Secondary Math
Coaches’ Professional
Development –
What Works?
Mary Sarli, Ed. S., Walden University
October 17, 2012, 11:30-12:30, Room 18D
Why?
Why are you in this session?
Do you have a math coach?
Are you interested in math
coaching?
Do you want to know how having
a math coach can help you?
© Mary Sarli, 2012
Timer
1 minute
2 minutes
3 minutes
© Mary Sarli, 2012
Goals
Need for teacher coaching
Common models of coaching
Duties and responsibilities of
coaches
Effective professional development
Professional development needed
for novice math coaches
© Mary Sarli, 2012
Why Did This Project Occur?
Coaching being used all over
world
State grants in Texas 2008-2013
Need for professional
development for math coaches
First hand knowledge - Project
manager until July 2012
© Mary Sarli, 2012
Need for Coaching
U.S. secondary mathematics
(grades 9-12) stagnant since 1990s
Ranked 32nd among nations in 2010
39% of community college students
enrolled in remedial mathematics
Only 47% of high school graduates pass
college readiness standards
2 million high school drop-outs a year!
© Mary Sarli, 2012
Duties of Coaches
What kind of things do you want a
mathematics coach to do for you?
What duties will be assigned to that
coach as part of the coaching duties?
© Mary Sarli, 2012
Duties of Coaches
Use one of the sticky notes to write
one thing that you would like a math
coach to do for your school and keep
it for later in the session. Make more
than one if you want.
.…One minute….
© Mary Sarli, 2012
Common Models of Coaching
Cognitive Coach
Instructional Coach
Literacy Coach
© Mary Sarli, 2012
Cognitive Coaching
Collaboration between coaches
and individual teachers
Preconference, lesson, postconference
Coaching conversations,
mentoring, interpersonal
communications
© Mary Sarli, 2012
Cognitive Coaching
• Think of some math teachers in your
school who would benefit from having a
cognitive coach working with them.
© Mary Sarli, 2012
Instructional Coaching
Supports teachers and
organization
Builds partnership and support
Supports math learning in
classroom
Strives for systemic change in
schools
© Mary Sarli, 2012
Instructional Coaching
Think of some math teachers in
your school who would benefit
from having instructional coaches
work with the math department
and the school.
© Mary Sarli, 2012
Literacy Coaching
Improves student outcomes in
reading and writing in content
area
Works closely with content
teachers
Applies knowledge of content and
knowledge of literacy
© Mary Sarli, 2012
Literacy Coaching
Think of some math teachers who
would benefit from having a
mathematics literacy coach
working with them in the school.
© Mary Sarli, 2012
Coaching Duties
Duties assigned or taken on are
different according to the coaching
model.
© Mary Sarli, 2012
Cognitive Coach Duties
Collaborate, plan, enact, reflect on
lessons
Conference with teachers before and
after lessons
Observing lessons
Modeling lessons
Co-teaching lessons
© Mary Sarli, 2012
Instructional Coach Duties
Work with teachers
Build collaborative teams
Manage curriculum and materials
Plan professional development
Build program/share best practices
Implement data analysis
Monitor implementation
© Mary Sarli, 2012
Literacy Coach Duties
Observing, modeling, and co-teaching
lessons in content areas
Helping teachers implement curriculum
and understand importance of literacy
Consulting and mentoring teachers
Planning professional development
© Mary Sarli, 2012
Walk About
Now that we know a little about math
coaches, take your sticky note and put it
on one of the model posters and then
read the other notes about duties.
When you are finished rotate to another
poster and read those notes.
We’ll take about 3 minutes to read what
others wrote.
© Mary Sarli, 2012
Timer
1 minute
2 minutes
3 minutes
4 minutes
© Mary Sarli, 2012
Professional Development
Now that we have looked at coaching
duties and models of coaching, let’s
look at appropriate professional
development.
© Mary Sarli, 2012
Professional Development
Very little specific data in regard to
coaches.
Literacy coaches have standards for
literacy math coaches –
Familiarity with content intersecting
reading and writing
Understanding comprehension strategies
to assist students
© Mary Sarli, 2012
Educator Professional
Development
Relevant and non-threatening
Matched to needs of learner
Specific – targeting knowledge and
skills or attitudes and beliefs
Single-session training does not work
Time is crucial – 20 hours +
Duration is crucial – Semester +
© Mary Sarli, 2012
Cognitive Coach –
Focus on Individuals
Interpersonal relationships
Thoughtful dialogue/conversations
Pre and post-conferencing
Cultivating relationships in masterapprenticeship roles
Time Management
© Mary Sarli, 2012
Instructional Coach –
Focus on Groups
Team building and group dynamics
Teacher resistance
School culture
Co-teaching
Data analysis
 Time management
© Mary Sarli, 2012
Literacy Coach –
Focus on Student Improvement
Familiarity with math content and
standards for math
Literacy demands and structure
Comprehension strategies for
reading/writing
Team building and group dynamics
Time management
© Mary Sarli, 2012
Planning for a Math Coach
So now that you have seen the
information, what model of math
coaching do you need?
Will you use a combined model?
What will be your goal for having a
math coach?
Take 3 minutes to talk about what
you’ve learned with a partner.
© Mary Sarli, 2012
Timer
1 minute
2 minutes
3 minutes
© Mary Sarli, 2012
Conclusions
Determine the needs of your school
and choose a model of coaching
Consider novice coaches who may
not be prepared.
Plan the professional development
appropriate for the coaching model
to be followed.
© Mary Sarli, 2012
Contact Information
Mary Sarli mjsarli@yahoo.com
For documentation go to
www.epsilen.com/msarli
Type AIE in Access Key and Press
Go.
Project document with all research
and this presentation is under
publications on left.
© Mary Sarli, 2012