Transformations in Math Coach Discourse Across Two Professional Development Contexts

• In Event: Research In Progress Roundtable Session 5
  In Invited Roundtable: Professional Development and Instructional Practice in Mathematics Education (Table 5)

Abstract

This study explores the transformation of math coach discourse through two professional development contexts: video coaching clubs and one-on-one coaching cycles. Focused on Griffin, a rural math coach participating in a multiyear NSF-funded project, the research examines how video-based coaching and the Content-Focused Coaching (CFC) framework support evidence-based reasoning and reflective practices. Using qualitative analysis of transcripts, video recordings, and coaching club discussions, the study highlights Griffin’s progression from direct solution-giving to facilitating collaborative, evidence-driven reflections on teaching and student outcomes. Findings underscore the role of video evidence and structured debriefing in fostering purposeful math discourse. This research offers a scalable model for professional development in resource-constrained contexts, contributing to the evolution of coaching practices and facilitation.

Author

• Alyse Cunzio, University of Rochester