Mathematics Coaches’ Mission

To develop future mathematics leaders by supporting teachers of

mathematics in the areas of curriculum, assessment, and

instruction and by fostering an environment of collaboration,

reflection, and professional growth.

Coaching Expectations

• Works with teachers to plan, implement, and to reflecton mathematics instruction using the Florida Continuous Improvement Model (FCIM).

• Models best practices in mathematics instruction with teachers as active participants.

• Plans and implements mathematics professional development sessions.

Coaching Expectations

• Analyzes data and assists the administrative team in developing corrective action plans.

• Facilitates the review, evaluation, and integration of mathematics resources.

• Assists teachers in interpreting assessments.

• Keeps a log of their work and develops a weekly coaching calendar.

Coaching Expectations

• Provides daily coaching and mentoring support to teachers.

• Meets regularly with leadership team.

• Collaborates with Reading and Science Coaches.

• Keeps a Coach Binder documenting all support services.

Coaching ExpectationsPlanning, guiding construction, and lesson delivery of hands-on activities and technology

Planning, collaborating, and reflecting with teachers

Highly directive… Highly reflective…

Coaching Continuum

Directive

Model or Demo Lesson

Co-Teaching

Reflective

Description

Both planning and reflecting conferences focus on content

Coach models Standards-based processes and practices during conferences

Coach observes lesson and collects data

Planning and reflective conferences focus on instructional practices (questioning, mgt of group dynamics, launching, exploring, or summarizing lesson within time period, etc.)

Teacher attends to the focus area during coach’s teaching of the lesson and collects data on it

Observations and data discussed during the reflecting conference

Coach and teacher plan lesson together beforehand.

Clarify roles: o Coach teaches a

component of the lesson that the teacher is unsure of.

o Coach and teacher alternate teaching and observation

o Tasks are shared

Reflecting conference focuses on the how the lesson addressed the goals discussed during the planning conference.

Teacher determines focus area at planning conference

Coach observes lesson and collects data

Reflecting conference analyzes data collected by the coach

Outcomes Improved content development

Improved pedagogy and classroom instruction

Improved confidence in instructional decision making

Improved self-assessment of instruction

A WEEK AT-A-GLANCE

Day 1– Coach observes the teacher

Day 2 – Coach models the entire instructional block using required components

Day 3 – Coach and Teacher co-teach

Day 4 – Coach observes the teacher again and debriefs

Day 5 – Reflect, plan and meet with coaches, leadership team, etc.

Professional Development

(Department, Grade Level)17

Planning 7

Modeling Lessons 25

Coaching 10

Coach-Teacher Conferences 10

Data Reporting 2

Data Analysis 10

Meetings 10

Knowledge Building 6

Managing Mathematics Materials 2

Other 1

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Mathematics Coaches’ Recommended Time Allocation Percent Distribution

What portion of the coaches’ time will be spent in each of these roles?

Coaching Cycle

Pre-Conference

Observation

Plan/Model Lesson

Co-Teach

Observation

Post-Conference

REFLECTION: What percent of your time is spent within each of the categories on the Coaching Continuum?

“You get the best effort from others not

by lighting a fire beneath them, but by building a fire within.”

Bob Nelson