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Hands-on, Practical Guidance for Educators

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Everything You Need for Mathematics Coaching

Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K-12
Create a professional learning plan that helps you guide teachers with clarity and purpose toward growing mathematics proficiency in their classrooms.

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Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544316987
  • Published By: Corwin
  • Series: Corwin Mathematics Series
  • Year: 2018
  • Page Count: 360
  • Publication date: April 10, 2018
Price: $40.95
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Description

Description

Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support?

Plan, focus, and lead: Your toolkit for inspiring math teachers

Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms.

This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for:

  • Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts.
  • Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more.
  • Navigating a coaching conversation.
  • Planning and facilitating professional learning communities.
  • Finding a focus for professional development or a learning cycle.
  • Making connections between professional learning activities, teaching, and student learning.
  • Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers.

With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.


Key features

Includes:

  • Companion website with 90+ reproducible tools for use in coaching with teachers
  • Sample professional development activities
  • Digestible, downloadable 2-page overviews of each focus area to share with teachers
  • Coaching considerations and discussion question sections for professional learning
  • Coaching Lessons from the Field sections for first-hand accounts and stories
Author(s)

Author(s)

Maggie B. McGatha photo

Maggie B. McGatha

Maggie B. McGatha works full time with coaches, teacher leaders, and administrators as a Training Associate for Cognitive Coaching? and Adaptive Schools. At the University of Louisville, she teaches courses on coaching and supporting collaborative groups along with advanced mathematics methods courses. Maggie is a former middle school mathematics teacher, the author of numerous articles, a co-author of Mathematics Coaching: Resources and Tools for Coaches and Leaders, K-12 (Pearson, 2014) and On the Money: Math Activities to Build Financial Literacy, Grades 6-8 (NCTM, 2015). She is active in state and national mathematics organizations including currently serving as the Vice President for the Membership Division (2017-2020) of the Association of Mathematics Teacher Educators (AMTE) and member of the Advisory Board for the Mathematics Institute of Wisconsin. She received her doctorate from Vanderbilt University (Tennessee). Maggie enjoys traveling and spending time with her family, especially her grandkids!

Jennifer M. Bay-Williams photo

Jennifer M. Bay-Williams

Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville, where she teaches preservice teachers, emerging elementary mathematics specialists, and doctoral students in mathematics education. She has authored over 40 books and 100 journal articles/book chapters, many of which focus on procedural fluency and developing mathematical proficiency. Beyond the Figuring out Fluency series, these include Math Fact Fluency, and Everything you Need for Mathematics Coaching and Elementary: Teaching Developmentally and Middle School Mathematics. Jennifer's national leadership includes NCTM Board of Directors, the TODOS: Mathematics for All Board of Directors, and as president and secretary of the Association of Mathematics Teacher Educators (AMTE).
Beth McCord Kobett photo

Beth McCord Kobett

Beth McCord Kobett, EdD, is Professor of Education and Associate Dean at Stevenson University, where she leads, teaches and supports early childhood, elementary, and middle preservice teachers in mathematics education. She is a former classroom teacher, elementary mathematics specialist, adjunct professor, and university supervisor. Beth also served as the Director of the First Year Seminar program at Stevenson University. She recently completed a three-year term as an elected Board Member for the National Council of Teachers of Mathematics and was the former president of the Association of Maryland Mathematics Teacher Educators (AMMTE). Beth leads professional learning efforts in mathematics education both regionally and nationally. Beth is a recipient of the Mathematics Educator of the Year Award from the Maryland Council of Teachers of Mathematics (MCTM) and the Johns Hopkins University Distinguished Alumni Award. Beth also received Stevenson University’s Rose Dawson Award for Excellence in Teaching as both an adjunct and full-time faculty member. Beth believes in fostering a strengths-based community with her students and strives to make her learning space inviting, facilitate lessons that spark curiosity and innovation, and cultivate positive productive struggle.

Table of Contents

Table of Contents

Preface

Acknowledgements

About the Authors

Part 1 Creating a Roadmap: Big Ideas of Coaching, Teaching, and Learning


Chapter 1. Coaching for Mathematical Proficiency

Leading for Mathematical Proficiency (LMP) Framework

Coaching Cycle

Getting Started

Chapter 2. Implementing Effective Teaching

Coach's Digest

Overview of Implementing Effective Teaching

Coaching Considerations for Professional Learning

Coaching Lessons from The Field

Coaching Questions for Discussion

Where to Learn More

Coach's Tookit

2.1 Shifts in Classroom Practice Self-Assessment

2.2 Essential Planning Questions for Effective Teaching

2.3 Practices, Shifts, and Zones (Oh My)

2.4 Mathematical Practices by Design

2.5 Lesson Plan Template

2.6 Mathematical Practice Look Fors

2.7 Shifts in Classroom Practice

2.8 Effective Teaching Look Fors

2.9 Noticing Mathematical Practices

2.10 Mapping Teaching Moves to Shifts in Classroom Practice

2.11 Effective Teaching of Mathematics

Part II Exploring Zones on the Journey: Professional Learning Focus Areas


Chapter 3. Content Kowledge and Worthwhile Tasks

Coach's Digest

Overview of Content Knowledge and Worthwhile Tasks

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading For Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

3.1 Connecting Shifts to Content and Worthwhile Tasks Self-Assessment

3.2 Connecting Shifts to Content and Tasks

3.3 Focus on Fluency

3.4 P.I.C.S. Page

3.5 Analyzing Level of Cognitive Demand

3.6 Worthwhile Task Analysis

3.7 Developing Mathematical Proficiency

3.8 Implementing Cognitively Demanding Tasks

3.9 Impact on Students’ Emerging Fluency

3.10 Reflecting on Task Implementation

Chapter 4. Engaging Students

Coach's Digest

Overview of Engaging Students

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

4.1 Connecting Shifts to Engaging Students Self-Assessment

4.2 Total Participation Technique (TPT) Planning

4.3 Planning or Cooperative Groups

4.4 Engagement Techniques

4.5 Cooperative Groups Data Gathering

4.6 Engagement Techniques Discussion Prompts

4.7 Reflecting on Cooperative Groups

4.8 Analyzing Learning in Cooperative Groups

Chapter 5. Questioning and Discourse

Coach's Digest

Overview of Questioning and Discourse

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

5.1 Connecting Shifts to Questioning and Discourse Self-Assessment

5.2 High-Level Thinking Questions

5.3 Questioning Across Lesson Phases

5.4 Questioning Across Lesson Phases (focus on Productive Struggle)

5.5 Bloom’s Taxonomy (Revised) and Mathematical Knowledge

5.6 Questioning Patterns

5.7 Wait Time

5.8 Productive Discussion and Talk Moves

5.9 Question and Discourse Discussion Prompts

5.10 Reflecting on Bloom’s Taxonomy (Revised) and Mathematical Knowledge

Chapter 6. Formative Assessment

Coach's Digest

Overview of Formative Assessment

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

6.1 Connecting Shifts to Formative Assessment Self-Assessment

6.2 Planning for Five “Key Strategies” for Formative Assessment

6.3 Developing Questions to Target Misconceptions

6.4 Using Rubrics for Formative Assessment

6.5 Observing and Providing Feedback

6.6 Observing Students’ Thinking

6.7 Observing Students’ Representations

6.8 Brief Formative Assessment Interview

6.9 Five “Key Strategies” for Formative Assessment Data Collection

6.10 Using Rubrics for Formative Assessment

6.11 Analyzing Formative Assessment Key Strategies

Chapter 7. Analyzing Student Work

Coach's Digest

Overview of Analyzing Student Work

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

7.1 Connecting Shifts to Analyzing Student Work Self-Assessment

7.2 One Day/Many Artifacts Planning

7.3 Planning Task Implementation

7.4 Understanding Student Thinking

7.5 Analyzing One Student’s Work

7.6 Analysis of Students’ Misconceptions

7.7 Collaborative Analysis Protocol

Chapter 8. Differentiating Instruction for All Learners

Coach's Digest

Overview of Differentiating Instruction

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

8.1. Connecting Shifts to Differentiated Instruction Self-Assessment

8.2 Student Diversity

8.3 Meeting Individual Needs

8.4 Different Ways to Differentiate a Lesson

8.5 Opening Closed Tasks

8.6 Focus on Five

8.7 Differentiating Instruction

8.8 Learning from Focus on Five

8.9 Impact of Open /Tiered/Parallel Tasks

Chapter 9. Supporting Emergent Multilingual Students

Coach's Digest

Overview of Supporting Emergent Multilingual Students

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

9.1 Connecting Shifts to Supporting Emerging Multilingual Students Self-Assessment

9.2 Culturally Responsive Mathematics Instruction (CRMI)

9.3 Planning Strategies to Support Emergent Multilingual Students

9.4 Diagnostic Interview

9.5 Focus on Culturally Responsive Mathematics Instruction (CRMI)

9.6 Teaching to Support Emergent Multilingual Students

9.7 Reflecting on Support Emergent Multilingual Students

9.8 Reflecting on Using a Diagnostic Interview

Chapter 10. Supporting Students with Special Needs

Coach's Digest

Overview of Supporting Students with Special Needs

Coaching Considerations for Professional Learning

Coaching Lessons from the Field

Connecting to the Leading for Mathematical Proficiency (LMP) Framework

Coaching Questions for Discussion

Where to Learn More

Coach's Toolkit

10.1 Connecting Shifts to Supporting Students with Special Needs Self-Assessment

10.2 Challenges and Support Structures

10.3 Structuring a Lesson to Support Students with Special Needs

10.4 Effective Teaching for Students with Special Needs

10.5 Implementing Support Structures for Students with Special Needs

10.6 Reflecting on Effective Teaching for Students with Special Needs

10.7 Reflecting on Structuring a Lesson for Built-In Success

Part III Navigating a Successful Journey: Strategies and Tools for You, the Coach


Chapter 11. Interacting With Colleagues

Coach's Digest

Overview of Interacting with Colleagues

Building Trust

Establishing Rapport

Listening

Paraphrasing

Posing Questions

Where to Learn More

Chapter 12. Presenting Professional Development

Coach's Digest

Overview of Presenting Professional Development

Tips for Presenting Professional Development

Coaching Lessons from the Field

Where to Learn More

Coach's Toolkit

12.1 Professional Development Overview Planning

12.2 Professional Development Planning Checklist

12.3 Professional Development Planning Template

12.4 Differentiating Professional Development

12.5 Evaluating Professional Development

12.6 Sample Professional Development Activity: Grouping Strategy (P.I.C.S. Page)

12.7 Sample Professional Development Activity: Grouping Strategy (Shape Partners)

12.8 Sample Professional Development Activity: Mathematical Practices Mini-Vignettes

12.9 Sample Professional Development Activity: Mathematical Practices Playing Cards

12.10 Sample Professional Development Activity: Questioning and the Mathematical Practices

12.11 Sample Professional Development Activity: Effective Teaching Practices

Chapter 13. Facilitating Professional Learning Communities

Coach's Digest

Overview of Facilitating Professional Learning Communities

Tips for Facilitating Professional Learning Communities

Coaching Lessons from the Field

Where to Learn More

Coach's Toolkit

13.1 Meeting Standards Self-Assessment and Reflection

13.2 Facilitator Proficiency Scale

13.3 Sample Facilitation Activity: Appreciative Inquiry Protocol

13.4 Sample Facilitation Activity: Paraphrasing

13.5 Sample Facilitation Activity: Inclusion Strategies

13.6 Sample Facilitation Activity: Task Talk Protocol

Appendix: Bookmarks

Glossary

References

Reviews

Reviews


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