PME-NA

Co-coaching Cycles: Opportunities for Generative Discourse Between Mathematics Coaches

• In Event: Poster Session #1
  In Poster Session: Co-coaching Cycles: Opportunities for Generative Discourse Between Mathematics Coaches

Description

We report on an analysis investigating the coach learning opportunities that can arise in a novel form of on-the-job support for mathematics coaches: co-coaching cycles. Co-coaching cycles are instances in which two mathematics coaches complete all or portions of a coaching cycle together, with the express goal of providing support to one another. For this analysis, we focused on the presence of generative discourse practices in co-coaching cycles given such practices can indicate professional learning opportunities (Leftstein et al., 2020). The types of generative discourse practices we looked for were: revealing and probing problems of practice, providing evidence of reasoning, making connections to general principles, building on others’ ideas, and offering different perspectives. There was evidence of all five generative discourse practices in the co-coaching cycles we analyzed, though providing evidence or reasoning, building on other’s ideas, and offering different perspectives were most prevalent.

Authors

• Nicholas Kochmanski, UNC Greensboro

• Ryan Gillespie, University of Idaho

• Evthokia Stephanie Saclarides, University of Cincinnati