Mathematics Coaches' Perspectives on Professional Development Experiences

• In Event: Elementary Teachers and Coaches' Experiences of Opportunities to Learn

Abstract

Coaches are a key source of professional learning for teachers, but they too need professional development. To develop hypotheses about the types of professional development experiences that mathematics coaches find both salient and impactful, we interviewed mathematics coaches who participated in sessions designed to improve their practice in specific ways. We hypothesize that focusing on the mathematics in a lesson, a salient component that did not translate to changes in practice, might require coaches to see mathematics as an essential part of other aspects of lesson analysis. Additionally, we pose that emphasizing how focusing on the lesson rather than the teacher during coaching sessions is a pathway to developing trusting relationships could deepen coaches’ understanding and enactment of that focus.

Authors

• Kateri Sternberg, University of Delaware

• Erica Litke, University of Delaware

• James Hiebert, University of Delaware