A Guide to Mathematics Coaching

Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project “Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities.” As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6–8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2.  Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world.He is Professor Emeritus in the Mathematics Department at Saint Mary’s College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press. He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association.Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers.  Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia’s Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics.  Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom.  As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers’ content knowledge and strategies for engaging students to achieve high standards in mathematics.

"An extremely useful resource for new and experienced mathematics coaches and the individuals responsible for their professional development and ongoing support. It provides a detailed analysis of mathematics coaching along with a comprehensive model to guide coaches as they do their work. The model goes beyond simply describing the various components of coaching work; it provides a developmental, sequential process for engaging in mathematics coaching and situates the work of coaching in the larger district context."

• List of FiguresPrefaceAbout the AuthorsPart I: Preparing the Foundation1. Defining Mathematics CoachingWhat Is a Mathematics Coach?Stage 1: Defining Mathematics CoachStage 2: Identify ResponsibilitiesStage 3: Identifying CharacteristicsStage 4: Dispelling Negative ImagesCritical Points2. Bridging From the Present to the FutureGoals, Procedures, and Shared VisionThe Present: Today′s Mathematics ClassroomsThe Future: Tomorrow′s Mathematics ClassroomsCritical Points3. Building Rapport With TeachersHow to Build RapportCoaching ScenariosScenario 1: The Resistant Middle-Level TeacherScenario 2: The Fearful First-Year TeacherScenario 3: The High School Teacher Who Hid the CurriculumCritical PointsPart II: Mathematics Coaching Model4. Focusing on the CurriculumWhy Work Toward Curriculum Alignment?Challenging Lessons Implement the CurriculumAligning the CurriculumCritical Points5. Implementing the Curriculum as DesignedProviding Prompt, Accurate FeedbackBasics of Collecting DataUsing Data to Inform InstructionUnderstanding and Producing Benchmark AssessmentsCritical Points6. Planning and Co-Teaching LessonsIsolation and Its EffectsChallenges Unique to Mathematics CoachesStart With PlanningEntering the ClassroomCo-TeachingBeing a Valuable ResourceEmphasis on InclusivenessGeneral ApproachesSpecific StrategiesCritical Points7. Making Student Thinking VisibleCharacteristics of Visible ThinkingHow the Traditional Model Falls ShortConstructing an Alternative to the Traditional ModelEffecting Change Over TimeGroup PlanningObservation and Demonstration TeachingCritical Points8. Analyzing and Reflecting on LessonsReflectionProcess for Analysis and ReflectionStructures for ReflectionCritical Points9. Charting Long-Term ProgressTrend DataWhy Emphasize Trend Data?Indicators of SuccessUsing Trend Data to Inform TeachingData Sources and DisplaysUsing Trend Data for Professional DevelopmentCritical PointsPart III: Continuing the Work10. Working Within the Education SystemThe Great DivideManagement Versus LeadershipInfluence as PowerUnderstanding Everyone?s RoleSynergy: The Power of GroupsCritical Points11. Sustaining MomentumManaging Long-Term ChangeUsing C-BAMTipping Points and BreakthroughsStaying Focused on What MattersThe Power of OneResourcesReferencesIndex