Support from the learning community is critical to program development if it is to result in significant change. Support to initiate change, support to continue and sustain change, and support to evaluate change are all vital to the process. The Learning Community Rethinking Mathematics Program Development is based on a comprehensive view of the learning community. In this view, all individuals who are interested in the mathematics learning of students are part of the learning community, and all can be either directly involved or, at the least, represented in this process. Both the larger learning community and the group participating in this process must be thoughtfully identified and nurtured, with careful attention as to how the various constituencies can participate constructively and openly with each other for the benefit of students' learning.
Teachers are the heart of the learning community.
Teachers can also bring expertise about existing commercial materials or programs developed outside of the district. To serve as effective members of the learning community, teachers should be well armed with extensive professional development related to mathematics, learning, instructional practices, and curriculum. Teachers with a range of experience can bring different and valuable perspectives to the process. In many communities, parents and other citizens are taking an increasingly active role in school processes such as the one described here. It is important to create a balance between the interests of families, the needs of business and employers, and the expertise and experience of educators who have committed their professional lives to the learning of students.