‘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
Discover how effective coaching relationships add up to improved mathematics teaching and learning!
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.
Tabla de materias
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
Sobre el autor
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 Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers’ content knowledge and strategies for engaging students to achieve high standards in mathematics.
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