Reflections on the promise and complexity of mathematics coaching

Campbell, Patricia F.; Griffin, Matthew J.

doi:10.1016/j.jmathb.2016.12.007

Cited by 37 publications

(40 citation statements)

References 21 publications

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“…Second, those successful projects that have already taken place around specialist teachers and instructional coaches are not ignored. Studies (see Campbell and Griffin 2017;Gibbons et al 2017;Herbert et al 2017;Levy et al 2016) have shown the crucial role that principals play in establishing a positive culture around the use of discipline experts in schools, so this ought to be considered in Australian primary specialisations policy enactment. Third, the generalist classroom may offer affordances for integrating science and mathematics into other learning areas such as geography to alleviate the crowded curriculum.…”

Section: Discussionmentioning

confidence: 99%

“…Instructional coaches are educators who work alongside classroom teachers for improved practice (Mudzimiri et al 2014). This involves collaborative planning, teaching and reflection, where the coach is the expert, providing professional learning for staff and supporting curriculum and resource development (Campbell and Griffin 2017;Gibbons et al 2017). Therefore, unlike generalist teachers with a specialisation which promotes a model of co-teaching, co-learning is foregrounded in this approach.…”

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confidence: 99%

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Origins of primary specialisation in Australian education policy: what’s the problem represented to be?

2019

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Recent reforms in Initial Teacher Education (ITE) in Australia have called for primary pre-service teachers to graduate with a specialisation in a priority learning area. This represents a significant change to the way that primary teachers are prepared. In this paper, we use Carol Bacchi's What's the Problem Represented to be? approach (WPR) to analyse the discourses present in four policy documents that have led to the introduction of primary specialisations in Australian education. The policy analysis reveals that the introduction of primary specialisations does not have a strong evidence base. Moreover, slippage in definitions causes confusion about what the role entails, with certain people marginalised by this policy direction. Recommendations are given for how teachers and teacher educators can work effectively within this new policy context.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Origins of primary specialisation in Australian education policy: what’s the problem represented to be?

2019

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“…Six studies investigated coaches' activities and relationships (Campbell & Griffin, 2017;Giamellaro & Siegel, 2018;Gibbons & Cobb, 2016;McGatha, 2008;Mudzimiri et al, 2014;Wilder, 2014), documenting how coaches spend their time and showing various forms of support they provide teachers. These show that coaching can be more responsive than traditional forms of PD and that the work of coaching is often shaped by the contexts in which it occurs although none of these studies take into account broader systems of oppression that shape the work of teaching (Nasir et al, 2020).…”

Section: Investigating Coaches' Activities and Relationshipsmentioning

confidence: 99%

“…Similarly, Campbell and Griffin, who asked 21 mathematics coaches in rural districts to record their activities on an app, found that the most prevalent coaching activity was co-teaching a lesson with a teacher. The most common coaching model, which includes observation and debrief (Campbell & Griffin, 2017;Gibbons & Cobb, 2016;Mudzimiri et al, 2014) highlights that coaches often respond to what has recently transpired in teachers' classrooms, pointing to the responsive potential of coaching.…”

Section: Investigating Coaches' Activities and Relationshipsmentioning

confidence: 99%

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

Marshall

Buenrostro

2021

Journal of Teacher Education

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Mathematics teacher coaching is a promising but largely overlooked form of professional development (PD) for supporting mathematics teachers’ learning of justice-oriented teaching. In this article, we critically review the literature to illuminate what we currently know about mathematics teacher coaching and to highlight studies’ contributions and limitations to inform future work. Broadly, we find that four programs of research have developed, investigating: (a) coaches’ activities and relationships, (b) the effects of coaching on student assessment scores, (c) the effects of coaching on teachers’ practices or behaviors, and (d) the effects of coaching on teachers’ knowledge or beliefs. From this analysis, we argue that justice-oriented perspectives of teaching, in tandem with sociocultural theories of teachers’ learning, could allow for more nuanced investigations of coaching and could support design of learning experiences for teachers that bring us closer to educational justice.

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“…For example, at the classroom level, EMSs may provide enrichment or remediation instruction for small groups of students, or they may teach mathematics to all students in a grade (AMTE, 2013;Webel, Conner, Sheffel, Tarr, & Austin, 2017). At the school or district level, EMSs may primarily work as mentors for teachers, helping them improve instruction (AMTE, 2013;Campbell, Ellington, Haver, & Inge, 2014;Campbell & Griffin, 2017). At the state level, EMSs may support the development of standards, curricula, and assessments, along with serving on committees influencing mathematics education (AMTE, 2013).…”

Section: Emss: Roles Responsibilities and Preparationmentioning

confidence: 99%

Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program

Myers

Auslander

Smith

et al. 2019

Journal of Teacher Education

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This mixed-methods study explored the pedagogical practices of Prospective Elementary Mathematics Specialists (PEMSs) as they completed a university K-5 Mathematics Endorsement program. Participants were 13 elementary teachers at an urban, high-needs charter school. Data were collected via individual interviews, written reflections on enacted teaching practices, two observations of classroom teaching practices, and a 36-item Cognitively Guided Instruction Teacher Knowledge Assessment. The findings show the PEMSs were connecting their learning during program courses with instructional practices in their classrooms, as 85% were implementing standards-based learning environments (SBLEs) at a high level, with the classroom event of providing their students opportunities to make conjectures about mathematical ideas as a relative struggle. The PEMSs described pedagogical shifts across the program, providing insights into these changes, along with how particular program components contributed, with the emergent themes of skepticism, trying it on, shifters, and need more support.

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Reflections on the promise and complexity of mathematics coaching

Cited by 37 publications

References 21 publications

Origins of primary specialisation in Australian education policy: what’s the problem represented to be?

Origins of primary specialisation in Australian education policy: what’s the problem represented to be?

What Makes Mathematics Teacher Coaching Effective? A Call for a Justice-Oriented Perspective

Developing the Pedagogical Capabilities of Elementary Mathematics Specialists during a K-5 Mathematics Endorsement Program

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