Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

Abstract

Rigorous college-and-career readiness standards require significant shifts in typical mathematics instruction. Many schools and districts employ coaches to support instructional changes. Although there is evidence that coaching programs can support teaching improvement, research has yet to identify high-leverage coaching practices. In collaboration with a network of state leaders and coaches, our research team refined a model for math coaching and documented the practices coaches employed in one-on-one work with teachers. Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.

Making Sense of Sensemaking: Understanding How K–12 Teachers and Coaches React to Visual Analytics

“…To support these complex activities, educational leaders have invested in capacity-building policies at the school and district levels. One such policy-instructional coaching-has become a cornerstone in reform policies across the US, often employed in support of instructional improvement efforts at scale (Marsh et al, 2010;Russell et al, 2020).…”

“…Typically, coaching programs are school based, organized around a specific subject (e.g., literacy coaches, mathematics coaches), and aimed at helping teachers make sense of various forms of learning data (e.g., assessment, dashboard visualizations, classroom videos, student work) and determine adequate instructional responses (Farrell & Marsh, 2016). In the US, mathematics coaching has been associated with a focal shift from the rote demonstration of solutions to the development of students' conceptual understanding (Russell et al, 2020). This move results in specific practices and routines at the school, namely individual and group coaching, and the development of professional learning communities (PLCs), generally conceptualized as small groups of educators who gather in organized cycles of data inquiry (Russell et al, 2020;Cobb, Jackson, Henrick, & Smith, 2018).…”

Implementation of a Pilot Elementary Mathematics Specialist Endorsement Program

“…Many classroom teachers who are recognized for their excellence in teaching are often recruited for instructional coaching positions. However, they may lack the skills and dispositions to be successful without a formal preparation program [7]. Drawing from Bandura's discussion of self-efficacy tied to social cognitive theory [13], as well as best practices for adult learning as proposed by Lindeman [9], the results of this current study underscore the importance of creating a comprehensive system of supports for emerging instructional leaders.…”

“…Three common models for coaching include cognitive coaching emphasizing one-on-one reflection with a teacher as they self-assess, content-focused coaching which focuses on content-specific knowledge and pedagogy, and instructional coaching utilizing a more holistic and collaborative approach to mutual improvement [5]. Activities underlying the role of a typical instructional coach include, "creating intensive, job embedded learning opportunities for teachers through strategies such as offering ongoing workshops, leading professional learning communities, and working one-on-one with teachers to 'coach' their preparation for and execution of lessons [7] (p. 440). The elementary mathematics specialist (EMS) role can include any of these types of coaching models as part of their responsibility to align their goals with the unique set of teacher needs and circumstances within an educational setting.…”

“…Similarly, the "coaching" or "leadership" roles may also encompass elements of all three coaching models, including content and cognitive coaching as described because of the common overlap that occurs [5]. Previous researchers found that these positions are typically offered to teachers who excelled in the craft of teaching; however, they have not demonstrated their ability to effectively coach other teachers [7]. Offering opportunities to engage in formal coaching programs to those interested in becoming mathematics specialists are needed to ensure proper training in this new set of skills and dispositions.…”