Moments in Mathematics Coaching
Purchase
Description
"A must-read for all mathematics teacher coaches. Woleck brings us into her coaching life by sharing these cases from her work. Through the engaging details of these personal stories, she skillfully leads us into considering various coaching models, essential coaching skills, and effective coaching practices. Focus questions at the end of each chapter add an incentive for readers to deepen their own practices and use this book as the basis for study groups."
—Euthecia Hancewicz, Mathematics Teacher Support Specialist
Mathematics Educator Support Services, Westhampton, MA
"Woleck provides an instructive and insightful analysis of what makes coaching a powerful and capacity-building resource for schools. This highly engaging and informative account details how effective coaching skills develop and become refined through research-based study, daily practice, and ongoing reflection."
—Mary Monroe Kolek, Deputy Superintendent
New Canaan Public Schools, CT
Follow a mathematics coach through real cases from actual school situations!
Kristine Reed Woleck reflects on specific cases or "moments" from her years as a mathematics coach, unpacking and examining for readers the critical elements of mathematics teaching, learning, and coaching. This accessible, practical resource discusses what effective coaching looks like and how beginning and veteran mathematics coaches in Grades K–5 can bring about meaningful improvements in mathematics instruction. The real-life cases illustrate how to
- Incorporate key elements of coaching into practice
- Build trusting relationships with teachers
- Make effective decisions throughout the coaching cycle
- Reference data and the curriculum as coaching tools
- Use reflection to link coaching concepts to actual practice
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
About the Author
Part I. The Coach's Work
- 1. What Is Coaching?
- Case: Coaching in Action, Ann, Grade 5
- Taking a Closer Look
- Research-Based Models of Coaching
- Keys to Developing a Coaching Model
- Questions for Reflecting and Linking to Practice
- 2. Starting the School Year
- Making Introductions
- Establishing Trust
- Deciding Who to Coach
- Deciding Who Not to Coach . . . Then What?
- Getting Organized
- Communicating With Administrators
- Keys to Getting Started
- Questions for Reflecting and Linking to Practice
- 3. The Coaching Cycle
- Case: Decision Making in the Coaching Cycle, Fiona, Kindergarten
- Taking a Closer Look
- Defining the Focus
- Coach's Role, Teacher's Role
- Fiona's Case, Continued
- Taking a Closer Look
- The Need for Variations in the Coaching Cycle
- Keys to the Coaching Cycle
- Questions for Reflecting and Linking to Practice
Part II. Tools for Coaching
- 4. Using Curriculum
- Defining the Meaning of Curriculum
- Case: Talking About Curriculum, Sue, Grade 2
- Taking a Closer Look
- Using the Curriculum as a Coaching Tool
- Keys to Coaching With Curriculum
- Questions for Reflecting and Linking to Practice
- 5. The Role of Questioning
- Case: Different Questions for Different Purposes, Nancy, Grade 1
- Taking a Closer Look
- Case: Planning the Questions, Rick, Grade 4
- Taking a Closer Look
- Case: When Open-Ended Questions Aren't Enough, Carolyn, Grade 1
- Taking a Closer Look
- Keys to Questioning
- Questions for Reflecting and Linking to Practice
- 6. Being Explicit
- Case: Making Explicit Moves, Keith, Grade 4
- Taking a Closer Look
- Keys to Being Explicit
- Questions for Reflecting and Linking to Practice
- 7. Using Data
- Case: Creating Urgency Through Data, Peggy, Grade 5
- Taking a Closer Look
- Tools to Facilitate the Use of Data
- Developing Student-Focused Action Plans
- Keys to Using Data
- Final Thoughts About Data
- Questions for Reflecting and Linking to Practice
Part III. Coaching Dilemmas
- 8. Confronting Classroom Errors
- Case: Keeping the Mathematics in Mind, Holly, Grade 3
- Taking a Closer Look
- Case: Deciding When to Address an Error, Maggie, Grade 5
- Taking a Closer Look
- Being Proactive: Discussing How to Address an Error
- Being Proactive: Building Mathematical Knowledge to Avoid Errors
- Keys to Confronting Errors
- Questions for Reflecting and Linking to Practice
- 9. Transforming the Demonstration Lesson
- Case: To Demo or Not to Demo? Janet, Kindergarten
- Taking a Closer Look
- Keys to Transforming the Demo Lesson
- Questions for Reflecting and Linking to Practice
- 10. The Coach as a Learner
- Case: Doing the Math, Lisa, Grade 5
- Taking a Closer Look
- Permission to Be a Learner
- Keeping the Teacher in Mind
- Keys to Being Coach AND Learner
- Questions for Reflecting and Linking to Practice
Part IV. Growing the Coach
- 11. Professional Development for the Coach
- Identifying What Coaches Need to Know
- Moving From Research to Practice
- Coaching Simulations
- Journaling as a Tool for Learning
- Belonging to a Coaching Community
- Keys to Professional Development for the Coach
- Questions for Reflecting and Linking to Practice
- Conclusion
- Resource A. Resources to Develop Mathematical and Pedagogical Content knowledge
- Resource B. Sources of Math Coach Professional Development
- References
- Index
Additional materials
Description
"A must-read for all mathematics teacher coaches. Woleck brings us into her coaching life by sharing these cases from her work. Through the engaging details of these personal stories, she skillfully leads us into considering various coaching models, essential coaching skills, and effective coaching practices. Focus questions at the end of each chapter add an incentive for readers to deepen their own practices and use this book as the basis for study groups."
—Euthecia Hancewicz, Mathematics Teacher Support Specialist
Mathematics Educator Support Services, Westhampton, MA
"Woleck provides an instructive and insightful analysis of what makes coaching a powerful and capacity-building resource for schools. This highly engaging and informative account details how effective coaching skills develop and become refined through research-based study, daily practice, and ongoing reflection."
—Mary Monroe Kolek, Deputy Superintendent
New Canaan Public Schools, CT
Follow a mathematics coach through real cases from actual school situations!
Kristine Reed Woleck reflects on specific cases or "moments" from her years as a mathematics coach, unpacking and examining for readers the critical elements of mathematics teaching, learning, and coaching. This accessible, practical resource discusses what effective coaching looks like and how beginning and veteran mathematics coaches in Grades K–5 can bring about meaningful improvements in mathematics instruction. The real-life cases illustrate how to
- Incorporate key elements of coaching into practice
- Build trusting relationships with teachers
- Make effective decisions throughout the coaching cycle
- Reference data and the curriculum as coaching tools
- Use reflection to link coaching concepts to actual practice
Contents
Preface
Preface
Acknowledgments
Acknowledgments
About the Author
About the Author
Part I. The Coach's Work
- 1. What Is Coaching?
- Case: Coaching in Action, Ann, Grade 5
- Taking a Closer Look
- Research-Based Models of Coaching
- Keys to Developing a Coaching Model
- Questions for Reflecting and Linking to Practice
- 2. Starting the School Year
- Making Introductions
- Establishing Trust
- Deciding Who to Coach
- Deciding Who Not to Coach . . . Then What?
- Getting Organized
- Communicating With Administrators
- Keys to Getting Started
- Questions for Reflecting and Linking to Practice
- 3. The Coaching Cycle
- Case: Decision Making in the Coaching Cycle, Fiona, Kindergarten
- Taking a Closer Look
- Defining the Focus
- Coach's Role, Teacher's Role
- Fiona's Case, Continued
- Taking a Closer Look
- The Need for Variations in the Coaching Cycle
- Keys to the Coaching Cycle
- Questions for Reflecting and Linking to Practice
Part II. Tools for Coaching
- 4. Using Curriculum
- Defining the Meaning of Curriculum
- Case: Talking About Curriculum, Sue, Grade 2
- Taking a Closer Look
- Using the Curriculum as a Coaching Tool
- Keys to Coaching With Curriculum
- Questions for Reflecting and Linking to Practice
- 5. The Role of Questioning
- Case: Different Questions for Different Purposes, Nancy, Grade 1
- Taking a Closer Look
- Case: Planning the Questions, Rick, Grade 4
- Taking a Closer Look
- Case: When Open-Ended Questions Aren't Enough, Carolyn, Grade 1
- Taking a Closer Look
- Keys to Questioning
- Questions for Reflecting and Linking to Practice
- 6. Being Explicit
- Case: Making Explicit Moves, Keith, Grade 4
- Taking a Closer Look
- Keys to Being Explicit
- Questions for Reflecting and Linking to Practice
- 7. Using Data
- Case: Creating Urgency Through Data, Peggy, Grade 5
- Taking a Closer Look
- Tools to Facilitate the Use of Data
- Developing Student-Focused Action Plans
- Keys to Using Data
- Final Thoughts About Data
- Questions for Reflecting and Linking to Practice
Part III. Coaching Dilemmas
- 8. Confronting Classroom Errors
- Case: Keeping the Mathematics in Mind, Holly, Grade 3
- Taking a Closer Look
- Case: Deciding When to Address an Error, Maggie, Grade 5
- Taking a Closer Look
- Being Proactive: Discussing How to Address an Error
- Being Proactive: Building Mathematical Knowledge to Avoid Errors
- Keys to Confronting Errors
- Questions for Reflecting and Linking to Practice
- 9. Transforming the Demonstration Lesson
- Case: To Demo or Not to Demo? Janet, Kindergarten
- Taking a Closer Look
- Keys to Transforming the Demo Lesson
- Questions for Reflecting and Linking to Practice
- 10. The Coach as a Learner
- Case: Doing the Math, Lisa, Grade 5
- Taking a Closer Look
- Permission to Be a Learner
- Keeping the Teacher in Mind
- Keys to Being Coach AND Learner
- Questions for Reflecting and Linking to Practice
Part IV. Growing the Coach
- 11. Professional Development for the Coach
- Identifying What Coaches Need to Know
- Moving From Research to Practice
- Coaching Simulations
- Journaling as a Tool for Learning
- Belonging to a Coaching Community
- Keys to Professional Development for the Coach
- Questions for Reflecting and Linking to Practice
- Conclusion
- Resource A. Resources to Develop Mathematical and Pedagogical Content knowledge
- Resource B. Sources of Math Coach Professional Development
- References
- Index
Additional materials
Reviews
March 2010 | 184 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 28/04/2023 | 9781412965842 | $39.95 |
| Lifetime | 28/04/2023 | 9781452295978 | $36.00 |
"A must-read for all mathematics teacher coaches. Woleck brings us into her coaching life by sharing these cases from her work. Through the engaging details of these personal stories, she skillfully leads us into considering various coaching models, essential coaching skills, and effective coaching practices. Focus questions at the end of each chapter add an incentive for readers to deepen their own practices and use this book as the basis for study groups."
—Euthecia Hancewicz, Mathematics Teacher Support Specialist
Mathematics Educator Support Services, Westhampton, MA
"Woleck provides an instructive and insightful analysis of what makes coaching a powerful and capacity-building resource for schools. This highly engaging and informative account details how effective coaching skills develop and become refined through research-based study, daily practice, and ongoing reflection."
—Mary Monroe Kolek, Deputy Superintendent
New Canaan Public Schools, CT
Follow a mathematics coach through real cases from actual school situations!
Kristine Reed Woleck reflects on specific cases or "moments" from her years as a mathematics coach, unpacking and examining for readers the critical elements of mathematics teaching, learning, and coaching. This accessible, practical resource discusses what effective coaching looks like and how beginning and veteran mathematics coaches in Grades K–5 can bring about meaningful improvements in mathematics instruction. The real-life cases illustrate how to
- Incorporate key elements of coaching into practice
- Build trusting relationships with teachers
- Make effective decisions throughout the coaching cycle
- Reference data and the curriculum as coaching tools
- Use reflection to link coaching concepts to actual practice
Table Of Contents:
- Preface
- Acknowledgments
- About the Author
- Part I. The Coach's Work
- 1. What Is Coaching?
- Case: Coaching in Action, Ann, Grade 5
- Taking a Closer Look
- Research-Based Models of Coaching
- Keys to Developing a Coaching Model
- Questions for Reflecting and Linking to Practice
- 2. Starting the School Year
- Making Introductions
- Establishing Trust
- Deciding Who to Coach
- Deciding Who Not to Coach . . . Then What?
- Getting Organized
- Communicating With Administrators
- Keys to Getting Started
- Questions for Reflecting and Linking to Practice
- 3. The Coaching Cycle
- Case: Decision Making in the Coaching Cycle, Fiona, Kindergarten
- Taking a Closer Look
- Defining the Focus
- Coach's Role, Teacher's Role
- Fiona's Case, Continued
- Taking a Closer Look
- The Need for Variations in the Coaching Cycle
- Keys to the Coaching Cycle
- Questions for Reflecting and Linking to Practice
- Part II. Tools for Coaching
- 4. Using Curriculum
- Defining the Meaning of Curriculum
- Case: Talking About Curriculum, Sue, Grade 2
- Taking a Closer Look
- Using the Curriculum as a Coaching Tool
- Keys to Coaching With Curriculum
- Questions for Reflecting and Linking to Practice
- 5. The Role of Questioning
- Case: Different Questions for Different Purposes, Nancy, Grade 1
- Taking a Closer Look
- Case: Planning the Questions, Rick, Grade 4
- Taking a Closer Look
- Case: When Open-Ended Questions Aren't Enough, Carolyn, Grade 1
- Taking a Closer Look
- Keys to Questioning
- Questions for Reflecting and Linking to Practice
- 6. Being Explicit
- Case: Making Explicit Moves, Keith, Grade 4
- Taking a Closer Look
- Keys to Being Explicit
- Questions for Reflecting and Linking to Practice
- 7. Using Data
- Case: Creating Urgency Through Data, Peggy, Grade 5
- Taking a Closer Look
- Tools to Facilitate the Use of Data
- Developing Student-Focused Action Plans
- Keys to Using Data
- Final Thoughts About Data
- Questions for Reflecting and Linking to Practice
- Part III. Coaching Dilemmas
- 8. Confronting Classroom Errors
- Case: Keeping the Mathematics in Mind, Holly, Grade 3
- Taking a Closer Look
- Case: Deciding When to Address an Error, Maggie, Grade 5
- Taking a Closer Look
- Being Proactive: Discussing How to Address an Error
- Being Proactive: Building Mathematical Knowledge to Avoid Errors
- Keys to Confronting Errors
- Questions for Reflecting and Linking to Practice
- 9. Transforming the Demonstration Lesson
- Case: To Demo or Not to Demo? Janet, Kindergarten
- Taking a Closer Look
- Keys to Transforming the Demo Lesson
- Questions for Reflecting and Linking to Practice
- 10. The Coach as a Learner
- Case: Doing the Math, Lisa, Grade 5
- Taking a Closer Look
- Permission to Be a Learner
- Keeping the Teacher in Mind
- Keys to Being Coach AND Learner
- Questions for Reflecting and Linking to Practice
- Part IV. Growing the Coach
- 11. Professional Development for the Coach
- Identifying What Coaches Need to Know
- Moving From Research to Practice
- Coaching Simulations
- Journaling as a Tool for Learning
- Belonging to a Coaching Community
- Keys to Professional Development for the Coach
- Questions for Reflecting and Linking to Practice
- Conclusion
- Resource A. Resources to Develop Mathematical and Pedagogical Content knowledge
- Resource B. Sources of Math Coach Professional Development
- References
- Index