Instructional Coaching and Teacher Perceptions of Curriculum-Embedded Mathematics Professional Learning Programs

• In Event: Mathematics Matters: Teacher Knowledge and Praxis

Abstract

Instructional coaching has increasingly become a key component of mathematics professional learning (PL) programs. However, the ways that coaching supports programmatic goals, and how the interaction between teachers and their coach impacts such outcomes, is less understood. This study investigates the teacher-coach relationship in the context of eight middle school mathematics PL programs. Using data from (PROJECT NAME), we examine the differences in how teachers and coaches perceive the quality of their PL and curriculum materials. We then investigate potential drivers of the teacher-coach relationship that may foster stronger teacher perceptions of PL and curriculum attributes. Our findings indicate the value, complexity, and limitations of coaching as a component of mathematics PL programs.

Authors

• Ethan P. Smith, Washington State University - Tri-Cities
  Presenting Author

• Laura M. Desimone, University of Delaware
  Non-Presenting Author