A guide to mathematics coaching : processes for increasing by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

Defining arithmetic training --
Bridging from the current to the longer term --
Building rapport with lecturers --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making pupil considering seen --
Analyzing and reflecting on classes --
Charting long term growth --
Working in the schooling process --
Sustaining momentum.

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Additional resources for A guide to mathematics coaching : processes for increasing student achievement

Sample text

In Scenario 2 the coach worked with a first-year teacher weak in content knowledge. The approach was to strengthen planning, which also had a positive effect of strengthening the • 37 38 • Preparing the Foundation teacher’s mathematics content knowledge. In Scenario 3 the coach worked with the department chair on fundamental beliefs about teaching and discipline. Again, the path to change was helping this teacher plan more effective lessons by viewing and analyzing the lessons she had been delivering.

SCENARIO 1: THE RESISTANT MIDDLE-LEVEL TEACHER Following is the situation: A veteran seventh-grade teacher told a newly hired coach that mathematics coaching services were not wanted and definitely not needed. This middle school teacher of 25 years further indicated that her retirement was soon approaching; therefore, changes in instruction would not occur. This teacher ultimately refused to attend any “useless” professional development sessions. First, the questions: What should the coach do? Which of the previously listed steps could the coach take in this situation?

The coach suggested that the teacher try a few new teaching strategies before making a major decision to transfer the students out of her class. The coach and teacher decided together that the second-period class should be videotaped. The coach promised the camera would not focus on the teacher but on the students. But the microphone also recorded the teacher teaching the lesson. Together the coach and teacher analyzed the video to determine how to help the students. On observing the students in the video, the teacher commented on the students’ body language and then immediately said, “They didn’t understand because they weren’t listening.

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