Author : Julie Louise Middleton
Publisher :
ISBN 13 :
Total Pages : 0 pages
Book Rating : 4.:/5 (133 download)
Book Synopsis The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics by : Julie Louise Middleton
Download or read book The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics written by Julie Louise Middleton and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines how instructional coaching shapes teacher learning in elementary/intermediate mathematics education. Coaching is an initiative that is currently being implemented in a large Ontario Board of Education to address the teaching and learning needs in mathematics education. This multi-case study, with a cross-case analysis examines the perceptions of five elementary and intermediate teachers and four instructional coaches who have participated in instructional coaching specific to mathematics. The overall impression of instructional coaching from the participants' perspectives was a positive one. Instructional coaching as a form of professional learning adhered to many of the components that are deemed to be important for effective professional learning environments of taking place over time, embedded in the teachers' practice, self-directed, and relevant (Desimone, 2009). The teachers took an active role in their learning by choosing and determining the focus of the coaching sessions, and at the end of the study, commented about how they were incorporating aspects of the instructional coaching learning into their mathematics practice. The instructional coaches also commented about the work having impact, emphasizing the importance of choice and working with teachers who had elected to participate in the instructional coaching initiative. The major findings from the study are: (1) perceptions of the instructional coaching vary amongst the superintendents, administrators and teachers; (2) instructional coaching is an effective means of professional learning; (3) it is evident that the teachers perceived that their mathematics program was positively impacted by the work that took place with their instructional coach; (4) instructional coaching has a transient nature to it because there were many changes in personnel, which meant that some schools were working with various instructional coaches since the program was first introduced; and (5) instructional coaching has the ability to make school-wide change, through the work done with collaborative inquiry groups, as well as individual teachers. Findings from the study may inform how instructional coaching is implemented in school districts. The hiring practices of how coaches are selected and assigned to various schools need to be considered.