Purposeful Coaching of Middle School Teachers and the Positive Effect on Teacher and Student Learning

• In Event: The Promise and Pitfalls of Mathematics Coaching: New Evidence Regarding Coaching Practices and Their Impact

Abstract

Purpose
This presentation provides results of a two-year mixed design study of middle school mathematics teacher leaders (i.e., mathematics specialists). The purpose of this study was to determine (a) if specialists had an impact on teachers’ beliefs about teaching and learning mathematics, (b) if the amount of time they spent with teachers had an impact on student learning and if so, (c) to what extent the qualitatively different ways that they work with teachers contributed in part to this learning, and (d) what was the nature of the coaching relationships?

Perspective
We take the view that mathematics specialists and teachers jointly establish and sustain learning communities in their school buildings (Fullan, 2006; NCSM, 2008). Additionally, specialists’ roles as coaches is crucial in supporting teachers’ continued learning about their practice (West & Staub, 2003). Here, Wenger’s (1998) constructs were useful in helping us describe how individuals participate in and refine community practices to account for individual and collective learning. Taking this view, learning occurs when there are collective shifts in how a community’s shared enterprises are accomplished (Wenger, 1998) when they work towards common goals with shared resources that enable and sustain their practice.

Methodology
We use a mixed linear statistical model to determine if teacher beliefs and student achievement were influenced positively as a consequence of working with mathematics specialists. We analyzed multilevel hierarchical data collected from students and teachers in 11 paired treatment and control schools (students’ standardized achievement test scores (n = 10,675) and teachers’ responses to belief surveys (n = 945) regarding mathematics curriculum, instructional methods, and students’ understanding of mathematics content). Additionally, we developed case study methodologies of three mathematics specialists to explore the possibility of corroborating statistical findings.

Results
The extent to which teachers were highly engaged --who participated in regular, effective coaching sessions and team meetings—with specialists had a significant impact on teacher beliefs as well as on student achievement. Specifically, students in grades 6 and 7 of highly engaged teachers performed significantly better on achievement tests, particularly for Grade 7 students.
Examples from the case studies further elaborate how the specialists’ daily work with teachers contributed to student and teacher learning. The qualitatively different ways they capitalized on their work with teachers made it possible for teachers to make changes in their beliefs about how students best learn mathematics. When specialists and teachers co-constructed experiences that encouraged teachers to explore different instructional practices, use innovative materials and investigate important mathematical ideas underpinning those materials, this contributed in part to teacher and student ongoing learning. These findings also point to the specialists’ important role in providing quality experiences for teachers that are not solely motived by standardized assessment practices and outcomes. As we continue to conduct analyses, we also hope to report findings that further clarify how specialists’ work around teachers’ understanding of mathematics contributed to their beliefs about student learning and, in turn, contributed to student performance on standardized assessments.

Authors

• Aimee Ellington, Virginia Commonwealth University

• Joy Wright Whitenack, Virginia Commonwealth University