Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement

Gibbons, Lynsey K.; Kazemi, Elham; Lewis, Rebecca

doi:10.1016/j.jmathb.2016.12.002

Cited by 46 publications

(36 citation statements)

References 24 publications

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“…However, it is also important to note that only a small proportion of the studies that we reviewed systematically examined facilitators' actions (e.g., Borko et al, 2011;Elliott et al, 2009;Gibbons, et al, 2017;Lesseig, 2014;van Es et al, 2014). Further research is therefore needed to delineate additional aspects of accomplished enactments.…”

Section: Discussionmentioning

confidence: 99%

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

Gibbons

Cobb

2017

Journal of Teacher Education

Self Cite

133

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Instructional improvement initiatives in many districts include instructional coaching as a primary form of job-embedded support for teachers. However, the coaching literature provides little guidance about what activities coaches should engage in with teachers to improve instruction. When researchers do propose activities, they rarely justify why those activities might support teacher learning. Drawing on the preservice and inservice teacher education literatures, we present a conceptual analysis of learning activities that have the potential to support mathematics and science teachers to improve practice. We argue that our analysis can inform research on mathematics and science coaching, coaching policies, and the design of professional learning for coaches.

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Section: Discussionmentioning

confidence: 99%

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

Gibbons

Cobb

2017

Journal of Teacher Education

Self Cite

133

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“…Further complicating matters, Mangin and Dunsmore (2015) recently reported coaches struggle to directly critique "inadequate teaching practice" despite being distressed when witnessing it occur. Moreover, coaches have reported limited capacity to leverage their own expertise when judging a corresponding teacher's practice (Gibbons, Kazemi, & Lewis, 2017). Clearly the aforementioned research is just beginning to recognize the importance of initiating and building a sound teacher-coach relationship, a task that actualizes one's role via the supports provided.…”

Section: Coaching Rolesmentioning

confidence: 99%

Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

McFadden

Roehrig

2020

Discip Interdscip Sci Educ Res

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The current study explored how a STEM coach supported an elementary teacher during the implementation of an integrated curriculum that culminated with an engineering design challenge. The findings of the case study reported, detail how the reflective nature of the coaching moves employed failed to fully meet the needs of the teacher given the distinct challenges that arose upon implementation of the co-developed curriculum. By closely examining two primary data sources: (1) five extended coaching sessions, and (2) the coach's pre-post coaching log reflections; analysis identifies and explores how the pair's missed expectations produced unanticipated tensions that hindered the potentials of the teacher-coach relationship. Insights related to an elementary teacher's conceptions of STEM integration are also revealed within the data presented. Finally, analysis enabled discussion of strategies that might be employed to strategically support elementary teachers working with coaches; specifically exploring how differentiated supports based on prior experiences might be instituted.

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“…While instructional coaches play a key leadership role in Math Labs, this analysis focuses on the role of the principal in the process as we are interested in implications specifically for the principalship in implementation of discipline-specific standards. See Gibbons, Kazemi, and Lewis (2017) for a study on a coaches' leadership role in Math Labs.…”

Section: The Case Of Elementary School Mathematicsmentioning

confidence: 99%

Principals’ Leadership Moves to Implement a Discipline-Specific Instructional Improvement Policy

Rigby

Forman

Lewis

2019

Leadership and Policy in Schools

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Discipline-specific instructional improvement policies require teachers to implement new teaching and collaborative practices. What kinds of leadership moves do principals make to support enactment of new practices? Drawing on leadership theories to examine principals' leadership actions, data come from a qualitative study of three elementary school principals leading implementation of an ambitious mathematics teaching policy. We found that principals used instructional, facilitative, and positional moves across school settings to support teachers' enactment. These findings add depth to current conceptions of discipline-specific instructional leadership and raise questions about how principals might make strategic moves based on available expertise and resources.

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Developing collective capacity to improve mathematics instruction: Coaching as a lever for school-wide improvement

Cited by 46 publications

References 24 publications

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

Focusing on Teacher Learning Opportunities to Identify Potentially Productive Coaching Activities

Missed expectations: teacher and coach tensions at the boundary of STEM integration in an elementary classroom

Principals’ Leadership Moves to Implement a Discipline-Specific Instructional Improvement Policy

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