The cover article for the Spring 2003 issue of Alliance Access focused on Epping Elementary School in Epping, New Hampshire and their process for selecting and implementing a new mathematics curriculum. The article details how the administration and teachers decided to approach the decision as an opportunity for professional development. It was a time to learn more about the aims of standards-based curriculum, instructional strategies, and assessment. It was also a time to reflect on and evaluate their students' and their own needs. As a group they chose Everyday Math in the spring of 2002 and took advantage of the summer to participate in professional development tailored to implementing the curriculum.

Epping Elementary is now in its second year of using the curriculum. The same energy and commitment the administration and faculty brought to the selection process continues as they evaluate their progress and make plans to improve their math program. During the first year they dealt with many of the practical issues involved in rolling out a new curriculum. Now they are going deeper, grappling with questions like: Are we meeting the aims of a standards-based curriculum? Are our teaching strategies supporting those aims?

Regional Alliance staff are helping the teachers explore these questions. The faculty are examining their lessons, classroom practice, and students' work. They are also looking at how formative assessment strategies can inform and improve their practice. Making professional development a key component of the selection process has helped create an environment for learning where teachers expect to inquire and learn from each other. Teacher-centered professional development is an integral part of their mathematics program.