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Coaching Corner

Provide and Engage in Relevant and Ongoing Professional Learning

Essential Coaching Action 4 is to provide and engage in relevant and ongoing professional learning. In order to ensure sustainability, it is essential to provide and engage mathematics teachers and mathematics coaches in relevant, ongoing professional learning.
  • Plan for effective mathematics professional learning
  • Develop a culture of ongoing professional learning
This tool provides insight and space to reflect on the steps that can be taken to develop the mathematics curriculum knowledge of the teachers they are supporting and or supervising.
This tool examines the progress teams of teachers are making in connecting their professional learning to student learning outcomes.
This tool examines the questions that should be considered when taking the critical actions that create structures for teacher learning.
This tool provides leaders with a self reflection space and success criteria for continual job embedded professional learning.
Jenni Clausen, Frederick County Public Schools, MD.
Listen to or read one coach's collaboration with an ELL specialist helped teachers embrace their role as an ELL teacher and help them develop the skill set they needed to be effective in this role.
Katie Hammack, Anne Arundel County Public Schools, MD.
Listen to or read a story about how successful collaborative planning does not happen by accident. This district decided on 4 key goals as focus areas. The mathematics leader was able to provide support, maintain focus and evaluate progress based on the specific goals attended to the collaborative planning sessions.
Listen to or read the story of Laura Hunovice, Elementary Mathematics Resource Teacher, Carroll County Public Schools, MD, share her experience with collaborative planning with resistant teachers.
Listen to or read how Kendra Johnson, Howard County Public Schools, was able to build a learning community through modeling in the classroom, sharing video segments and cultivating others' leadership skills. The teachers are excited to collaborate and learn from one another.
Hear from Cynthia Chisholm, Math Facilitator, K-4, El Dorado School District, on how to use a summer book study platform as an option for a non threatening, relaxed platform to encourage teachers to read a book during their summer break that truly impacted our building in a positive way.
Listen to Lisa Lollar and LaDonna Oates, Math Facilitators, Little Rock School District, how partnering neighborhood schools helped increase participation in professional learning events and helped teachers develop a community of discourse about mathematics teaching practice.
The Framework for Leadership in Mathematics Education is the third book in the NCSM Essential Actions Series. Building on our previous work with The PRIME Leadership Framework: PRinciples and Indicators for Mathematics Education (NCSM, 2008) and It's TIME: Themes and Imperatives for Mathematics Education (NCSM, 2014), our new Essential Actions for bold mathematics education leadership focus around four guiding principles and four foundational elements of mathematics leadership. This hands-on resource details the essential actions for mathematics leadership.
School-based administrators wear many hats as the primary instructional leader to the students, teachers, and community they serve. The latest book from NCSM in the Essential Action Series is a go-to resource for principals as they work toward increasing mathematics learning for each and every learner. This hands-on resource details the essential actions for mathematics leadership.
Continuing its tradition of mathematics education leadership, NCTM has undertaken a major initiative to define and describe the principles to actions, including specific teaching practices, that are essential for a high-quality mathematics education for all students.
Catalyzing Change identifies and addresses critical challenges in high school mathematics to ensure that each and every student has the mathematical experiences necessary for his or her future personal and professional success.
Inspired by the medical-rounds model used by physicians, the authors of Instructional Rounds in Education have pioneered a new form of professional learning known as instructional rounds networks. Through this process, education leaders and practitioners develop a shared understanding of what high-quality instruction looks like and what schools and districts need to do to support it.
Read a story from Cheryl Akers, Howard County Public School System, that shares an example of a half-day PD session focused on  planning, observing, and debriefing where teachers experience students successfully struggling and solving a challenging problem-based task at the grade 5 level.
Read a story from Michele Baisey, Teacher Specialist for Early Childhood Education, Frederick County Public Schools and Angela Waltrup, Teacher Specialist for Elementary Mathematics, Frederick County Public Schools on how monthly professional development meetings are used to empower teachers in the implementation of tasks from Nita's Pre-K Playbook in their classrooms.
Read a story from Lisa Vaeth, Frederick County Public Schools. A professional learning community (PLC) worked to establish focus on perseverance in problem solving. In doing so, the group created supportive resources with the assistance of the mathematics specialist.
Read a story from John Davis how he uses the #Observeme movement to encourage veteran teachers to create their own observation rubric to receive feedback for their growth. The movement started with six teachers, but grew in numbers as teachers of all experiences and content areas wanted to take part.