Mathematics Coaching Handbook

Pia M. Hansen has been a classroom teacher for twenty-seven years. Currently, she is the director of Professional Development for the Math Learning Center. She is also co-author of Performance Tasks and Rubrics for Early Elementary Mathematics, Second Edition with Charlotte Danielson.

• Preface1. Examining the Role of a Math Content Coach Defining the "Math Content Coach" Position Coaches as Leaders in a Professional Learning Community School, Classroom, and Student Factors Personal and Professional Qualifications of Math Content Coaches Final Thoughts □□ 2. Preparing Yourself Effective Leadership Roles, Responsibilities, and Goals Setting Goals for The Year Scheduling Time Communication Strategies .Dealing with Conflict Final Thoughts 3. Collaborating with Administrators Meeting with the Principal Personalities and Possibilities Dialogue and Documentation Gathering Data to Drive Instructional Practices Observing Coaches in Action Taking Part in The Practice Staying Out of The Middle Position Owning Up to Mistakes and Mishaps Final Thoughts 4. One-to-One Collaboration Beginning With a Positive Relationship A Resource Relationship A Modeling Relationship A Collaborative Relationship Inquiry Continuum Planning a Pre-ConferenceGuidelines for Classroom Observations Using Observation Forms Planning For the Post-Conference Getting Started On a One-To-One Collaboration Everyone Participates! Planning for Coaching Cycles .Final Thoughts 5. Understanding Group Work Developing Collaborative Teams Creating Agendas Running Meetings Effectively Working with Other Teacher Leaders Dealing with Resistance to Change Monitoring Group Work Choosing a Fractal Experience Final Thoughts 6. Working with Groups Presenting to the Whole StaffUsing PowerPoints Suggestions for Whole Group Collaboration During the Year Implementing a New Curriculum Planning Professional Development with Outside Consultants Working with Small Groups Making Time for Small Group Work Utilizing Additional Times District Curriculum and Assessment Work Final Thoughts 7. Structures for Examining Teacher Practice Looking at Student Work Using Lesson Study Using Action Research Examining Cognitive Demand Using Video Clips for Staff Development Walk-through Observations Planning for Peer Observations Getting Book Studies Started Final Thoughts 8. Conquering Challenges, Evaluating and Celebrating Success The Challenge of Empowering Others The Challenge of Using Manipulatives The Challenge of Cooperative Group Work The Challenge of Working with Difficult Teachers When to Facilitate, Coach, or Become the Expert Reflection and Advocacy Evaluating Effort and Impact Seeking Encouragers Celebrating Success Final Comments ReferencesAppendicesAppendix 1: The CCSS for Mathematical PracticeAppendix 2: The Common Core State Standards: Operations and Algebraic ThinkingAppendix 3: The Common Core State Standards: Number and Operations: FractionsAppendix 4: Instructional StrategiesAppendix 5: Pre-Conference GuideAppendix 6: Classroom Look-ForsAppendix 7: Classroom Observation FormAppendix 8: Post-Conference GuideAppendix 9: Log for Working with StaffAppendix 10: Staff Development Feedback FormAppendix 11: Common Core State Standards Second Grade Curriculum Map Appendix 12: Holistic Mathematics RubricAppendix 13: Reflections on Mathematics Teaching and LearningAppendix 14: Evaluating Coaching Progress

"The book is so artfully and fluently written that it is a very quick read, with just enough substance in each chapter to give a reader a thorough understanding of the main ideas. This is an excellent resource that should be required reading for all aspiring, beginning, and current math content coaches and the administrators with whom they work." --Elizabeth Simpson, Instructional Math Coach, The Lamphere Schools, Madison Heights, MI"I am the leader of the math department at my school, which means that I am in charge of almost 20 teachers within the department, so the section on communication strategies was important to me. Without effective communication, departments and schools can fall apart easily. My principal also comes to me often to handle conflict within my department. The section on conflict resolution was helpful in reminding me how to handle such incidents. The Table of Contents also makes it very easy to find a topic and read up on it very quickly. I like how each chapter is broken down the way it is." --Rebecca Thompson, Math Department Chair, Tomahawk Creek Middle School, Midlothian, VA