WebYou will then practice observing classrooms and engaging in coaching conversations using MQI and other protocols. We tailor support for school personnel wherever they are in their mathematics practice, and have seen teachers and schools make life-changing shifts in their mathematics practices. 332). 0000004673 00000 n Coaching Conversation Planning Guide - Harvard (2011). https://www.nctm.org/Classroom-Resources/Problems-of-the-Week/March-Madness/. Consider the following: Do I disseminate math tasks or help teachers become experts at selecting and designing meaningful math tasks? Kraft, M. A., Blazar, D., & Hogan, D. (2018). 0000045551 00000 n In P. A. Moss, D. C. Pullin, J. P. Gee, E. H. Haertel, & L. J. Clarify coaching individuals versus Review of Educational Research, 72(2), 131175. Learning from adaptation to support instructional improvement at scale: Understanding coach adaptation in the TN Mathematics Coaching Project. endstream endobj 127 0 obj <>]/Pages 120 0 R/Type/Catalog>> endobj 128 0 obj <>/ExtGState<>/Font<>/ProcSet[/PDF/Text]/XObject<>>>/Rotate 0/TrimBox[23.5039 23.504 635.504 815.504]/Type/Page>> endobj 129 0 obj <> endobj 130 0 obj <> endobj 131 0 obj <> endobj 132 0 obj [/Separation/PANTONE#203135#20U/DeviceCMYK<>] endobj 133 0 obj <> endobj 134 0 obj <> endobj 135 0 obj <> endobj 136 0 obj <>stream Tobin, K., & Roth, W.-M. (2006). Doing the math together: coaches professional learning through engagement in mathematics. Developing visions of high-quality mathematics instruction. , REL 2007-No. A. https://doi.org/10.1007/s11858-014-0652-5. Both coaches and teachers may experience some listening roadblocks from time to time. Participants will: Price (includes a print copy ofProactive Mathematics Coaching: Bridging Content, Context, and Practice): Can't make it to the online workshop on July 25? Theory Into Practice, 56(1), 312. Harbour, K. E., & Saclarides, E. S. (2020). Schoolteacher. WebThe PCF holds K-12 math content at the forefront of courageous coaching conversations while grounding coaching actions in NCTMs eight research-based Mathematics Teaching Pearson. The Elementary School Journal, 117(2), 237260. Loucks-Horsley, S., Stiles, K. E., Mundry, S., Love, N., & Hewson, P. W. (2009). Focusing on teacher learning opportunities to identify potentially productive coaching activities. 1933). York-Barr, J., & Duke, K. (2004). ), Elementary mathematics specialists: Developing, refining, and examining programs that support mathematics teaching and learning (pp. Information Age Publishing. coaches and teacher leaders who often have to rely on their own competencies. Tax calculation will be finalised during checkout. endstream endobj startxref Journal of Teacher Education, 54(1), 7485. Your toolkit for inspiring math teachers Learning in activity. Implications for developing and researching elementary school mathematics coaches. 0000016395 00000 n 6cak&QHu46 f-Fs Qh'K6L['~"*B0E0]iR*gdp+0Hs'CV ywyYE,*CCg*R_9G3W,P|2=;8bc (pp. Reconceptualizing organizational routines as a source of flexibility and change. Plan, focus, and lead: 7784). Stein, M. K., Engle, R. A., Smith, M. S., & Hughes, E. K. (2008). Principles to actions: Ensuring mathematical success for all. The participants enjoyed each session and were always eager for the next! Corwin press. ), Elementary mathematics specialists: Developing, refining, and examining programs that support mathematics teaching and learning (pp. Opportunities to learn in practice and identity. Providing educative feedback to novices, particularly that which encourages reflection versus evaluation, can be challenging Teacher 2: I noticed that my students benchmark scores are better this time than last. The Journal of Mathematical Behavior, 46, 215230. Effectively coaching middle school teachers: A case for teacher and student learning. Washington, DC: U.S. Department of Education. Teachers College Record, 19(2), 137. for improving mathematics instruction and learning is designed for busy math Instructional activities as a tool for teachers and teacher educators learning. Onsite or Online Mentoring of Coaches including "Coaching the Coach" Cycles. 0000013061 00000 n Plan, focus, and lead: Instructional Coaching: - CT.gov Bean, R. M., Draper, J. Mathematics coaching is complex work, and coaches must be supported to become experts in mathematics, mathematics instruction, and mathematics coaching. WebThis becomes a starting point for conversations by the team to best support the teaching staff on moving forward to the next level as defined by the Innovation Configuration. Following a framework by Campbell and Griffin (2017), we explore five elementary school teachers learning opportunities during 15 meetings and 23 lessons with two instructional coaches in two schools. Login ), Second handbook of research on mathematics teaching and learning (Vol. pPj2IR*0$@\dg ~CV;NZ^0EP~p[+YnIX`wZC&7$;5z0`u{0T }b1par_c k0/`;A=:,j4 fO 2 b aL,-'g{fve (2019, April 59). activities, teaching, and student learning. A., Sloan McCombs, J., & Martorell, F. (2010). 0000049372 00000 n https://doi.org/10.1177/0013161X09347731, Marsh, J. Heinemann. District policy and teachers social networks. 6301 (2015). Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high- Coaching knowledge: Domains and definitions. The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Reading coaches and the relationship between policy and practice. Teachers College Press. Tips Explore what each others personal objectives are (e.g., What are you hoping to get out of our meetings?) Math The Journal of Mathematical Behavior, 46, 231250. McGatha, M. B. The Elementary School Journal, 111(1), 87114. Young (Eds. The coaching cycle is a 3-step process consisting of a planning conversation, implementation of the planned math experience, and a reflecting conversation. (2005). Conversation About Instructional Equity with 0000049705 00000 n In this online workshop, participants will engage in multiple peer rehearsals (similar to role plays) based on realistic classroom vignettes centered on fraction concepts. or 0000050114 00000 n ), Making sense of mathematics teacher education (pp. Cognition and Instruction, 38(4), 445473. Andrews-Larson, C., Wilson, J., & Larbi-Cherif, A. Why are purposefully designed questions so important to effective coaching? https://doi.org/10.3102/0013189X08331140, Desimone, L. M., & Pak, K. (2017). In E. Galindo & J. Newton (Eds. Professional Development in Education. As you consider Tommys ability to work within mixed numbers, what are some theories you have about why hes struggling?. Preorderyourcopy of the new NCTM bookProactive Mathematics Coaching: Bridging Content, Context, and Practiceavailable July 18! Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Cobb, P., Jackson, K., Henrick, E., Smith, T. M., & the MIST team. The transition from experienced teacher to mathematics coach: Establishing a new identity. Designing professional development for teachers of science and mathematics. Costa, A. L., & Garmston, R. J. (2008). Connect with Sue on Twitter@SueOConnellMath, Topics: Reprinted with permission. Content-focused coaching: Five key practices. Collaborative Classroom is dedicated to transforming the school experience, developing students, and empowering educators by deepening their teaching practices. The planning conversation provides the opportunity to deepen teachers content knowledge and pedagogical practices. In M. B. McGatha & N. R. Rigelman (Eds. Finding a focus for professional development or a https://doi.org/10.1016/j.tate.2007.10.008. That Works for Any Instructional Leader. Teaching and Teacher Education, 24(4), 967981. Five practices for orchestrating productive mathematical discourse. Based 0000016071 00000 n Information Age Publishing Inc. Gallucci, C., Van Lare, M. D., Yoon, I. H., & Boatright, B. Evthokia Stephanie Saclarides. 18311838). Benefits of a teacher and coach collaboration: A case study. Variations in coaching knowledge and practice that explain elementary and middle school mathematics teacher change. (2003). As an Elementary Math Coach, you have a critical role in moving math instruction forward within your school or district. Journal of Mathematics Teacher Education, 22(1), 536. Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement. https://doi.org/10.1016/0742-051X(95)00008-8, Campbell, P. F., & Griffin, M. J. The Journal of Mathematical Behavior, 33, 149167. https://doi.org/10.1080/00405841.2016.1241947, Deussen, T., Coskie, T., Robinson, L., & Autio, E. (2007). A coach who possesses the skillset and tools to ask these questions is prepared to respond to new obstacles quickly and effectively, and to move the coaching conversation in a focused direction. details critical coaching and teaching actions, and offers nearly a hundred Therefore, understanding the learning opportunities coaching provides is essential. This Calendar math in preschool and primary classrooms: Questioning the curriculum. Coaching Corner: 3 Benefits of Asking Purposeful Questions. (2004). The Elementary School Journal, 111(3), 430454. Journal of Curriculum Studies, 33(1), 123. Support your understanding of best practice in teaching mathematics to students. (2007). *Evthokia Stephanie Saclarides, School of Education, University of Cincinnati, 615 Teachers-Dyer Complex, 2610 McMicken Cir., Cincinnati, OH 45221; [email protected], Sarah Theule Lubienski, School of Education, Indiana University, 201 North Rose Ave., Bloomington, IN 47405; [email protected]. 3338). (2017). Understanding coaches access to support teaching and learning from the perspectives of three coach-principal dyads. Educational Researcher, 32(6), 312. (2014). Knight, D. S. (2012). tools for: With examples from the 0000015318 00000 n (2017). Poglinco, S. M., Bach, A. J., Hovde, K., Rosenblum, S., Saunders, M., & Supovitz, J. A. 0000004952 00000 n Schifter, D., & Fosnot, C. T. (1993). Simply bring up the slide for the day and you are ready to go! 126 0 obj <> endobj Kvale, S., & Brinkmann, S. (2009). (1994). analyze the PCF, which recognizes a range of coaching contexts, focuses on math content, and empowers school communities to surmount obstacles; explore the potential of the PCFs guiding questions to purposefully bridge content and high-leverage practices through peer rehearsals; enact a PCF cycle with peers to evaluate their context, define content focus, establish goals, select practices, and engage in a debrief that will inform their future actions; and. Coburn, C. E. (2003). WebSupporting Mathematics Instruction with an Expert Coaching Model Drew Polly University of North Carolina, Charlotte This article presents findings from a study in which the author https://doi.org/10.1007/s10857-017-9373-3, Zaslavsky, O., & Leikin, R. (2004). 0000002324 00000 n Ball, D. L., Sleep, L., Boerst, T. A., & Bass, H. (2009). Supporting mathematics instruction with an expert coaching model. 0000011309 00000 n https://doi.org/10.1086/707196, Scantlebury, K., Gallo-Fox, J., & Wassell, B. %%EOF (1994). Instructional improvement and teachers collaborative conversations: The role of focus & facilitation. https://doi.org/10.1086/688906, Gibbons, L. K., & Cobb, P. (2017). 0000012495 00000 n (2008). Institute for Urban Minority Education. Conversations The PCF holds K-12 math content at the forefront of courageous coaching conversations while grounding coaching actions in NCTMs eight research-based Mathematics Teaching Practices (MTPs) and research-based Mathematics Coaching Practices (adapted from Baker and Knapp 2019; Gibbons and Cobb 2017; Teachers Development Group 2010). (2007). https://doi.org/10.3102/0013189X033008003, Borko, H., & Mayfield, V. (1995). ), Proceedings of the 29th annual meeting of the North American Chapter of the international group for the psychology of mathematics education. Planning and facilitating professional learning National Mathematics Advisory Panel. Math, Mathematical Thinking and Learning, 10(4), 313340. The roles of the cooperating teacher and university supervisor in learning to teach. Information Age Publishing, Inc. Sun, M., Wilhelm, A. G., Larson, C., & Frank, K. (2014). Finding a focus for professional development or a learning cycle. Assessing the cost of instructional coaching. American Educational Research Journal, 56(5), 17181768. In Conversation with 2023 National Teacher of the Year, https://doi.org/10.1086/657654, Campbell, P. F., & Malkus, N. N. (2014). Coaching is a popular, yet costly, professional development structure. What Is the Depth of Mathematics-Focused CoachTeacher Talk? Coteaching in a science methods course: A situated learning model of becoming a teacher. Moreover, participants expressed that they felt supported in the learning and their thinking was valued. Practitioners noticing and know-how in multi-activity practice of patient care and teaching and learning. Supporting Mathematics Instruction with an Expert Coaching A taxonomy of instructional learning opportunities in teachers workgroup conversations. Content-focused coaching: Transforming mathematics lessons. What are some things you might say about what students know, and what might you say they are struggling with? Yin, R. K. (2009). 0000014916 00000 n Reflections of a Math Coach: Five Questions to Consider Knowing mathematics for teaching: Who knows mathematics well enough to teach third grade, and how can we decide? Teaching and Teacher Education. Math The Early Math Collaborative is part of Erikson Institute, the nations premier graduate school in child development. Coaches play a central role in supporting ongoing professional development at the school level by helping teachers become reflective about teaching and learning both during individual and group coaching sessions as well as during school-based meetings. https://doi.org/10.3102/0162373708321829, Coburn, C. E., & Woulfin, S. L. (2012). Reflections on the promise and complexity of mathematics coaching. Designing Innovative Lessons and Activities, Mathematics Teacher: Learning and Teaching PK-12, Journal for Research in Mathematics Education, Standards for Mathematics Teacher Preparation, Every Student Succeeds Act - ESSA Toolkit, NCTM Teacher Education Program Review Training, Author Spotlight: Proactive Mathematics Coaching, 5 Practices for Orchestrating Productive Mathematics Discussion, 2nd Edition, Catalyzing Change in High School Mathematics, Sign up in advance for next week's Classroom Conversations! McGatha, M. B., Davis, R., & Stokes, A. Peterson, B., Williams, S. R., & Durrant, V. (2005). Maryland Higher Education Commission. International Electronic Journal of Mathematics Education, 16(2). The impact of mathematics coaching on teachers and students. 10 INTERVIEW QUESTIONS TO ASK POTENTIAL COACHES T he following questions form the basis for a helpful hiring conversation. Examining the relationships among mathematics coaches and specialists, student achievement, and disability status: A multilevel analysis using National Assessment of Educational Progress data. https://doi.org/10.1080/10508400709336942, Horn, I. S., & Little, J. W. (2010). Journal of Mathematics Education Leadership, 13(2), 1220. Bay-Williams, J. M., & McGatha, M. B. Toward a theory of teacher community. Shifting classroom practice in a way that leads to %PDF-1.6 % Build your leadership The coaching model was validated by the research team at Harvards CEPR. Kho, S. H., Saeed, K. M. & Mohamed, A. R. (2019). Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement. https://doi.org/10.1007/s10857-021-09527-y, DOI: https://doi.org/10.1007/s10857-021-09527-y. Developing practice, developing practitioners: Toward a practice-based theory of professional education. communities. (2001). Learn more about Institutional subscriptions. hbspt.cta._relativeUrls=true;hbspt.cta.load(197281, '06f9cdd4-8fd8-4c46-8368-e60f0df86666', {"useNewLoader":"true","region":"na1"}); Susan OConnellhas decades of experience supporting teachers in making sense of mathematics and effectively shifting how they teach. Content-focused coaching: Transforming mathematics lessons. Learning, Culture and Social Interaction, 19, 7495. 6879). https://doi.org/10.1177/0022487117702579. Association of Mathematics Teacher Educators (2013). Standards for elementary mathematics specialists: A reference for teacher credentialing and degree programs. Rigelman, N. R., & Wray, J. Challenges in deepening prospective teachers understanding of multiplication through justification. What would you do differently next time?, I noticed this group in the back of the room having difficulty using benchmark fractions. Journal of the Learning Sciences, 24(3), 373418. 5576). https://doi.org/10.1080/10986060802229675, Spillane, J. P., Halverson, R., & Diamond, J. learners and students with special needs, and more. H\@{/g.&]U-1qtM$+~pL$ (2019). American Educator, 1417, 2022, 4346. Saclarides, E. S., & Lubienski, S. T. (2020). Journal for Research in Mathematics Education, Coaching as High-Quality Professional Development, Coaching Cycles Involving Modeling and Coteaching, Context: Midtown District and Its Coaching Structure, Stage 3: Parsing, Coding, and Reliability. Using the coaching cycleplan, gather data, reflectto H|T]O0}{#qb !%N-4B*-Jd&^;*Uk^{=v{\NNQm wI>C2nA2k$mx; ? W d1d>g As coaches, we want to allow teachers to reflect on their practice and on the impact theyre having on students, as well as to think about how they can successfully drive instruction going forward. https://nrich.maths.org/8769. https://doi.org/10.1023/A:1009911200478. The evolution of peer coaching. Teaching and Teacher Education, 11(5), 501518. Published June 10, 2020 An important Conversation from the Center for the Collaborative Classroom with Zaretta Hammond on Instructional Equity. Join Now. Honing in on key areas, including content knowledge and B. American Educational Research Journal, 47(4), 919963. Reston, VA: National Council of Teachers of Mathematics. Kane, B.D., Saclarides, E.S. Instructional coaching: Building theory about the role and organizational support for professional learning. Attending to problems of practice: Routines and resources for professional learning in teachers workplace interactions. From this viewpoint, coaching is framed as helping teachers to attend to the interactions among teachers, students, and the mathematics (i.e., the instructional trianglesee Fig. The coaching cycle is a 3-step process consisting of a planning conversation, implementation of the planned math experience, and a reflecting Welcome! Strategies for Coaching Math Teachers - Harvard Information Age Publishing Inc. Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., Booker, L. N., Pratt, N. R., & Matthis, C. (2020). The Proactive Coaching Framework (PCF) increases coaching effectiveness by considering math content, practices, and relationships in tandem. The evolution of peer coaching. (2015). Martas facilitation ensured that all participants were focused on the learning, comfortable working with others, and willing to risk vulnerability with their peers. Please enter a valid quantity. Content-focused coaches opportunities for professional learning: The influence of positionality in coach discourse. Findings indicate that as the coaches engaged in doing the math together, opportunities to discuss mathematics and mathematics instruction were opened up, while https://doi.org/10.1007/s10857-007-9056-6. https://doi.org/10.1177/0013161X12456700, NRICH. AMTE. Murphy, C., & Beggs, J. Instructional coaches work within grade levels or grade-level bands to insure that all of the adults are interacting in productive ways that increase knowledge for planning math experiences, anticipating student responses and looking at student work. Instructional coaching as high-quality professional development. They view setbacks as learning experiences, and chances to further their abilities. A more traditional coaching relationshipone in which the coach comes into the classroom and judges the teacher, offering advice and suggestions along the waytoo often prioritizes the teachers experience over the students learning experience. 0000004844 00000 n The heart of the matter: The coaching model in Americas Choice schools. Gibbons, L. K., Kazemi, E., Hintz, A., & Hartmann, E. (2017a). In M. B. McGatha & N. R. Rigelman (Eds. Teaching to learn: A view from the field. Sue is a nationally known speaker and education consultant who directs Quality Teacher Development, an organization committed to providing outstanding math professional development for schools and districts across the country. trailer (2008). Maybe they are unreceptive to constructive feedback. PubMedGoogle Scholar. Towards a theory of leadership practice: A distributed perspective. (2008, January 30). Foundations for success: The final report of the National Mathematics Advisory Panel. All workshop participants will receive a copy ofProactive Mathematics Coaching: Bridging Content, Context, and Practicefor review prior to the workshop. Ball, D. L., & Cohen, D. K. (1999). The Developing Elementary Mathematics Enthusiasts (DEME) project. Using Greenos (2005) situative perspective, we focus on coachteacher dyads, examining the substance and depth (Coburn, 2003) of their conversations. Click hereto watch Sue talk about the links between reading and math. Journal of Mathematics Teacher Education Journal for Research in Mathematics Education, 45(5), 584635. The First Coaching Conversation: A Script for MQI Using the Leading for Mathematical Proficiency Framework, the authors position https://doi.org/10.2307/749808, Gallimore, R., Tharp, R. G., & John-Steiner, V. (1992). Advocating for equitable mathematics instruction that advances learning opportunities for all students is essential, but where to start? https://doi.org/10.1007/s11858-013-0559-6. https://doi.org/10.3102/0013189X08331140, Desimone, L. M., & Pak, K. (2017). Designing Innovative Lessons and Activities, Mathematics Teacher: Learning and Teaching PK-12, Journal for Research in Mathematics Education, Standards for Mathematics Teacher Preparation, Every Student Succeeds Act - ESSA Toolkit, NCTM Teacher Education Program Review Training, Author Spotlight: Proactive Mathematics Coaching, Sign up in advance for next week's Classroom Conversations! They should be supplemented with additional questions about the specific content expertise sought (for example, for a math coach, an additional question https://doi.org/10.5951/jresematheduc-2020-0092, Saclarides, E. S., & Munson, J. Sage. Phi Delta Kappan, 102(3), 4245. Teachers College Press. math Onsite or Online mentoring and designing of professional learning for your school including. their classrooms. The Elementary School Journal, 109(5), 458474. WebImproving Math Instruction Through Feedback is an online professional development program for K-12 educators looking to improve instructional coaching for math teachers. clarity and purpose. Corwin. International Society of the Learning Sciences. Information Age Publishing Inc. Desimone, L. M. (2009). 564 0 obj <> endobj She served as editor of Heinemanns popular Math Process Standards series and also wrote the bestsellingNow I Get It. She is also coauthor of the bestsellingPutting the Practices Into Action,Mastering the Basic Math Facts in Addition and Subtraction, andMastering the Basic Math Facts in Multiplication and Division. (2008). Webmath-specific, evidence-based observation rubric, the MQI Conversations have a narrow focus: short clips of instruction, only one or two codes at a time Conversations are https://doi.org/10.3102/00346543072002131. Windschitl, M. (2002). In F. K. Lester (Ed. Teachers College Record, 103(6), 9421012. Journal of Mathematics Teacher Education, 9(1), 91102. Erikson Institute, All Rights Reserved. must-have guide to designing a professional learning plan and leading with Language Structure to Support IT WORKED! Kristianne Trevorrow - NCSM The heart of the matter: The coaching model in Americas choice schools. 0000005735 00000 n In addition to working with coaches, teachers and administrators, we, separately and together, facilitate math courses through multiple universities, work with researchers on the intersection of identity, equity and mathematics, run math book groups, and lead Math Learning Labs and Lesson Studies. Storied identities: Teacher learning and subject-matter context, Coteaching in a science methods course: A situated learning model of becoming a teacher, Effectively coaching middle school teachers: A case for teacher and student learning, Calendar math in preschool and primary classrooms: Questioning the curriculum, Every Student Succeeds Act, 20 U.S.C. Coteaching as a model for preservice secondary science teacher education. Christopher-Gordon. What Is a Coaching Conversation? - SAGE Consider the following two questions: Youve had a setback in teaching fractions. Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers learning of justice-oriented teaching. Learning from strangers: The art and method of qualitative interview studies. ]OF_%|Zkv|5Wz 68s-besE%]NfW+d=f) lB& lB& lB& lB& lB& l Please enter a valid quantity. Coaching is a strategic, systematic approach to improving student learning by focusing on core mathematical concepts.