Math coaches, specialists, and student achievement: Learning from the data

Abstract

To support continuous professional development model in the teaching and learning of mathematics, many districts and schools have begun hiring elementary mathematics coaches and/or specialists (MCSs). However, limited large-scale empirical research exists that determines how the use of MCSs affect student learning and achievement. Kristin E. Harbour and Evthokia Stephanie Saclarides begin to fill in this gap by using data from the National Assessment of Educational Progress to explore the relationship between the presence and responsibilities of elementary MCSs and 4th-grade student achievement in mathematics. Based on their findings, they share practical implications for districts and administrators to consider.

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

“…Success can be measured by examining increasing levels of skills, knowledge and disposition in mathematics and as an instructional coach [20]. Success can also be measured by the impact coaches have on their colleagues' levels of mathematics pedagogy and indirectly, student learning [53].…”

Developing elementary mathematics specialists as teacher leaders during a preparation program

“…Increasing research shows EMSs and the roles and responsibilities they fulfill make an impact in schools. Researchers have investigated EMSs’ interactions with teachers as well as their influences on teachers’ instructional practices and student achievement, with results showing positive effects of these professionals on teacher development and student learning (Campbell & Malkus, 2011 ; Harbour & Saclarides, 2020 ; Harbour et al, 2018 ; Kutaka et al, 2017 ; McGatha et al, 2015 ; Meyers & Harris, 2008 ; Mudzimiri et al, 2014 ; Yopp et al, 2019 ). The specific roles and responsibilities of EMSs vary (Baker et al, 2022 ) and are dependent upon the contextual needs and plans of schools, school districts, and states (McGatha et al, 2015 ).…”

An Exploration of How Mathematics Coaches Make Their Own Professional Learning Available to Teachers

“…In contrast to traditional forms of professional development [PD] (e.g., one-shot workshops), coaching has garnered strong theoretical support as coaches embody many of the facets of high-quality PD, such as having a content-focus, promoting active learning, and providing sustained support to teachers (Desimone & Pak, 2017; Gibbons & Cobb, 2017). There is also growing empirical support for coaching that points to the positive impact coaches can have on teachers (Munson, 2017; Neuberger, 2012) and students (Harbour et al, 2021; Harbour & Saclarides, 2020).…”