More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.
Grades: 9th to 12th, 6th to 8th, 3rd to 5th, Pre K to 2nd
Mathematical Practices
Look for and express regularity in repeated reasoning.
Look for and make use of structure.
Model with mathematics.
Construct viable arguments and critique the reasoning of others.
Reason abstractly and quantitatively.
Make sense of problems and persevere in solving them.
CCSS.Math.Practice.MP1, CCSS.Math.Practice.MP2, CCSS.Math.Practice.MP3, CCSS.Math.Practice.MP4, CCSS.Math.Practice.MP7, CCSS.Math.Practice.MP8