PME-NA

Exploring a Mathematics Coach's Learning in Coach Professional Development

• In Event: Mathematics Coaching

Description

This exploratory case study examines a focal elementary mathematics coach’s development as she participated in a coach professional development (PD) focused on one-on-one coaching cycles. Through an analysis of the coach’s discourse in the PD, we identified four developments the coach made related to one-on-one coaching cycles : (1) understanding that coaching cycles differ from the coach’s typical practices, (2) understanding that coaching cycles consist of three interrelated phases (e.g., planning, lesson enactment, debriefing), (3) understanding that teacher learning is a process of long-term development over successive coaching cycles, and (4) understanding that coaches can adapt coaching cycles to fit their contexts. We describe the four developments and the activities that supported them. The results of our study have implications for research on coaches’ learning and coach PD.

Authors

• Joshua Recore, University of North Caroliona Greensboro

• Nicholas Kochmanski, UNC Greensboro