True to our name, Concentric approaches the work of transformation at the various levels and layers in our education system while remaining centered in equity and social justice.

We know, for instance, that lasting changes to practices, structures, and policies require a concurrent deep examination of the underlying beliefs, values, and identity of those within our system. Transformation only occurs when we attend to the many layers of complexity in our systems, and as Peter Senge said, “Our systems are people.” As such, Concentric seeks to go deep in our engagements with teachers and leaders who comprise our systems. We esteem teachers and leaders by building from the expertise and assets they bring, providing tangible tools and approaches to transform mathematics in classrooms, schools, and districts. We strive to build the capacity of teachers and partners to lead the work of change in their own contexts for ongoing and sustained transformation. 

Concentric focuses primarily in the middle and high school grades (6th-12th). We work in strong partnership to bring about more equitable outcomes and experiences for students, particularly those furthest from the center, in and through mathematics.   

Concentric believes our work together is best done when we attend to the following:

System Symmetry: Systems operate best when people at all levels–students, teachers, leaders, and community members–work in a coordinated manner with shared principles, approaches, and expectations. If we want to improve student discourse in the classroom, for instance, it is beneficial to examine the opportunities for discourse among teachers, leaders, and community members to ensure symmetry within the system.    

Conditions for change: Sustained transformation only occurs when we ensure that the needed conditions exist so students, teachers, and leaders can meaningfully engage in the ongoing work of change. For instance, we need to ensure that conditions such as time, resource allocation, and alignment with site and district priorities exist before launching our work, and, if they do not, then we work towards establishing those conditions while engaging in the work.

Building from existing expertise and assets: Those within the system have the expertise needed for the transformation they seek. We partner so that all members can bring their assets and experiences together to the work of improvement as a catalyst for change. We believe those in the system, particularly those closest to students, are best equipped to bring about the transformation needed because they know the system and their students best.

In 2011, Kentaro was honored to receive the Presidential Award for Excellence in Math and Science Teaching at the White House.