“I’m Not a Math-Minded Person”: Professional Learning Needs of Mathematics Coaches With Generalist Backgrounds

• In Event: AERA Roundtable Session Thursday 8:00 a.m. Four Seasons Ballroom 2-3
  In Roundtable Session: Studies of Mathematics Professional Development (Table 6)

Abstract

The success of mathematics instructional coaching relies on content-specific knowledge and skill to support teachers in enacting high quality mathematics instruction. However, many middle school mathematics coaches are former elementary teachers and/or generalists with little to no experience teaching the content and grade levels they coach. We share insights from three such coaches who participated in a two-year professional development program that trained coaches on iterative coaching cycles to develop teachers’ practice of supporting student conceptual understanding and conducting formative assessment. Based on findings from continuous improvement research, we describe the needs of these coaches, professional learning resources we developed in response to their needs, and outcomes of these resources for coaches’ partnerships with teachers.

Authors

• Lauren H. McMahon, Digital Promise Global

• Angela Marie Hardy, Digital Promise

• Tarik Buli, University of Maryland

• Nicola Hodkowski, Digital Promise Global