Impact of Mathematics Coaching Knowledge on K-8 Teacher Practice
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1 Impact of Mathematics Coaching Knowledge on K-8 Teacher Practice John Sutton and Clare Heidema National Council of Teachers of Mathematics Philadelphia April 2012 Research Partners Funding By The National Science Foundation Discovery Research K-12 Program (DR K-12), Award No
2 SESSION AGENDA Description of Examining Mathematics Coaching (EMC) project Coaching process and domains of knowledge Behaviors and boundaries of effective mathematics coaches Behaviors of good consumers of coaching
3 MATHEMATICS COACHING Mathematics classroom coaching is gaining popularity as a school-based effort to increase teacher effectiveness and student achievement.
4 WHY STUDY COACHING? Coaching is a promising model for enhancing K-8 mathematics teachers abilities to provide quality mathematics education. Coaching can be implemented at any point in a teacher s career (as opposed to mentoring).
5 WHY STUDY COACHING? The National Mathematics Panel (2008) reports that schools across the nation are using mathematics specialists, including mathematics coaches, yet there is limited research proving what makes coaching effective.
6 WHY STUDY COACHING? There is limited understanding of coaching effectiveness, especially in mathematics. Moreover, no studies have demonstrated what types and depths of knowledge effective coaches hold. At the same time, implementing coaching involves considerable cost and logistical effort for schools and districts.
7 EXAMINING MATHEMATICS COACHING PROJECT EMC is a five-year research and development project funded by NSF examining the effects of a coach s knowledge for coaching on a diverse population of K-8 teachers.
8 CONTRIBUTORS & OTHER PERSONNEL Montana State University David Yopp, PI Beth Burroughs, Co-PI Jennifer Luebeck Mark Greenwood RMC Research John Sutton, Co-PI Clare Heidema Arlene Mitchell Dan Jesse James Burroughs, Project Director Funded under NSF Award No Any opinions expressed herein are those of the authors and do not necessarily represent the views of the National Science Foundation.
9 THE EXAMINING MATHEMATICS COACHING PROJECT (EMC) Investigating knowledge that contributes to successful coaching in two domains: Coaching knowledge Mathematics content knowledge The influence of these knowledge domains is examined in two ways: investigating correlations between assessments of coach and teacher knowledge and practice in each domain. investigating causal effects of targeted professional development for coaches.
10 KNOWLEDGE DOMAINS Mathematics Content Knowledge Knowledge of Student Learning Coaching Knowledge Knowledge of Teacher Learning
11 Coaching Knowledge Domains Communication Relationships Leadership Student Learning Coaching Knowledge Assessment Teacher Practice Teacher Learning Teacher Development
12 EMC RESEARCH HYPOTHESIS Effectiveness is linked to several domains of knowledge. Coaching knowledge and mathematics content knowledge contribute significantly to a coach s effectiveness. Effectiveness is measured by the positive impact on teacher practice, attitudes, and beliefs.
13 CROSSOVER DESIGN Group 1 Group 2 Year Provide orientation to EMC coaching model. Year Year Year Year Provide PD on Mathematics Content Knowledge during Summer 2010 Web-based PD School Year Web-based PD during School Year Provide PD on Coaching Knowledge during Summer 2012 Web-based PD School Year Web-based PD during School Year Web-based PD during School Year Provide PD on Coaching Knowledge during Summer 2011 Web-based PD School Year Web-based PD during School Year Provide PD on Mathematics Content Knowledge during Summer 2013 Web-based PD School Year
14 MATHEMATICS COACHING DEFINED Discuss with a neighbor: How do you define coaching?
15 MATHEMATICS COACHING DEFINED A mathematics coach is an on-site professional developer who enhances teacher quality through collaboration focusing on research-based, reformbased, and standards-based instructional strategies and mathematics content that includes the why, what, and how of teaching mathematics.
16 EMC COACHING MODEL Coaching Cycle Content Focus Frequency Quality Assurances Pre-conference of at least 15 minutes focused on planning for upcoming lesson with emphasis on teacher s stated goals, objectives, and needs Observation or model of a lesson Post-conference of at least 30 minutes reflecting on planned teacher actions Coaching will focus on aspects of standards-based teaching as defined by NCTM process and content standards, not on generic pedagogy such as classroom management Number and Operation; Ratio and Proportion Three teachers per coach provide data points for research. Teachers are coached at least 8 times per academic year with at least four of those times within the content focus. Coach and teacher reflection instruments, coach skill inventory, and teacher needs inventory ensure consistent implementation of coaching across schools Self-identified teacher needs are used in planning and goal setting, and progress toward these goals is monitored and reflected on by coaches.
17 BOUNDARIES OF COACHING A coach generally does not: Evaluate teachers. Take over during a lesson. Impose specific lessons or instructional strategies. Tutor struggling students. Perform the support services of an aide.
18 EFFECTIVE COACHING PRACTICE A coach should: Ask reflective questions Provide feedback and support Share expertise, materials, and resources Maintain confidentiality Use a coaching cycle: Gather information before the lesson Observe a complete lesson Collect and document evidence Debrief and reflect after the lesson
19 COMPLEXITY OF COACHING Coaching is a collaborative process that is done with teachers, not to teachers. Coaching is a joint effort from both the coach and the teacher(s) involved. Coaching support is useful only if the teacher and coach are prepared, and willing to listen, internalize, and respond accordingly.
20 Impact of Coaching Instruments Knowledge Attitudes/Beliefs Practice
21 Instruments Instrument Target Purpose Status Mathematics Knowledge for Teaching (MKT) Coaching Impact Instrument (CII) Coach and Teacher Reflection Instrument (CRI and TRI) Coach Teacher Coach Teacher Coach Teacher assessing mathematics content knowledge for teaching assessing coaches and teachers perceptions of coaching s impact on instruction monitoring and logging coaching interactions including quantity, quality and duration of coaching sessions Coaching Knowledge Survey (CKS) Coach assessing coaching knowledge Coaching Skills Inventory (CSI) Coach self-assessment of coach skills Inside the Classroom Classroom Observation Protocol (ITC-COP) Teacher Needs Inventory (TNI) Teacher Survey (TS) Teacher Teacher Teacher assessing classroom impacts planning tool to provide focus for coaching sessions assessing teacher attitudes, beliefs and perceptions of mathematics teaching
22 Mathematics Knowledge for Teaching Study of Instructional Improvement / Learning Mathematics for Teaching Project at the University of Michigan Instrument to assess mathematics content knowledge for teaching Subject Matter Knowledge Common content knowledge Specialized content knowledge Pedagogical Content Knowledge Knowledge of content and students Knowledge of content and teaching
23 Mathematics Knowledge for Teaching (MKT) Not an assessment of individual teacher s knowledge or skill it is a tool for looking at the impact of coaching and the coaching model in the EMC design. Data from MKT is used to help understand how coaching affects teaching mathematics. The items on the MKT are challenging they are designed to be that way.
24 Mathematics Knowledge for Teaching Design questions (e.g., quiz) Which of these lists would be best for assessing whether students understand ordering decimal numbers. a b c d. These lists are all equally good for assessing whether students understand how to order decimal numbers.
25 Teacher Survey Examine teacher attitudes, beliefs, and perceptions about mathematics teaching.
26 Teacher Survey During the last 12 months, how often did you engage in each of the following activities related specifically to the teaching and learning of mathematics? e. Observed demonstrations of teaching techniques. Never Very seldom Some Frequently A lot Not at all Once or twice per year Once or twice per month Once or twice per week Almost daily
27 Inside the Classroom Observation Protocol Characteristics of High Quality Mathematics Lesson: Design Implementation Mathematics Content Culture Horizon Research Inc., 2003 Looking Inside the Classroom: A Study of K-12 Mathematics and Science Education in the United States
28 WHAT S MISSING FROM THE PICTURE? Burden of the partnership, relationship, and collaboration is on the coach only. Coaches are only as effective as their teachers will allow.
29 BECOMING CONSUMERS OF COACHING A commitment to creating a collaborative and rewarding coaching relationship will help maximize the benefits of coaching. A wise consumer of coaching makes the most of this educational investment. Consumer of coaching addresses the teacher s role in coaching process.
30 BECOMING CONSUMERS OF COACHING Discuss with a neighbor: What might be the expectations from teachers who are being coached in order to make coaching effective and collaborative?
31 CONSUMER OF COACHING FRAMEWORK Feedback Reflection Classroom expectations Content Structure Communicating needs
32 FEEDBACK Effective coaching requires feedback. An effective consumer of coaching asks the coach for targeted feedback.
33 REFLECTION Coaching is a reflective process. An effective consumer of coaching is open to reflection and is an active participant in the reflective process.
34 CLASSROOM EXPECTATIONS Effective coaching requires teachers to communicate their expectations for coaches as the lesson transpires. An effective consumer of coaching tells their coach what kind of classroom interaction he/she desires.
35 CONTENT Effective coaching is content-based. An effective consumer of coaching is willing to examine her or his own mathematics content knowledge.
36 STRUCTURE Effective coaching is structured and involves at least three components: a pre-lesson conference, a lesson observation, and a post-lesson conference. Effective consumers of coaching help coaches schedule the 3-part cycle.
37 COMMUNICATING NEEDS Effective coaching requires teachers to communicate their needs. An effective consumer of coaching tells the coach what he/she needs.
38 CONSUMERS OF COACHING ARE ABLE TO: assess their own needs; assess their performance; ask for help from others; provide context as needed; listen to and hear ideas; overcome anxious feelings; assess and communicate needs; assist in scheduling.
39 TOOLS TO SUPPORT COACHING The Examining Mathematics Coaching (EMC) project has developed and refined tools to help coaches and teachers in the coaching process. Coaching Skills Inventory Teacher Needs Inventory Reflections (Coach and Teacher)
40 EMC COACHING SKILLS INVENTORY is intended to measure a coach s perspective on his/her own level of effectiveness or confidence with various coaching responsibilities.
41 EMC TEACHER NEEDS INVENTORY is designed to help the teacher take ownership of the coaching process. The responses are used by the coach as a tool to help focus the coaching and increase effectiveness.
42 EMC COACH & TEACHER REFLECTIONS are tools for monitoring and logging coaching interactions. Quantity, quality, and duration of coaching sessions Coaches and teachers perceptions of coaching s impact on instruction
43 Impact of Mathematics Coaching Knowledge on K-8 Teacher Practice Articles Mathematics Coaching Knowledge: Domains and Definitions (NCSM Journal Fall 2011) How to be a Wise Consumer of Coaching (Journal of Staff Development, February 2011) Questions??? Ideas Comments
44 Contact Information: Web:
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