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A Guide to Mathematics Coaching
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A Guide to Mathematics Coaching
Processes for Increasing Student Achievement

Edited by:

Other Titles in:
Coaching | Mathematics

July 2012 | 176 pages | Corwin
'The authors provide a commonsense approach for those who work directly with classroom teachers to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach' - Emily S. Rash, Mathematics Specialist, Monroe City School District, LA

Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify, define, and fulfill their role as influential mathematics leaders.

Based on principles established by NCTM and NCSM, this volume features a three-part process for engaging teachers in building high-quality, equitable mathematics programs. The chapters help coaches effectively:

- Collaborate with teachers to align and implement curriculum that positively impacts student learning and achievement

- Build trust and rapport with hesitant or resistant teachers

- Develop collegial partnerships for planning, analyzing, and reflecting on instruction

- Support and sustain individual and institutional change

Filled with numerous vignettes to illustrate coaching practices and strategies to move teachers toward more effective instructional models, A Guide to Mathematics Coaching is an essential companion for transforming mathematics classrooms.

 
List of Figures
 
Preface
 
About the Authors
 
Part I: Preparing the Foundation
 
1. Defining Mathematics Coaching
What Is a Mathematics Coach?

 
Stage 1: Defining Mathematics Coach

 
Stage 2: Identify Responsibilities

 
Stage 3: Identifying Characteristics

 
Stage 4: Dispelling Negative Images

 
Critical Points

 
 
2. Bridging From the Present to the Future
Goals, Procedures, and Shared Vision

 
The Present: Today's Mathematics Classrooms

 
The Future: Tomorrow's Mathematics Classrooms

 
Critical Points

 
 
3. Building Rapport With Teachers
How to Build Rapport

 
Coaching Scenarios

 
Scenario 1: The Resistant Middle-Level Teacher

 
Scenario 2: The Fearful First-Year Teacher

 
Scenario 3: The High School Teacher Who Hid the Curriculum

 
Critical Points

 
 
Part II: Mathematics Coaching Model
 
4. Focusing on the Curriculum
Why Work Toward Curriculum Alignment?

 
Challenging Lessons Implement the Curriculum

 
Aligning the Curriculum

 
Critical Points

 
 
5. Implementing the Curriculum as Designed
Providing Prompt, Accurate Feedback

 
Basics of Collecting Data

 
Using Data to Inform Instruction

 
Understanding and Producing Benchmark Assessments

 
Critical Points

 
 
6. Planning and Co-Teaching Lessons
Isolation and Its Effects

 
Challenges Unique to Mathematics Coaches

 
Start With Planning

 
Entering the Classroom

 
Co-Teaching

 
Being a Valuable Resource

 
Emphasis on Inclusiveness

 
General Approaches

 
Specific Strategies

 
Critical Points

 
 
7. Making Student Thinking Visible
Characteristics of Visible Thinking

 
How the Traditional Model Falls Short

 
Constructing an Alternative to the Traditional Model

 
Effecting Change Over Time

 
Group Planning

 
Observation and Demonstration Teaching

 
Critical Points

 
 
8. Analyzing and Reflecting on Lessons
Reflection

 
Process for Analysis and Reflection

 
Structures for Reflection

 
Critical Points

 
 
9. Charting Long-Term Progress
Trend Data

 
Why Emphasize Trend Data?

 
Indicators of Success

 
Using Trend Data to Inform Teaching

 
Data Sources and Displays

 
Using Trend Data for Professional Development

 
Critical Points

 
 
Part III: Continuing the Work
 
10. Working Within the Education System
The Great Divide

 
Management Versus Leadership

 
Influence as Power

 
Understanding Everyone?s Role

 
Synergy: The Power of Groups

 
Critical Points

 
 
11. Sustaining Momentum
Managing Long-Term Change

 
Using C-BAM

 
Tipping Points and Breakthroughs

 
Staying Focused on What Matters

 
The Power of One

 
 
Resources
 
References
 
Index

"An extremely useful resource for new and experienced mathematics coaches and the individuals responsible for their professional development and ongoing support. It provides a detailed analysis of mathematics coaching along with a comprehensive model to guide coaches as they do their work. The model goes beyond simply describing the various components of coaching work; it provides a developmental, sequential process for engaging in mathematics coaching and situates the work of coaching in the larger district context."

Diane J. Briars, Mathematics Consultant
President, National Council of Supervisors of Mathematics

"For those who work directly with classroom teachers, the authors provide a commonsense approach to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach and should be in the library of all who work with mathematics teachers."

Emily S. Rash, Mathematics Specialist
Monroe City School District, LA

"An effective coaching model can be a most valuable educational resource when it is used to enhance instructional goals, improve pedagogical practices, and improve student outcomes."

Lucille Sekara, Elementary Principal
Hallen School, Bridgeport, CT

"A welcome resource for the many mathematics coaches who are looking for support in a challenging, often vaguely defined role. From a big picture view of the systems within which math coaches work, to advice about potential pitfalls, to guidance on facilitating change, the book takes on a wide range of topics to help math coaches understand the scope of their work and serve as leaders in whatever form their jobs may take."

Cathy Seeley, Senior Fellow, Charles A. Dana Center, The University of Texas at Austin
Past President, National Council of Teachers of Mathematics

"The authors show how instructional coaches can be respectful of the teacher's professional status yet instrumental in providing the necessary support that changes teaching practice to yield positive student results. The authors have cracked the code for mathematics coaching by giving clear, concise guidance using self-reflective techniques as well as knowledge of content and teaching experience that translates into expert coaching and meets the diverse needs of classroom teachers."

Miriam E. Melian, Coordinator of Bilingual/ESL Programs
Round Rock ISD, TX

"Useful for those getting started and those refining their coaching practice."

Nicole Miller
Teaching Children Mathematics magazine, November 2010

Ted Henry Hull

Consulting DescriptionTed H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project “Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities.” As part of the project, Hull worked directly with district leaders, school administrators, and teachers in... More About Author

Don S. Balka

Consulting DescriptionDon S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world.  He is Professor Emeritus in the Mathematics Department at Saint Mary’s College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring... More About Author

Ruth Harbin Miles

Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers.  Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia’s Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics.  Ruth is a co-author of five Corwin books including A... More About Author

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