Ambitious teaching requires ambitious coaching
Over a decade ago, the National Council of Teachers of Mathematics (NCTM) and Corwin co-published the modern classic, 5 Practices for Orchestrating Productive Mathematics Discussions, aimed at guiding teachers to improve the quality of mathematics discussions in their classrooms and create an equitable learning environment for students. The bestselling series, The 5 Practices in Practice series, followed to further explore the five practices within grade bands, empowering teachers to overcome challenges in orchestrating mathematics discussions. And now, esteemed mathematics expert Peg Smith and her author team, take the 5 practices to the next level with Coaching the 5 Practices.
Written for coaches, instructional leaders, professional developers, and teacher educators, Coaching the 5 Practices: Supporting Mathematics Teachers in Orchestrating Productive Discussions will be the lynchpin to supporting teachers who are committed to engaging students in productive discussions in mathematics classrooms. The book introduces a coaching model that creates opportunities for teacher learning through one-on-one interactions with a coach. This model focuses on the specific challenges teachers face and opportunities they can lean into as they are learning to support productive mathematics discussions around the 5 practices of anticipating, monitoring, selecting, sequencing, and connecting (as well as Practice 0 of setting goals and selecting tasks).
Through three phases of a coaching cycle—before a lesson, during a lesson, and after a lesson, this coaching model
- Focuses on ambitious teaching in mathematics, aiming to ensure that every student succeeds in high-quality academic work
- Follows iterative cycles of various touchpoints between the coach and a teacher
- Emphasizes what a coach needs to do to support teacher learning throughout the cycle
With narrative examples and vignettes, lesson plans, pre-lesson and post-lesson conference plans, and other artifacts collected from real coaching sessions and classrooms, Coaching the 5 Practices is a valuable resource for education professionals who work with teachers to improve the quality of mathematics instruction. Through the efforts of Coaching the 5 Practices, teachers will continue to refine their craft and become increasingly more skilled at implementing the 5 practices in ways that support the learning of each and every student.
Inhoudsopgave
Preface
Acknowledgements
About the Authors
Chapter 1: A Challenge-Based Approach to Coaching
Chapter 2: An Inquiry Routine for Guiding Coach-Teacher Conversations
Chapter 3: Preparing for the Lesson
Chapter 4: Preparing for and Engaging in the Pre-Lesson Conference
Chapter 5: Preparing for the Engaging in the Post-Lesson Conference
Chapter 6: Looking Back and Looking Ahead
References
Appendix A. Teacher Challenges Tool
Appendix B. Guide for Designing Conferences
Appendix C. Task Analysis Guide
Appendix D. Goal and Task Identification Guide
Appendix E. Lesson Planning Tool
Appendix F. Monitoring Tool
Appendix G. Pre-Lesson Conference Planning Tool
Appendix H: Kyle’s Teacher Challenges, Lesson Planning, and Monitoring Tools
Appendix I. Emery’s Teacher Challenges, Lesson Planning, and Monitoring Tools
Appendix J. Coach Jesse’s Pre-Lesson Conference Plan
Appendix K: Noticing and Wondering Tool
Appendix L. Post-Lesson Conference Planning Tool
Appendix M. Jamie and Coach Jesse’s Noticing and Wondering Tool
Appendix N. Coach Jesse’s Post-Conference Plan
Over de auteur
Mary Kay Stein is Professor Emerita at the University of Pittsburgh where she held a joint appointment as Professor in the School of Education and Senior Scientist at the Learning Research and Development Center. Her research focuses on the teaching and learning of mathematics in elementary and middle schools with a particular focus on the identification and implementation of high-cognitive-demand instructional tasks. She also examines school- and district-level factors that shape teachers’ capacities to maintain high levels of cognitive demand once tasks are launched in the classroom. Her research has been supported by IES (the Institute of Education Sciences) as well as by several private foundations including the Mac Arthur, Spencer and Mc Donnell Foundations. In addition to co-authoring the Five Practices book (with Peg Smith), she has co-authored a book and several articles about district-wide reform. She has given invited addresses to both national and international audiences including in Beijing, Seoul, Goteborg, Hamburg, Istanbul, Haifa, and Lisbon. She also served as a Visiting Scholar at Monash University in Melbourne, Australia in 2012. In 2014, she was named a Fellow of the American Educational Research Association.
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