D., a senior policy fellow at ExcelinEd and the keynote speaker at our recent Leading With Vision symposium. “It requires commitment, collaboration, and a clear vision for supporting both educators and students.”
At the symposium—which included keynotes, panels, and math and literacy tracks—education experts from across the country shared experiences navigating instructional shifts, leading curriculum implementation, and setting schools up for success. From building buy-in to making data-driven decisions, their actionable insights can empower you with the knowledge and tools to create lasting change in your district.
Read on for a recap of the core presentations. You can also watch or listen along—and, for extra credit, download the workbook to deepen your learning.
Opening keynote: Key Factors for Successful Transformation in Literacy and Math
Kymyona Burk, Ed.D.
Senior Policy Fellow, ExcelinEd
In her session, Kymona Burk made the case that real student learning progress in literacy and math doesn’t come from policy alone—it requires systemic, research-based change in classrooms. Too often, schools focus on interventions for struggling students instead of strengthening core instruction to prevent gaps in the first place. She pointed to Mississippi’s success in narrowing achievement gaps as proof that evidence-based teaching, teacher support, and family engagement drive meaningful, lasting improvement.
A key factor in that success, she argued, was a firm commitment to the Science of Reading. “We have decades of research on how children learn to read, and we can’t afford to ignore it,” she said.
Burk also stressed math’s similarities to literacy when it comes to effective teaching methods. Just as students need structured, research-backed reading instruction, they also need math teaching and instructional materials that build deep understanding rather than rely on rote memorization. Achieving this, she said, requires strong materials, better teacher training, and a commitment to using data to refine strategies. The path to better outcomes isn’t a mystery—what’s needed is leadership and persistence.
Key takeaways:
- Tier 1 instruction is the foundation. Schools must prioritize high-quality core instruction to prevent learning gaps.
- Literacy and math both need urgent attention. Math reform has lagged behind literacy efforts, but both require evidence-based teaching and structured support.
- Teachers need more than just training. Professional development must be paired with coaching, collaboration, and access to the right materials.
- Sustained effort leads to results. Mississippi’s success proves that achievement gaps can be closed with consistent investment in people, resources, and accountability.
Leadership Lessons Learned in Baltimore City Schools That Impact Change Everywhere
Janise Lane
VP of Customer Transformation, Amplify; former Executive Director of Teaching and Learning, Baltimore City Schools
Janise Lane’s talk centered on Baltimore City Schools’ multi-year effort to implement a more effective literacy curriculum, highlighting the importance of managing both the logistical and emotional aspects of change. While the district had strong, committed educators, student performance remained stagnant, prompting a curriculum audit and a shift toward evidence-based instruction.
Lane described how to build buy-in and sustainability by ensuring that change is not dictated solely by district leadership. “We had to shift from a system where decisions were made at the top, to one where teachers, families, and community members were true decision-makers,” Lane said.
She also emphasized the need to recognize and address resistance. “Everybody approaches change differently, and it’s our job as leaders to attend to all of those emotions,” Lane said. The key to success, she noted, is creating structured pathways for implementation while remaining adaptable and open to feedback and real classroom experiences.
Key takeaways:
- Balance structure with flexibility. A clear plan is necessary, but it must adapt based on feedback, data, and the realities of implementation.
- Small wins build momentum. Celebrating early progress helps shift mindsets from skepticism to belief in the change.
- Trust and transparency matter. Educators need to see that leadership is engaged, responsive, and committed to making change work for everyone.
Making Math People: Key Shifts in How We Think of Math Assessment
Patrick Callahan, Ph.D.
Educator; Founder, Math ANEX
During his talk, Patrick Callahan emphasized the ways that asset-based assessments measure not just what students don’t know, but the depths of their mathematical thinking. Instead of relying on traditional multiple-choice tests, his approach encourages open-ended responses, allowing teachers to analyze how students arrive at their answers.
Callahan noted that by looking beyond correctness to understand reasoning, teachers can better target instruction. “If all I see is that 37% of my students got an area problem right, I might think I need to reteach area,” Callahan explained. “But if I analyze responses, I see that some kids are correctly multiplying but misunderstanding overlapping rectangles, while others are actually calculating perimeter instead. That tells me exactly where to focus my instruction.”
His research also shows a correlation between students who demonstrated conceptual understanding (such as interpreting remainders in division problems) and higher performance on standardized tests—evidence that fostering deep thinking supports both engagement and achievement.
Key takeaways:
- Assessments should focus on thinking, not just accuracy. Open-ended questions provide deeper learning opportunities.
- Targeted teaching saves time. Knowing why students struggle prevents unnecessary reteaching.
- Classroom discussions boost comprehension. Encouraging students to explain their thinking deepens understanding.
Creating a Supportive Environment for Educators During Times of Instructional Change
Ricky Robertson
Educator; author; consultant
“The number one influence on team effectiveness is psychological safety,” Ricky Robertson said during his symposium session. “Not how talented the individuals are, but how they interact with one another.” His talk focused on how the knowledge that one can speak up without fear of punishment or humiliation affects school culture, educator well-being, and student success, citing research such as Google’s Project Aristotle that demonstrates how high-performing teams thrive not on individual expertise but the quality of interactions among team members.
He also noted that toxic workplace dynamics—such as fear-based leadership, cliques, and bullying—contribute to burnout, disengagement, and resistance to change. Stressing that “strategies don’t transform schools, systems do,” he shared case studies of schools that changed their culture by fostering open communication, restructuring leadership teams, and implementing clear decision-making processes. Creating a safe environment isn’t just about being nice, Robertson said. Robertson noted that creating a safe environment isn’t just about being nice, but about building systems that allow educators to collaborate, support one another, and better serve their students.
Key takeaways:
- Psychological safety boosts performance. Schools that report a high sense of psychological safety see increased collaboration, innovation, and teacher retention.
- Structured collaboration matters. Schools with clear communication protocols and leadership structures create more productive teams.
- Change starts with educators. Supporting teachers’ well-being and professional growth is the foundation for student success.
