Mathematics Coaching that Supports Incremental Improvements Toward More Equitable Mathematics Teaching

• In Event: AERA Roundtable Session Saturday 11:45 am - Gold 2
  In Roundtable Session: A Symposium of Innovative Attempts Toward Incremental Change for Mathematics Teachers

Abstract

Purpose
We report on a coaching model designed to support incremental changes in instruction focused on supporting teachers to shift instruction toward more equitable teaching practices. We articulate how the model was designed using principles of incremental improvement and how its enactment developed our understanding of such approaches. We share how the model supported smaller shifts in instruction and share methodological considerations for measuring incremental improvements to mathematics teaching practice.

Perspectives
Mathematics classrooms must become less marginalizing spaces that better support students’ mathematical and cultural identities (Abdulrahim & Orosco, 2020). Ambitious mathematics teaching can be enacted in ways that reinforce inequality (Nasir et al., 2008), necessitating the integration of equitable teaching practices (Gutiérrez, 2012; Ladson-Billings, 1995). Practices that support equitable outcomes for historically marginalized students include proactively building productive classroom culture, responding to apparent off-task behavior by determining students’ needs and re-engaging students in mathematics, positioning students as competent, setting clear, explicit expectations for students’ social and mathematical behavior and attributing mathematical responsibility to students (Authors, YEAR3). Such practices not only support student learning and success, but lend themselves to the smaller adjustments to practice advocated for in incremental approaches.

Incremental approaches consider how to support teachers to make smaller shifts to instruction that in theory build and bridge to more ambitious changes. Such approaches: 1) focus on finer-grained practices that support student learning that could benefit from deeper enactment (Discussant, YEAR); 2) advocate for small adjustments to practice (Authors, YEAR2); and 3) are grounded in teachers existing practice or context (Author, YEAR4). Mathematics coaching can support teachers to make such incremental improvements to practice—coaches feature widely in schools and have key, situated knowledge of school contexts (Marshall & Buenrostro, 2021).

Modes of Inquiry and Evidence
We share a coaching model (Authors, YEAR5) that is centered around a set of empirically-validated classroom observation rubrics focused on the equitable teaching practices described above. The model focuses on video analysis of instruction using conversational routines that ground coaching in teachers’ existing practice and support teachers in planning small, manageable shifts to their teaching. Coaches and teachers set goals for instructional growth, engage in a five-step cyclical coaching cycle of analysis and reflection, and co-construct action plans, seeding the next cycle.

We piloted the model in three districts over two years, working with 22 coaches and 47 teachers. Drawing from interviews with participating teachers, we illustrate how the model reflects features of incremental improvement. Teachers highlighted additional elements that supported incremental improvement: the use of rubrics, the decomposition of teaching practices into component parts, and the focus on structured, routine-based coaching conversations all supported small but meaningful shifts to teaching practice.

Significance
By identifying key features of incremental improvement, we can consider how to best measure the extent to which and ways in which such approaches meet their aims. We share considerations for those engaged in research around incremental improvement approaches, including how we might define and measure their effectiveness.

Authors

• Erica Litke, University of Delaware

• Jonee Wilson, University of Virginia