HQIM + Coherent AI = New Possibility
The MathAI Impact Network is a new multi-year, multi-district pilot testing how AI can help school systems strengthen math professional learning and instructional coherence without increasing burden on educators.
Expanding Math Potential
School systems across the country are moving quickly on artificial intelligence. Rather than starting with tools, we start with instructional priorities, leadership practices, and the professional learning systems districts already use. Then, we can ask: where can AI strengthen coherence, save time, and support better instructional decisions?
The MathAI Impact Network is one example of this broader AI learning agenda in action, starting with a focus on systemic approaches to using AI alongside high-quality instructional materials.
The Theory We're Testing
Why Start With Math?
Math is a high-priority focus for school systems nationwide. In recent years, curriculum quality has improved significantly, with many districts adopting high-quality instructional materials (HQIM). Yet scaling strong, curriculum-based professional learning remains a persistent challenge.
Teachers and leaders are expected to: deeply internalize lessons, plan aligned instruction that uses effective practices, engage in collaborative planning, and reflect in coaching cycles. However, time, capacity, and inconsistent structures often limit how well these routines function.
By strategically integrating focused AI tools, we’re exploring a central question:
How might AI strengthen curriculum-based professional learning—without fragmenting instructional focus or increasing burden on educators?”
About the MathAI Impact Network
The MathAI Impact Network is a multi-year, multi-district learning initiative developed in partnership with Playlab and supported by the Gates Foundation and Valhalla Foundation.
Participating districts include:
Across approximately 26 schools serving grades 3–10, educators are testing how AI-enabled supports can be embedded directly into curriculum-specific math professional learning routines.
This is not a technology rollout. It is a structured effort to explore how AI interacts with lesson internalization and instructional planning, how leadership practices shape effective use, how AI can support coaching conversations and collaborative routines, and under what conditions AI adds value—and when it does not.
Our Approach to AI
The math pilot sits within a larger body of AI-focused innovation work that Leading Educators is co-designing with school systems, educators, curriculum publishers, and support organizations.
Our collective charge is to ensure AI strengthens what teachers and students do best, anchored to three core principles:
- Think deeply. Use AI to unlock, not replace, critical and creative thought.
- Connect meaningfully. Use data and design to foster belonging, not isolation.
- Learn faster together. Model what it means to adapt with purpose and integrity.
When taken together, our AI pilots are designed to provide clear signals on how best to anchor AI in the instructional routines and learning systems we already know drive results.
Interested in joining the cohort? Get in touch below.
Participating schools are not adopting a standalone AI product. Instead, they are integrating AI-enabled supports—designed by Leading Educators and Playlab using existing district or network resources and context—directly into the professional learning routines they already use for high-quality math curriculum. Over the course of the year, participating educators and leaders engage in:
Teachers use an AI-enabled lesson internalization tool designed to help them clarify the mathematical focus and instructional goals of upcoming lessons.
They also anticipate student thinking and common misconceptions, identify high-leverage questions and scaffolds, and reflect on alignment between curriculum intent and instructional moves.
The tool is embedded into existing planning routines, not layered on as an additional task.
School and district leaders participate alongside teachers to model and reinforce shared expectations.
This strengthens alignment between curriculum, coaching, and classroom practice while establishing clear guardrails for AI use.
Finally, we support them in monitoring how AI is interacting with instructional routines.
AI-enabled supports are used to enrich coaching conversations focused on instructional decision-making.
This looks like collaborative planning sessions within PLCs and intentional reflection on implementation of high-quality instructional materials (HQIM).
The goal is to enhance the depth and efficiency of existing professional learning—not replace human collaboration.
The Shift
Consider an Example: Imagine a grade-level team is preparing for an upcoming math unit. Instead of starting with a blank planning document, teachers engage with structured prompts that help them analyze the lesson’s mathematical purpose, anticipate student strategies, and refine questioning techniques. Leaders use the same framework to align coaching conversations, determine look-fors for observation, and norm on expectations.
Meet the Team
Emily Schriber
Britney Wray
Aneka Bruce
LeAnita Garner
About Emily Schriber
She brings over two decades of experience in instructional leadership, systems design, and strategic advising with schools and national networks. Her work is grounded in the belief that innovation must be practical, future-oriented, and anchored in the day-to-day realities of educators. A former teacher and coach, she now helps education systems build the capabilities they need to lead meaningful change in an era of rapid transformation.
About Britney Wray
Over 4 years at Leading Educators, Britney has served as Director of Content and Coaching for both the Detroit and Charleston projects. Her work on the Charleston Project resulted in a remarkable 27% improvement in Algebra 1 test scores in just one year by supporting teachers and creating sustainable conditions for district leaders.
Before joining Leading Educators, Britney was a high school math teacher and school leader in Virginia and Washington DC, where she focused on building instructional capacity in mathematics and driving measurable improvements in student achievement.
Britney holds a B.S. in Mathematics and an M.S. in Curriculum and Instruction, both from Virginia Tech. Outside of work, she enjoys staying active with her husband Nigel and their children Kingston (4) and Ivy (2). A self-described competitive person, Britney loves sports, music (especially Beyoncé), and creating memorable celebrations for all occasions.
About Aneka Bruce
Her career spans classroom teaching, school leadership, and national innovation work, consistently anchored in her commitment to excellent learning outcomes and sustainable instructional practices. A proud Brooklyn native, Aneka began her career teaching secondary mathematics in the NYC Department of Education before moving into leadership roles in Southeast D.C. as a Math Intervention Manager, Instructional Coach, and Assistant Principal.
Aneka’s academic foundation includes a B.S. in Kinesiology, Movement Science from Penn State University and a M.Ed. in Secondary Mathematics from St. John’s University. Beyond her professional pursuits, she is also a proud U.S. Army Soldier serving as an Army Medical Officer, blending her passions for leadership, service, and education. She finds balance through yoga and meditation, culinary adventures at emerging restaurants and brunch spots, and exploring scenic hiking trails with friends.
Aneka Bruce in the news
-
Five Ways Leaders Can Foster Greater K-12 Math Achievement
-
When AI Meets High-Quality Professional Learning
About LeAnita Garner
Over her years at Leading Educators, LeAnita has served as an Instructional Leadership Coach, Math and as a Director of Content and Coaching, General with the Chicago Collaborative, designing and facilitating professional learning experiences that empower educators to deepen their mathematical content understanding and implement high-quality instructional materials. She has provided school-based supports for math and ELA instruction to teachers and leaders across Chicago Public Schools.
LeAnita holds a B.S. in Early Childhood Development from Northern Illinois University and an M.A.Ed. in Instructional Leadership from Argosy University. Informed by her academic background, she's driven by the belief that all students are capable of achieving at high levels and works with teachers to create learning environments where students actively engage and see themselves as successful learners.
Outside of work, LeAnita enjoys live music and game nights. One strength she brings to our mission is her ability to help teachers reflect on their practice and make the instructional shifts that transform how students experience learning.
LeAnita Garner in the news
Learn More About Our AI Experience
The following features and publications offer emergent perspectives on the role AI can play in strengthening coherent work and amplifying what makes learning uniquely human.
Stay in the know
Get timely insights direct to your inbox. Sign up for the latest perspectives, resources, and opportunities from Leading Educators.
