Download A guide to mathematics coaching : processes for increasing by Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles PDF

By Ted H. (Henry) Hull, Don S. Balka, Ruth Harbin Miles

Defining arithmetic training --
Bridging from the current to the long run --
Building rapport with lecturers --
Focusing at the curriculum --
Implementing the curriculum as designed --
Planning and coteaching classes --
Making scholar considering seen --
Analyzing and reflecting on classes --
Charting long term growth --
Working in the schooling procedure --
Sustaining momentum.

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Extra info for A guide to mathematics coaching : processes for increasing student achievement

Sample text

Mathematics is a filtering system. Mathematics has been part of a filtering-system approach in which students conform to expectations and learn only to a level of achievement that is largely predetermined. DuFour (2004) gives this example: • 15 16 • Preparing the Foundation Historically, . . children have been guaranteed only the right to attend school rather than the right to learn. In fact, the prevalent assumption that has driven public education throughout most of the history of the United States is that few students were capable of high levels of learning.

Some of these events may be brief, while others may occur in steps or stages. Following are three scenarios that will be helpful in further understanding how coaches build rapport. Questions are provided throughout so that you may reflect on the steps of each scenario. SCENARIO 1: THE RESISTANT MIDDLE-LEVEL TEACHER Following is the situation: A veteran seventh-grade teacher told a newly hired coach that mathematics coaching services were not wanted and definitely not needed. This middle school teacher of 25 years further indicated that her retirement was soon approaching; therefore, changes in instruction would not occur.

The teacher seemed panicky in her dialogue with the mathematics coach, making several fearful comments, such as, “I’m afraid I will get fired if my students don’t do well on the state assessment, and this decimal place value objective will be tested. The other fourth-grade teachers told me I can’t spend another day on this topic. I must follow a long-range pacing calendar that tells me what to teach each day. Subtraction with decimals is the objective I need to be teaching today, not place value.

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