As NYC Solves Transforms Math Instruction, Here’s What I’ve Learned

When NYC Solves was announced this summer, I felt a strong sense of optimism. As an E4E-NY Teacher Leader and Instructional Coach, I see firsthand the urgent need to equip every student with the math skills essential for thriving in the 21st century. This bold initiative represents a crucial step in that direction—one that has the potential to elevate math instruction across the city.

A Vision Grounded in Equity and Research

At its core, NYC Solves is built on a clear and powerful vision: ensuring that all students have access to high-quality curricula taught by empowered, well-trained educators. One of the most promising aspects of NYC Solves is its emphasis on curricular coherence. By aligning instructional materials across schools, this initiative creates new opportunities for teachers to collaborate, share best practices, and strengthen professional learning. When educators are supported with the right tools and professional development, we can deliver more consistent and effective math instruction that benefits all students.

City Leadership Is Listening to Educators

Another encouraging sign is that city leadership is actively listening to teachers. When new guidance was released based on educator feedback, it reinforced a commitment to refining and improving the initiative in real-time.

At a December event focused on NYC Reads, city officials pledged to apply the same level of engagement and ongoing feedback loops to NYC Solves. This commitment to educator voices gives me confidence in the initiative’s long-term success.No single curriculum will be perfect in a system as large and diverse as New York City’s. Yet, by equipping teachers with differentiated support and feedback opportunities, we can ensure that NYC Solves is continuously strengthened.

Challenges: What We Need to Strengthen NYC Solves

While the long-term vision of NYC Solves is promising and necessary, its success depends on how well we support teachers throughout this transition. Change takes time, and we must remain committed to ensuring NYC Solves succeeds by investing in the professional learning and resources that teachers need.

Professional Learning Must Be Ongoing and Sustained

One of the most critical areas for improvement is professional development. While I had an initial overview session during the summer, I haven’t received any further training since then. If NYC Solves is truly going to transform math education, educators need ongoing, sustained, and engaging professional learning opportunities—not just one-time overviews.

This means:
✔ More frequent training sessions that provide deeper dives into the curriculum
✔ More interactive, hands-on learning to model best practices
✔ Opportunities for continued coaching and mentorship to help teachers refine their instructionWhen teachers feel confident and supported, they are better equipped to bring math to life in their classrooms.

Professional Learning Should Be Tailored to Support Diverse Learners

Another opportunity for growth is ensuring that professional learning is differentiated—both for teachers and students. Some educators may need more foundational support, especially if their background in math instruction is limited. Others may need training on how to ensure the curriculum meets the needs of diverse learners, ensuring it is culturally responsive and aligned with students’ unique needs.

Just as we differentiate instruction for students, we must also differentiate professional learning for teachers. This means:
✔ Providing targeted support for educators based on their expertise and needs
✔ Offering strategies for making math instruction more engaging and inclusive
✔ Ensuring that professional learning sessions reflect the diverse backgrounds of NYC studentsIf we invest in building capacity within our schools and across the city, we will ensure that NYC Solves benefits all students—regardless of their starting point.

Final Thoughts: A Commitment to the Future

I believe in NYC Solves and am deeply invested in its success. Like any major shift in education, there will be growing pains. But we cannot afford to be discouraged. This work is too important to abandon. Our students deserve high-quality, engaging, and culturally relevant math instruction—instruction that empowers them to succeed in school, work, and life.

I’m hopeful that, with stability, sustainability, and continuous commitment to improvement, NYC Solves will set a new standard for math education—one that ensures every student in New York City has the skills they need to thrive in the future.

Valerie Green-Thomas