Let's Talk About Math: Coaching Elementary Supervisors to Shift Toward Subject-Specific Observation and Feedback Practices

• In Event: Sheraton Roundtable Session Sixteen
  In Roundtable Session: Measuring Mathematics and Science Instruction Using Classroom Observations (Table 7)

Abstract

This study examined how a professional development series contributed to three elementary supervisors’ knowledge of high-quality teaching and supervision practices for mathematics and their perceived abilities to coach mathematics instruction. Drawing on interviews and artifacts such as exit tickets and lesson plans, individual supervisor cases were established prior to a cross-case analysis that explored participants’ development as educative supervisors of mathematics. Findings showed that supervisors gained insights into high-leverage practices for teaching and coaching the teaching of mathematics. Findings also revealed positive changes in participants’ perceived abilities. Variations in outcomes may be related to background knowledge, prior experiences with mathematics and teaching, and higher education positions. The findings have implications for scholarship on mathematics education, teacher education, and classroom observation.

Author

• Brittney Castanheira, Mercer University
  Presenting Author