Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement
Item
Title
Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement
Abstract/Description
Mathematics coaching, as typically practiced in US schools tends to be responsive and individually focused work in which coaches respond to invitations from individual teachers to help them improve their teaching. But what does the work of coaching look like if it is organized instead to engage teachers collectively in service of school-wide improvement? This is the question we take up in this paper through examining the case of one school-based elementary mathematics coach whose work more closely aligned with emerging findings in the field of instructional improvement about the power of coaching for school-wide reform. The coach helped to dramatically transform a recent history of poor performance and deficit-oriented narratives pertaining to the school and its children. Through a fine-grain analysis, we illustrate the coach’s work implicated in supporting groups of teachers to come to mutual understanding around and further development of shared high-quality instructional practices. The components of coaching that help support collective capacity are discussed.
Author/creator
Date
In publication
Volume
46
Pages
231-250
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Empirical
Open access/full-text available
Yes
Peer reviewed
Yes
ISSN
0732-3123
Citation
Gibbons, L. K., Kazemi, E., & Lewis, R. M. (2017). Developing Collective Capacity to Improve Mathematics Instruction: Coaching as a Lever for School-Wide Improvement. The Journal of Mathematical Behavior, 46, 231–250. https://doi.org/10.1016/j.jmathb.2016.12.002
Comments
No comment yet! Be the first to add one!