Mathematics coaching and instructional reform: Individual and collective change

2017 ◽  
Vol 46 ◽  
pp. 215-230 ◽  
Author(s):  
Megan Hopkins ◽  
Dan Ozimek ◽  
Tracy M. Sweet
Keyword(s):  
Instructional Reform ◽  
Mathematics Coaching

Coaching to develop teacher professional noticing: planning with students and mathematics in mind

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Paula M. Jakopovic
Keyword(s):  
Narrative Analysis ◽  
Teacher Noticing ◽  
Professional Noticing ◽  
Mathematics Coaching ◽  
Content Type ◽  
Teacher Professional ◽  
And Mathematics ◽  
Release Model ◽  
Gradual Release

PurposeThis paper examines how intentional mathematics coaching practices can develop teacher professional noticing of “ambitious teaching practices” (NCTM, 2020) through connected, collaborative coaching cycles.Design/methodology/approachNarrative analysis is used to examine observations of a mathematics coach and novice teacher to better understand the role of the coach in helping teachers attend to ambitious mathematics teaching (AMT) practices.FindingsThe initial findings of this study suggest that intentional use of focused goals, iterative coaching cycles and a gradual release model of coaching can support shifts in noticing of AMT from being led by the coach to being facilitated by the teacher.Originality/valueThis study offers new insights into the functions of mathematics coaching that can foster shifts in teacher noticing and practice toward AMT. It contributes to the literature on what mathematics coaching looks and sounds like in the context of conversations with teachers, as well as the potential influence that structured, intentional, ongoing coaching supports can have on teacher noticing.

Making Curriculum and Instructional Reform Happen: A Case Study

1999 ◽  
Vol 74 (1) ◽  
pp. 68-110 ◽  
Author(s):  
Donna E. Muncey ◽  
Joyce Payne ◽  
Noel S. White
Keyword(s):  
Instructional Reform

TEACHER‐DIRECTED READING INSTRUCTION IN THE MAINSTREAM: A CALL FOR INSTRUCTIONAL REFORM

1995 ◽  
Vol 11 (1) ◽  
pp. 19-36 ◽  
Author(s):  
Deborah Simmons ◽  
Janice Baker ◽  
Lynn Fuchs ◽  
Doug Fuchs ◽  
Naomi Zigmond
Keyword(s):  
Reading Instruction ◽  
Instructional Reform ◽  
Directed Reading

The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

2019 ◽  
Vol 7 (2) ◽  
pp. 27-43 ◽  
Author(s):  
Courtney Baker ◽  
Melinda Knapp
Keyword(s):  
Decision Making ◽  
Mathematics Teaching ◽  
Professional Growth ◽  
Classroom Practices ◽  
Success For All ◽  
Classroom Teachers ◽  
Mathematics Coaching ◽  
Mathematics Coaches ◽  
Mathematical Success ◽  
Coaching Activities

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

Principals, Shared Decision Making, and School Reform

1994 ◽  
Vol 16 (3) ◽  
pp. 287-301 ◽  
Author(s):  
Carol H. Weiss ◽  
Joseph Cambone
Keyword(s):  
Decision Making ◽  
High Schools ◽  
School Reform ◽  
Shared Decision Making ◽  
Major Change ◽  
Policy Implications ◽  
Shared Decision ◽  
Instructional Reform ◽  
Reform Agenda ◽  
Modest Degree

When schools adopt shared decision making (SDM), principals' authority is limited. Nevertheless, all six principals in the SDM high schools we studied supported SDM, at least in part because they had chosen to serve in an SDM school. The three principals who were most supportive of SDM also had ambitious visions of instructional reform. After 1.5 to 2 years, the high schools in which these principals served experienced a heightened level of conflict among the faculty. In large part, the conflict was due to these principals' efforts to use SDM as a vehicle to foster large changes. Teachers resisted major change, and principals became impatient with the participatory process and tried to promote their own versions of reform. Only a modest degree of reform was achieved, but it was more than was achieved by SDM principals without a reform agenda. Reformist principals in non-SDM high schools implemented modest reforms as well, although at the expense of suspicion and antagonism after changes were introduced. We explore the dilemmas that reformist principals face and suggest policy implications.

Technology Integration Practices within a Socioeconomic Context

2009 ◽  
pp. 203-217
Author(s):  
Holim Song ◽  
Emiel Owens ◽  
Terry T. Kidd
Keyword(s):  
Student Achievement ◽  
Technology Integration ◽  
Student Learning ◽  
Empirical Evidence ◽  
Quality Education ◽  
Socioeconomic Disparities ◽  
Educational Institutions ◽  
Quality Teaching ◽  
Instructional Reform ◽  
Integration Of Technology

With the call for curricular and instructional reform, educational institutions have embarked on the process to reform their educational practices to aid the lower SES student in their quest to obtain quality education with the integration of technology. The study performed was to examine the socioeconomic disparities of teachers’ technology integration in the classroom as it relates to implementing technology interventions to support quality teaching and active student learning. This chapter provides empirical evidence of whether these disparities continue to exist, and their effects on student achievement in the classroom.

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