A Guide to Mathematics Coaching

Consulting Description Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project "Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities." As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6-8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2. Consulting Description Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world. He is Professor Emeritus in the Mathematics Department at Saint Mary's College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press. He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association. Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia's Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers' content knowledge and strategies for engaging students to achieve high standards in mathematics.

List of Figures Preface About the Authors Part I: Preparing the Foundation 1. Defining Mathematics Coaching What Is a Mathematics Coach? Stage 1: Defining Mathematics Coach Stage 2: Identify Responsibilities Stage 3: Identifying Characteristics Stage 4: Dispelling Negative Images Critical Points 2. Bridging From the Present to the Future Goals, Procedures, and Shared Vision The Present: Today's Mathematics Classrooms The Future: Tomorrow's Mathematics Classrooms Critical Points 3. Building Rapport With Teachers How to Build Rapport Coaching Scenarios Scenario 1: The Resistant Middle-Level Teacher Scenario 2: The Fearful First-Year Teacher Scenario 3: The High School Teacher Who Hid the Curriculum Critical Points Part II: Mathematics Coaching Model 4. Focusing on the Curriculum Why Work Toward Curriculum Alignment? Challenging Lessons Implement the Curriculum Aligning the Curriculum Critical Points 5. Implementing the Curriculum as Designed Providing Prompt, Accurate Feedback Basics of Collecting Data Using Data to Inform Instruction Understanding and Producing Benchmark Assessments Critical Points 6. Planning and Co-Teaching Lessons Isolation and Its Effects Challenges Unique to Mathematics Coaches Start With Planning Entering the Classroom Co-Teaching Being a Valuable Resource Emphasis on Inclusiveness General Approaches Specific Strategies Critical Points 7. Making Student Thinking Visible Characteristics of Visible Thinking How the Traditional Model Falls Short Constructing an Alternative to the Traditional Model Effecting Change Over Time Group Planning Observation and Demonstration Teaching Critical Points 8. Analyzing and Reflecting on Lessons Reflection Process for Analysis and Reflection Structures for Reflection Critical Points 9. Charting Long-Term Progress Trend Data Why Emphasize Trend Data? Indicators of Success Using Trend Data to Inform Teaching Data Sources and Displays Using Trend Data for Professional Development Critical Points Part III: Continuing the Work 10. Working Within the Education System The Great Divide Management Versus Leadership Influence as Power Understanding Everyone?s Role Synergy: The Power of Groups Critical Points 11. Sustaining Momentum Managing Long-Term Change Using C-BAM Tipping Points and Breakthroughs Staying Focused on What Matters The Power of One Resources References Index

"An extremely useful resource for new and experienced mathematics coaches and the individuals responsible for their professional development and ongoing support. It provides a detailed analysis of mathematics coaching along with a comprehensive model to guide coaches as they do their work. The model goes beyond simply describing the various components of coaching work; it provides a developmental, sequential process for engaging in mathematics coaching and situates the work of coaching in the larger district context." -- Diane J. Briars, Mathematics Consultant "For those who work directly with classroom teachers, the authors provide a commonsense approach to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach and should be in the library of all who work with mathematics teachers." -- Emily S. Rash, Mathematics Specialist "An effective coaching model can be a most valuable educational resource when it is used to enhance instructional goals, improve pedagogical practices, and improve student outcomes." -- Lucille Sekara, Elementary Principal "A welcome resource for the many mathematics coaches who are looking for support in a challenging, often vaguely defined role. From a big picture view of the systems within which math coaches work, to advice about potential pitfalls, to guidance on facilitating change, the book takes on a wide range of topics to help math coaches understand the scope of their work and serve as leaders in whatever form their jobs may take." -- Cathy Seeley, Senior Fellow, Charles A. Dana Center, The University of Texas at Austin "The authors show how instructional coaches can be respectful of the teacher's professional status yet instrumental in providing the necessary support that changes teaching practice to yield positive student results. The authors have cracked the code for mathematics coaching by giving clear, concise guidance using self-reflective techniques as well as knowledge of content and teaching experience that translates into expert coaching and meets the diverse needs of classroom teachers." -- Miriam E. Melian, Coordinator of Bilingual/ESL Programs "Useful for those getting started and those refining their coaching practice." -- Nicole Miller