Adrian, MI – Meggan Callison didn’t set out to be a math coach. She started her career in the classroom, teaching 4th grade for seven years in Tecumseh after earning her teaching degree from Eastern Michigan University. Certified to teach all K–5 subjects and math through 8th grade, she quickly realized something many educators feel but few say out loud: math is hard—for students and teachers alike.
But for Meggan, math was a passion. And when the opportunity arose to become an Early Math Specialist with the Lenawee Intermediate School District, she saw a way to take her love of math beyond a single classroom and into schools across the county. “I knew this was my chance to help build the elementary math community,” she said. “I wanted teachers to feel confident in how they teach math, so that the excitement would show up in the classroom."
This school year, Meggan has partnered with all K–5 teachers in Hudson Area Schools through a 23H grant initiative focused on implementing Number Sense Routines—a research-backed curriculum that takes just 20 minutes a day and aligns with the state’s Essential Instructional Practices for Mathematics. She kicked things off with a half-day training and has spent the year deeply embedded in the work: leading monthly staff check-ins, developing materials, visiting classrooms, coaching, and co-creating a math leadership team with the assistant principal.
More Than a Coach—A Teammate
When Meggan arrived at Hudson Area Schools, she was the “new person” introducing new materials, new expectations, and a new way of thinking about math. “It started out rocky,” she admitted. “But we built a relationship where they saw that I’m not just the new person telling them what to do—I’m here as a teammate and a support system.”
That foundation of trust has paid off. Teachers now eagerly attend monthly meetings and have embraced her classroom-ready resources—like colorful laminated posters, reusable hands-on materials, and even videos of Meggan teaching real lessons (mistakes and all). “They love seeing it’s not perfect,” she said. “That we’re all still learning.”
Hudson Area Schools teacher Emily Mansfield echoed that sentiment. “She is extremely helpful and will go above and beyond,” Mansfield said. “She is always bubbly and excited. She fits right in with our staff.” Mansfield also noted how impactful Meggan’s guidance has been: “She has walked us step by step through the Number Corners curriculum and is always available to answer any questions—even ones unrelated to Number Corners. Math has become more fun to teach.”
A Shift in Math Culture
The impact is clear. Teachers are no longer focused solely on right or wrong answers but instead are asking students how they think about math. Curiosity is encouraged. Student voices are valued. And math isn’t something to fear—it’s something to explore. “Teachers have started giving themselves permission to be curious with their students,” Meggan shared. “They’re letting students lead and learn from one another.”
Classroom culture has shifted, too. Routines like think-pair-share and inquiry-based prompts are becoming the norm, not just in math but across subjects. “Students thrive on routine,” Meggan said. “And they’ve learned that math is a place where their thinking matters.”
And yes—test scores are rising. Between fall and winter NWEA assessments, many classrooms saw significant growth. For Meggan, the data was powerful—but the feeling was even more so. “Leaving the classroom was hard. I didn’t know if I’d feel that same fulfillment again,” she said. “But seeing teachers succeed, watching their students think differently about math—that gave me the same proud teacher heart I used to feel.”
Mansfield agrees. “After attending Meggan’s fact fluency training, I’ve decided to revamp the way I teach math next year,” she shared. “Meggan is helping me gather a list of math games and manipulatives to order—and she’s even helping me write a grant over the summer. Her passion makes it hard not to enjoy math after working with her.”
Looking Ahead
The Hudson Area Schools team was thrilled to learn that Meggan will be staying in her role for another year. Some even joked they weren’t ready to share her with other districts just yet. “We work as one big team now,” Meggan said. “And that’s exactly what it takes to make math meaningful—for teachers, and for kids.”
In the end, Meggan Callison isn’t just improving math instruction—she’s transforming the way educators feel about teaching it. And with every classroom she enters, she’s proving that when teachers are supported, students succeed—and the love of learning multiplies.