Coaching From a Distance: Exploring Coaching Practices of Online Mathematics Coaches

• In Event: Capitalizing on Online Education

Abstract

Coaching has become a common practice supporting teachers developing more ambitious instructional practices. Research on coaching has predominately focused on the roles and responsibilities of coaches rather than what coaches need to know and do. This study analyzed interviews with mathematics coaches as they reflected on the purposes, goals, and strategies they perceived as critical for supporting teachers throughout an online video coaching cycle. We sought to examine coaches’ descriptions of their work for the purpose of identifying specific practices coaches utilize in each component of a coaching cycle and how they support teacher development. This study found three categories of practices that were effective in supporting teachers: focusing on mathematical content, promoting teacher reflection, and building trusting relationships.

Authors

• Cynthia Carson, University of Rochester

• Jeffrey M. Choppin, University of Rochester