Reflections on the promise and complexity of mathematics coaching

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

International Journal of Mentoring and Coaching in Education ◽

10.1108/ijmce-10-2020-0064 ◽

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.

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

Mathematics Teacher Educator ◽

10.5951/mathteaceduc.7.2.0027 ◽

2019 ◽

Vol 7 (2) ◽

pp. 27-43 ◽

Cited By ~ 1

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.

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