Everything You Need for Mathematics Coaching
Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K-12
Maggie B. McGatha
- University of Louisville, USA
Jennifer M. Bay-Williams
- University of Louisville, KY
Beth McCord Kobett
- Stevenson University
Jonathan A. Wray
- Howard County Public Schools
Purchase
eBook
ISBN:
9781544316994
Available from
January 0001
Paperback
ISBN:
9781544316987
Available from
January 0001
Description
Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support?
Plan, focus, and lead: Your toolkit for inspiring math teachers
Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms.
This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for:
- Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts.
- Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more.
- Navigating a coaching conversation.
- Planning and facilitating professional learning communities.
- Finding a focus professional development or a learning cycle.
- Making connections between professional learning activities, teaching, and student learning.
- Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers.
With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.
Contents
Preface
Preface
Acknowledgements
Acknowledgements
About the Authors
About the Authors
Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning
- Chapter 1. Coaching for Mathematical Proficiency
- Leading for Mathematical Proficiency (LMP) Framework
- Coaching Cycle
- Getting Started
- Chapter 2. Implementing Effective Teaching
- Coach's Digest
- Overview of Implementing Effective Teaching
- Coaching Considerations for Professional Learning
- Coaching Lessons from The Field
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Tookit
- 2.1 Shifts in Classroom Practice Self-Assessment
- 2.2 Essential Planning Questions for Effective Teaching
- 2.3 Practices, Shifts, and Zones (Oh My)
- 2.4 Mathematical Practices by Design
- 2.5 Lesson Plan Template
- 2.6 Mathematical Practice Look Fors
- 2.7 Shifts in Classroom Practice
- 2.8 Effective Teaching Look Fors
- 2.9 Noticing Mathematical Practices
- 2.10 Mapping Teaching Moves to Shifts in Classroom Practice
- 2.11 Effective Teaching of Mathematics
Part II Exploring Zones on the Journey: Professional Learning Focus Areas
- Chapter 3. Content Kowledge and Worthwhile Tasks
- Coach's Digest
- Overview of Content Knowledge and Worthwhile Tasks
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading For Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 3.1 Connecting Shifts to Content and Worthwhile Tasks Self-Assessment
- 3.2 Connecting Shifts to Content and Tasks
- 3.3 Focus on Fluency
- 3.4 P.I.C.S. Page
- 3.5 Analyzing Level of Cognitive Demand
- 3.6 Worthwhile Task Analysis
- 3.7 Developing Mathematical Proficiency
- 3.8 Implementing Cognitively Demanding Tasks
- 3.9 Impact on Students’ Emerging Fluency
- 3.10 Reflecting on Task Implementation
- Chapter 4. Engaging Students
- Coach's Digest
- Overview of Engaging Students
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 4.1 Connecting Shifts to Engaging Students Self-Assessment
- 4.2 Total Participation Technique (TPT) Planning
- 4.3 Planning or Cooperative Groups
- 4.4 Engagement Techniques
- 4.5 Cooperative Groups Data Gathering
- 4.6 Engagement Techniques Discussion Prompts
- 4.7 Reflecting on Cooperative Groups
- 4.8 Analyzing Learning in Cooperative Groups
- Chapter 5. Questioning and Discourse
- Coach's Digest
- Overview of Questioning and Discourse
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 5.1 Connecting Shifts to Questioning and Discourse Self-Assessment
- 5.2 High-Level Thinking Questions
- 5.3 Questioning Across Lesson Phases
- 5.4 Questioning Across Lesson Phases (focus on Productive Struggle)
- 5.5 Bloom’s Taxonomy (Revised) and Mathematical Knowledge
- 5.6 Questioning Patterns
- 5.7 Wait Time
- 5.8 Productive Discussion and Talk Moves
- 5.9 Question and Discourse Discussion Prompts
- 5.10 Reflecting on Bloom’s Taxonomy (Revised) and Mathematical Knowledge
- Chapter 6. Formative Assessment
- Coach's Digest
- Overview of Formative Assessment
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 6.1 Connecting Shifts to Formative Assessment Self-Assessment
- 6.2 Planning for Five “Key Strategies” for Formative Assessment
- 6.3 Developing Questions to Target Misconceptions
- 6.4 Using Rubrics for Formative Assessment
- 6.5 Observing and Providing Feedback
- 6.6 Observing Students’ Thinking
- 6.7 Observing Students’ Representations
- 6.8 Brief Formative Assessment Interview
- 6.9 Five “Key Strategies” for Formative Assessment Data Collection
- 6.10 Using Rubrics for Formative Assessment
- 6.11 Analyzing Formative Assessment Key Strategies
- Chapter 7. Analyzing Student Work
- Coach's Digest
- Overview of Analyzing Student Work
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 7.1 Connecting Shifts to Analyzing Student Work Self-Assessment
- 7.2 One Day/Many Artifacts Planning
- 7.3 Planning Task Implementation
- 7.4 Understanding Student Thinking
- 7.5 Analyzing One Student’s Work
- 7.6 Analysis of Students’ Misconceptions
- 7.7 Collaborative Analysis Protocol
- Chapter 8. Differentiating Instruction for All Learners
- Coach's Digest
- Overview of Differentiating Instruction
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 8.1. Connecting Shifts to Differentiated Instruction Self-Assessment
- 8.2 Student Diversity
- 8.3 Meeting Individual Needs
- 8.4 Different Ways to Differentiate a Lesson
- 8.5 Opening Closed Tasks
- 8.6 Focus on Five
- 8.7 Differentiating Instruction
- 8.8 Learning from Focus on Five
- 8.9 Impact of Open /Tiered/Parallel Tasks
- Chapter 9. Supporting Emergent Multilingual Students
- Coach's Digest
- Overview of Supporting Emergent Multilingual Students
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 9.1 Connecting Shifts to Supporting Emerging Multilingual Students Self-Assessment
- 9.2 Culturally Responsive Mathematics Instruction (CRMI)
- 9.3 Planning Strategies to Support Emergent Multilingual Students
- 9.4 Diagnostic Interview
- 9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI)
- 9.6 Teaching to Support Emergent Multilingual Students
- 9.7 Reflecting on Support Emergent Multilingual Students
- 9.8 Reflecting on Using a Diagnostic Interview
- Chapter 10. Supporting Students with Special Needs
- Coach's Digest
- Overview of Supporting Students with Special Needs
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 10.1 Connecting Shifts to Supporting Students with Special Needs Self-Assessment
- 10.2 Challenges and Support Structures
- 10.3 Structuring a Lesson to Support Students with Special Needs
- 10.4 Effective Teaching for Students with Special Needs
- 10.5 Implementing Support Structures for Students with Special Needs
- 10.6 Reflecting on Effective Teaching for Students with Special Needs
- 10.7 Reflecting on Structuring a Lesson for Built-In Success
Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach
- Chapter 11. Interacting With Colleagues
- Coach's Digest
- Overview of Interacting with Colleagues
- Building Trust
- Establishing Rapport
- Listening
- Paraphrasing
- Posing Questions
- Where to Learn More
- Chapter 12. Presenting Professional Development
- Coach's Digest
- Overview of Presenting Professional Development
- Tips for Presenting Professional Development
- Coaching Lessons from the Field
- Where to Learn More
- Coach's Toolkit
- 12.1 Professional Development Overview Planning
- 12.2 Professional Development Planning Checklist
- 12.3 Professional Development Planning Template
- 12.4 Differentiating Professional Development
- 12.5 Evaluating Professional Development
- 12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page)
- 12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners)
- 12.8 Sample Professional Development Activity: Mathematical Practices Mini-Vignettes
- 12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards
- 12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices
- 12.11 Sample Professional Development Activity: Effective Teaching Practices
- Chapter 13. Facilitating Professional Learning Communities
- Coach's Digest
- Overview of Facilitating Professional Learning Communities
- Tips for Facilitating Professional Learning Communities
- Coaching Lessons from the Field
- Where to Learn More
- Coach's Toolkit
- 13.1 Meeting Standards Self-Assessment and Reflection
- 13.2 Facilitator Proficiency Scale
- 13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol
- 13.4 Sample Facilitation Activity: Paraphrasing
- 13.5 Sample Facilitation Activity: Inclusion Strategies
- 13.6 Sample Facilitation Activity: Task Talk Protocol
- Appendix: Bookmarks
- Glossary
- References
Description
Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support?
Plan, focus, and lead: Your toolkit for inspiring math teachers
Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms.
This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for:
- Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts.
- Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more.
- Navigating a coaching conversation.
- Planning and facilitating professional learning communities.
- Finding a focus professional development or a learning cycle.
- Making connections between professional learning activities, teaching, and student learning.
- Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers.
With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.
Contents
Preface
Preface
Acknowledgements
Acknowledgements
About the Authors
About the Authors
Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning
- Chapter 1. Coaching for Mathematical Proficiency
- Leading for Mathematical Proficiency (LMP) Framework
- Coaching Cycle
- Getting Started
- Chapter 2. Implementing Effective Teaching
- Coach's Digest
- Overview of Implementing Effective Teaching
- Coaching Considerations for Professional Learning
- Coaching Lessons from The Field
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Tookit
- 2.1 Shifts in Classroom Practice Self-Assessment
- 2.2 Essential Planning Questions for Effective Teaching
- 2.3 Practices, Shifts, and Zones (Oh My)
- 2.4 Mathematical Practices by Design
- 2.5 Lesson Plan Template
- 2.6 Mathematical Practice Look Fors
- 2.7 Shifts in Classroom Practice
- 2.8 Effective Teaching Look Fors
- 2.9 Noticing Mathematical Practices
- 2.10 Mapping Teaching Moves to Shifts in Classroom Practice
- 2.11 Effective Teaching of Mathematics
Part II Exploring Zones on the Journey: Professional Learning Focus Areas
- Chapter 3. Content Kowledge and Worthwhile Tasks
- Coach's Digest
- Overview of Content Knowledge and Worthwhile Tasks
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading For Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 3.1 Connecting Shifts to Content and Worthwhile Tasks Self-Assessment
- 3.2 Connecting Shifts to Content and Tasks
- 3.3 Focus on Fluency
- 3.4 P.I.C.S. Page
- 3.5 Analyzing Level of Cognitive Demand
- 3.6 Worthwhile Task Analysis
- 3.7 Developing Mathematical Proficiency
- 3.8 Implementing Cognitively Demanding Tasks
- 3.9 Impact on Students’ Emerging Fluency
- 3.10 Reflecting on Task Implementation
- Chapter 4. Engaging Students
- Coach's Digest
- Overview of Engaging Students
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 4.1 Connecting Shifts to Engaging Students Self-Assessment
- 4.2 Total Participation Technique (TPT) Planning
- 4.3 Planning or Cooperative Groups
- 4.4 Engagement Techniques
- 4.5 Cooperative Groups Data Gathering
- 4.6 Engagement Techniques Discussion Prompts
- 4.7 Reflecting on Cooperative Groups
- 4.8 Analyzing Learning in Cooperative Groups
- Chapter 5. Questioning and Discourse
- Coach's Digest
- Overview of Questioning and Discourse
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 5.1 Connecting Shifts to Questioning and Discourse Self-Assessment
- 5.2 High-Level Thinking Questions
- 5.3 Questioning Across Lesson Phases
- 5.4 Questioning Across Lesson Phases (focus on Productive Struggle)
- 5.5 Bloom’s Taxonomy (Revised) and Mathematical Knowledge
- 5.6 Questioning Patterns
- 5.7 Wait Time
- 5.8 Productive Discussion and Talk Moves
- 5.9 Question and Discourse Discussion Prompts
- 5.10 Reflecting on Bloom’s Taxonomy (Revised) and Mathematical Knowledge
- Chapter 6. Formative Assessment
- Coach's Digest
- Overview of Formative Assessment
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 6.1 Connecting Shifts to Formative Assessment Self-Assessment
- 6.2 Planning for Five “Key Strategies” for Formative Assessment
- 6.3 Developing Questions to Target Misconceptions
- 6.4 Using Rubrics for Formative Assessment
- 6.5 Observing and Providing Feedback
- 6.6 Observing Students’ Thinking
- 6.7 Observing Students’ Representations
- 6.8 Brief Formative Assessment Interview
- 6.9 Five “Key Strategies” for Formative Assessment Data Collection
- 6.10 Using Rubrics for Formative Assessment
- 6.11 Analyzing Formative Assessment Key Strategies
- Chapter 7. Analyzing Student Work
- Coach's Digest
- Overview of Analyzing Student Work
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 7.1 Connecting Shifts to Analyzing Student Work Self-Assessment
- 7.2 One Day/Many Artifacts Planning
- 7.3 Planning Task Implementation
- 7.4 Understanding Student Thinking
- 7.5 Analyzing One Student’s Work
- 7.6 Analysis of Students’ Misconceptions
- 7.7 Collaborative Analysis Protocol
- Chapter 8. Differentiating Instruction for All Learners
- Coach's Digest
- Overview of Differentiating Instruction
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 8.1. Connecting Shifts to Differentiated Instruction Self-Assessment
- 8.2 Student Diversity
- 8.3 Meeting Individual Needs
- 8.4 Different Ways to Differentiate a Lesson
- 8.5 Opening Closed Tasks
- 8.6 Focus on Five
- 8.7 Differentiating Instruction
- 8.8 Learning from Focus on Five
- 8.9 Impact of Open /Tiered/Parallel Tasks
- Chapter 9. Supporting Emergent Multilingual Students
- Coach's Digest
- Overview of Supporting Emergent Multilingual Students
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 9.1 Connecting Shifts to Supporting Emerging Multilingual Students Self-Assessment
- 9.2 Culturally Responsive Mathematics Instruction (CRMI)
- 9.3 Planning Strategies to Support Emergent Multilingual Students
- 9.4 Diagnostic Interview
- 9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI)
- 9.6 Teaching to Support Emergent Multilingual Students
- 9.7 Reflecting on Support Emergent Multilingual Students
- 9.8 Reflecting on Using a Diagnostic Interview
- Chapter 10. Supporting Students with Special Needs
- Coach's Digest
- Overview of Supporting Students with Special Needs
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 10.1 Connecting Shifts to Supporting Students with Special Needs Self-Assessment
- 10.2 Challenges and Support Structures
- 10.3 Structuring a Lesson to Support Students with Special Needs
- 10.4 Effective Teaching for Students with Special Needs
- 10.5 Implementing Support Structures for Students with Special Needs
- 10.6 Reflecting on Effective Teaching for Students with Special Needs
- 10.7 Reflecting on Structuring a Lesson for Built-In Success
Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach
- Chapter 11. Interacting With Colleagues
- Coach's Digest
- Overview of Interacting with Colleagues
- Building Trust
- Establishing Rapport
- Listening
- Paraphrasing
- Posing Questions
- Where to Learn More
- Chapter 12. Presenting Professional Development
- Coach's Digest
- Overview of Presenting Professional Development
- Tips for Presenting Professional Development
- Coaching Lessons from the Field
- Where to Learn More
- Coach's Toolkit
- 12.1 Professional Development Overview Planning
- 12.2 Professional Development Planning Checklist
- 12.3 Professional Development Planning Template
- 12.4 Differentiating Professional Development
- 12.5 Evaluating Professional Development
- 12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page)
- 12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners)
- 12.8 Sample Professional Development Activity: Mathematical Practices Mini-Vignettes
- 12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards
- 12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices
- 12.11 Sample Professional Development Activity: Effective Teaching Practices
- Chapter 13. Facilitating Professional Learning Communities
- Coach's Digest
- Overview of Facilitating Professional Learning Communities
- Tips for Facilitating Professional Learning Communities
- Coaching Lessons from the Field
- Where to Learn More
- Coach's Toolkit
- 13.1 Meeting Standards Self-Assessment and Reflection
- 13.2 Facilitator Proficiency Scale
- 13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol
- 13.4 Sample Facilitation Activity: Paraphrasing
- 13.5 Sample Facilitation Activity: Inclusion Strategies
- 13.6 Sample Facilitation Activity: Task Talk Protocol
- Appendix: Bookmarks
- Glossary
- References
Reviews
Everything You Need for Mathematics Coaching
Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K-12
April 2018 | 360 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781544316987 | $41.95 |
| Lifetime | 01/01/2025 | 9781544316994 | $38.00 |
Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support?
Plan, focus, and lead: Your toolkit for inspiring math teachers
Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms.
This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for:
- Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts.
- Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more.
- Navigating a coaching conversation.
- Planning and facilitating professional learning communities.
- Finding a focus professional development or a learning cycle.
- Making connections between professional learning activities, teaching, and student learning.
- Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers.
With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.
Table Of Contents:
- Preface
- Acknowledgements
- About the Authors
- Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning
- Chapter 1. Coaching for Mathematical Proficiency
- Leading for Mathematical Proficiency (LMP) Framework
- Coaching Cycle
- Getting Started
- Chapter 2. Implementing Effective Teaching
- Coach's Digest
- Overview of Implementing Effective Teaching
- Coaching Considerations for Professional Learning
- Coaching Lessons from The Field
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Tookit
- 2.1 Shifts in Classroom Practice Self-Assessment
- 2.2 Essential Planning Questions for Effective Teaching
- 2.3 Practices, Shifts, and Zones (Oh My)
- 2.4 Mathematical Practices by Design
- 2.5 Lesson Plan Template
- 2.6 Mathematical Practice Look Fors
- 2.7 Shifts in Classroom Practice
- 2.8 Effective Teaching Look Fors
- 2.9 Noticing Mathematical Practices
- 2.10 Mapping Teaching Moves to Shifts in Classroom Practice
- 2.11 Effective Teaching of Mathematics
- Part II Exploring Zones on the Journey: Professional Learning Focus Areas
- Chapter 3. Content Kowledge and Worthwhile Tasks
- Coach's Digest
- Overview of Content Knowledge and Worthwhile Tasks
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading For Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 3.1 Connecting Shifts to Content and Worthwhile Tasks Self-Assessment
- 3.2 Connecting Shifts to Content and Tasks
- 3.3 Focus on Fluency
- 3.4 P.I.C.S. Page
- 3.5 Analyzing Level of Cognitive Demand
- 3.6 Worthwhile Task Analysis
- 3.7 Developing Mathematical Proficiency
- 3.8 Implementing Cognitively Demanding Tasks
- 3.9 Impact on Students’ Emerging Fluency
- 3.10 Reflecting on Task Implementation
- Chapter 4. Engaging Students
- Coach's Digest
- Overview of Engaging Students
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 4.1 Connecting Shifts to Engaging Students Self-Assessment
- 4.2 Total Participation Technique (TPT) Planning
- 4.3 Planning or Cooperative Groups
- 4.4 Engagement Techniques
- 4.5 Cooperative Groups Data Gathering
- 4.6 Engagement Techniques Discussion Prompts
- 4.7 Reflecting on Cooperative Groups
- 4.8 Analyzing Learning in Cooperative Groups
- Chapter 5. Questioning and Discourse
- Coach's Digest
- Overview of Questioning and Discourse
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 5.1 Connecting Shifts to Questioning and Discourse Self-Assessment
- 5.2 High-Level Thinking Questions
- 5.3 Questioning Across Lesson Phases
- 5.4 Questioning Across Lesson Phases (focus on Productive Struggle)
- 5.5 Bloom’s Taxonomy (Revised) and Mathematical Knowledge
- 5.6 Questioning Patterns
- 5.7 Wait Time
- 5.8 Productive Discussion and Talk Moves
- 5.9 Question and Discourse Discussion Prompts
- 5.10 Reflecting on Bloom’s Taxonomy (Revised) and Mathematical Knowledge
- Chapter 6. Formative Assessment
- Coach's Digest
- Overview of Formative Assessment
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 6.1 Connecting Shifts to Formative Assessment Self-Assessment
- 6.2 Planning for Five “Key Strategies” for Formative Assessment
- 6.3 Developing Questions to Target Misconceptions
- 6.4 Using Rubrics for Formative Assessment
- 6.5 Observing and Providing Feedback
- 6.6 Observing Students’ Thinking
- 6.7 Observing Students’ Representations
- 6.8 Brief Formative Assessment Interview
- 6.9 Five “Key Strategies” for Formative Assessment Data Collection
- 6.10 Using Rubrics for Formative Assessment
- 6.11 Analyzing Formative Assessment Key Strategies
- Chapter 7. Analyzing Student Work
- Coach's Digest
- Overview of Analyzing Student Work
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 7.1 Connecting Shifts to Analyzing Student Work Self-Assessment
- 7.2 One Day/Many Artifacts Planning
- 7.3 Planning Task Implementation
- 7.4 Understanding Student Thinking
- 7.5 Analyzing One Student’s Work
- 7.6 Analysis of Students’ Misconceptions
- 7.7 Collaborative Analysis Protocol
- Chapter 8. Differentiating Instruction for All Learners
- Coach's Digest
- Overview of Differentiating Instruction
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 8.1. Connecting Shifts to Differentiated Instruction Self-Assessment
- 8.2 Student Diversity
- 8.3 Meeting Individual Needs
- 8.4 Different Ways to Differentiate a Lesson
- 8.5 Opening Closed Tasks
- 8.6 Focus on Five
- 8.7 Differentiating Instruction
- 8.8 Learning from Focus on Five
- 8.9 Impact of Open /Tiered/Parallel Tasks
- Chapter 9. Supporting Emergent Multilingual Students
- Coach's Digest
- Overview of Supporting Emergent Multilingual Students
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 9.1 Connecting Shifts to Supporting Emerging Multilingual Students Self-Assessment
- 9.2 Culturally Responsive Mathematics Instruction (CRMI)
- 9.3 Planning Strategies to Support Emergent Multilingual Students
- 9.4 Diagnostic Interview
- 9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI)
- 9.6 Teaching to Support Emergent Multilingual Students
- 9.7 Reflecting on Support Emergent Multilingual Students
- 9.8 Reflecting on Using a Diagnostic Interview
- Chapter 10. Supporting Students with Special Needs
- Coach's Digest
- Overview of Supporting Students with Special Needs
- Coaching Considerations for Professional Learning
- Coaching Lessons from the Field
- Connecting to the Leading for Mathematical Proficiency (LMP) Framework
- Coaching Questions for Discussion
- Where to Learn More
- Coach's Toolkit
- 10.1 Connecting Shifts to Supporting Students with Special Needs Self-Assessment
- 10.2 Challenges and Support Structures
- 10.3 Structuring a Lesson to Support Students with Special Needs
- 10.4 Effective Teaching for Students with Special Needs
- 10.5 Implementing Support Structures for Students with Special Needs
- 10.6 Reflecting on Effective Teaching for Students with Special Needs
- 10.7 Reflecting on Structuring a Lesson for Built-In Success
- Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach
- Chapter 11. Interacting With Colleagues
- Coach's Digest
- Overview of Interacting with Colleagues
- Building Trust
- Establishing Rapport
- Listening
- Paraphrasing
- Posing Questions
- Where to Learn More
- Chapter 12. Presenting Professional Development
- Coach's Digest
- Overview of Presenting Professional Development
- Tips for Presenting Professional Development
- Coaching Lessons from the Field
- Where to Learn More
- Coach's Toolkit
- 12.1 Professional Development Overview Planning
- 12.2 Professional Development Planning Checklist
- 12.3 Professional Development Planning Template
- 12.4 Differentiating Professional Development
- 12.5 Evaluating Professional Development
- 12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page)
- 12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners)
- 12.8 Sample Professional Development Activity: Mathematical Practices Mini-Vignettes
- 12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards
- 12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices
- 12.11 Sample Professional Development Activity: Effective Teaching Practices
- Chapter 13. Facilitating Professional Learning Communities
- Coach's Digest
- Overview of Facilitating Professional Learning Communities
- Tips for Facilitating Professional Learning Communities
- Coaching Lessons from the Field
- Where to Learn More
- Coach's Toolkit
- 13.1 Meeting Standards Self-Assessment and Reflection
- 13.2 Facilitator Proficiency Scale
- 13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol
- 13.4 Sample Facilitation Activity: Paraphrasing
- 13.5 Sample Facilitation Activity: Inclusion Strategies
- 13.6 Sample Facilitation Activity: Task Talk Protocol
- Appendix: Bookmarks
- Glossary
- References
Recent Product Reviews:
“Whether you are a new or an experienced math coach, this book really is everything you need for coaching math instruction. There are many moving parts that coaches must work with on a yearly basis and at times, it can be really hard to make sense of it all. Alongside their toolkit, the authors lay out a purposeful plan that would help make the most difficult of instructional goals attainable.”
Graham Fletcher, Math Specialist, Atlanta, GA
"Everything You Need for Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K–12 is couched within a solid framework for supporting coaches to engage teachers in shifting their teaching practices. This framework, Leading for Mathematical Proficiency, supports specific tangible resources coaches can use to support teachers across different contexts in which shifting in practices is understood to be a continuum. Coaches will find resources embedded in each chapter supportive of reflecting upon practices and shifts in practices.”
Robert Q. Berry, III, President NCTM, University of Virgina
“Whether you are an experienced mathematics coach or new to the role, this book will become your most valuable resource. By offering a doable coaching cycle as well as the specific tools you need for your daily work, the authors equip you to effectively collaborate and support teachers in shifting their instructional practices in research-informed ways to advance student learning of mathematics.”
Matt Larson, Past President NCTM
“Coaches will find this resource invaluable in two ways. First, as a source for their own professional growth; and second, as their ‘go-to book’ for information and tools that they will come back to again and again as they help teachers achieve their professional goals.”
Donna Karsten, Co-chair of the Coaching Committee for NCSM: Leardship in Mathematics, Education and former Novia Scotia Provincial Mathematics Coordinator
“This is a great resource and reference for all coaches and instructional leaders who are often challenged with little time to prepare for the critical work of supporting teachers with developing mathematically proficient students. This book provides a collection of resources to assist coaches in their everyday work. Each chapter includes a topical digest connected to a high-leverage teaching practice, ideas for aiding the development of the practice, and lessons from the field—all contributing to deepening a coach’s planning and preparation.”
Nicole Miller Rigelman, EdD, Professor of Mathematics Education, Elementary Mathematics, Instructional Leader Program Coordinator, Co-teaching/Collaboration Initiatives and Supervisor