How Coaches Can Maximize Student Learning

Abstract

Heeding the roles and relationships of coaches enhances the likelihood that they will be able to influence school culture, professional learning, and, ultimately, student achievement.

Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

“…A review of the literature revealed the qualities attributed to good coaches or supervisors fall into three categories: knowledge, disposition, and commitment (Borman & Feger, 2006;Obara, 2010;Saphier & West, 2010). The literature has also declared best practices for providing support to coaches (Charalambous, Philippou, & Kyriakides, 2008;Veenman & Denessen, 2001) and content specific coaching in the area of mathematics (Staub, et aI., 2003).…”

“…Coaches work with adult learners in a situational context that differs from a classroom of students. Saphier and West (2010) define coaching as "a systematic approach to improving student learning" (p. 47). Sailors and Shanklin (2010) provide an expanded definition by stating, coaching is, "sustained classroom-based support from a qualified and knowledgeable individual who models research-based strategies and explores with teachers how to incorporate these practices using the teacher's own students" (p.1).…”

“…Content knowledge is crucial in order to help others process students' thinking and misconceptions (Bowman & Feger, 2006;Obara, 2010;Saphier & West, 2010).…”

“…Pedagogical content knowledge is important in supporting teachers; coaches must be able to support teachers with knowledge of research and best practices; content knowledge about mathematics is critical for a mathematics coach (Obara & Sloan, 2009;Obara, 2010;Saphier & West, 2010). (Koki, 1998, p. 3).…”

“…Veenman and Denessen (2001) found that a coach who had received professional development rated higher than an untrained coach. Coaches need professional development before the mentoring process begins, in addition to support and follow-up throughout the coaching year, (Ganser, 1997;Obara, 2010;Saphier & West, 2010;Young et aI., 2005). This professional development should consist of skills and methods in the areas of coaching (Gordon & Brobeck, 2010), content knowledge, and curriculum (Obara, 2010).…”