Supporting Mathematics Coaches in Identifying and Negotiating Productive Instructional Improvement Goals for Individual Teachers

• In Event: Professional Development to Improve Math Education

Abstract

In this year-long professional development (PD) design study, we investigated how a group of middle-grades mathematics coaches were supported in learning to identify and negotiate productive instructional improvement goals for individual teachers. Productive improvement goals are feasible next steps in a teacher’s development and will likely result in immediate improvements in students’ learning if attained. An analysis of data collected in PD sessions and coaches' one-on-one work with teachers indicated that coaches’ processes for identifying and negotiating productive improvement goals improved during the study. We report on both the developments in coaches’ processes for identifying and negotiating productive goals, and the specific aspects of the PD design and facilitation that supported those developments.

Authors

• Cara Haines, Vanderbilt University

• Nicholas Kochmanski, University of North Carolina - Greensboro

• Sevim Sevgi, Erciyes University

• Paul A. Cobb, Vanderbilt University