Chapter 19: A Critical Analysis of Emerging High-Leverage Practices for Mathematics Coaches

High-leverage teaching practices are those “at the heart of the work of teaching that are most likely to affect student learning” (Ball & Forzani, 2010, p. 43). They are defined as activities that are central to a teacher’s daily actions, are effective with all students, make a difference in the quality of instruction and student learning, and are useful across all contexts and content (Ball & Forzani, 2010). The National Council of Teachers of Mathematics (NCTM) recently published Principles to Actions (2014) which identifies eight research-based mathematics teaching practices that are essential elements for successful mathematics programs, and ultimately student learning. Principles to Actions (PtA) also acknowledges the critical role of mathematics coaches (MCs) in enhancing teacher capacity, positively influencing teacher beliefs, and increasing teacher participation in professional development (PD). While PtA specifically defines mathematics teaching practices and calls on MCs to support their implementation, it does not offer an analogous set of high-leverage practices for mathematics coaching. MCs must enact another layer of practice in leadership and relationship building as they collaborate with school stakeholders and promote growth in classroom teaching (Fennell, 2006). There are many resources available on coaching strategies and structures; yet, still under exploration are the specific mathematics coaching practices that both support teacher change and promote student learning. Identification of high-leverage practices for MCs is challenging because their roles are often defined by context instead of by generalizable principles. This variance illuminates the importance of identifying a set of high-leverage practices that help to balance the responsibilities of building relationships with community stakeholders and fostering the growth of mathematical and pedagogical content knowledge in classrooms.