Moments in Mathematics Coaching: Improving K-5 Instruction »

Kristine Woleck is the K-5 mathematics coordinator for the New Canaan Public Schools in New Canaan, Connecticut. Prior to this position, she served as a K-8 staff developer, math coach/specialist, and mathematics consultant in both public and private schools in New York, Massachusetts, and Connecticut. She began her career as a first-grade teacher in Connecticut.

Kris’ graduate studies in the Bank Street College of Education Mathematics Leadership Program sparked her interest in teacher leadership in mathematics and pushed her to pursue her study of staff development and ultimately coaching. With a sixth-year diploma in educational leadership and administration from the University of Connecticut, she is interested in examining how school administrators can most effectively bring principles of coaching into their supervision of teachers.

Kris has authored several articles in professional journals based on her classroom teaching experiences, coaching work, and her experience as a facilitator of online coaching seminars in conjunction with the Education Alliance at Brown University. Her work has been published in Teaching Children Mathematics, the 2001 Yearbook of the National Council of Teachers of Mathematics (NCTM), and the Journal of Staff Development. Most recently, she was selected as a 2009-2010 Classroom Teaching Fellow in the United States Department of Education Teaching Ambassador Fellowship program to include practitioner perspectives and voice in the development of educational policy.

Kristine Reed Woleck relfects on specific cases or "moments" from her years as a mathematics coach, unpacking and examining the critical elements of mathematics teaching, learning, and coaching. This accessible, practical resource discusses what effective coaching looks like how beginning and veteran mathematics coaches in Grades K-5 can bring about meaningful improvements in mathematics instruction. The real—life case illustrate how to

• Incorporate key elements of coaching into practice
• Build trusting relationships with teachers
• Make effective decisions throughtout the coaching tools
• Use reflection to link coaching concepts to actual practice.

Preface Acknowledgments About the Author Part I. The Coach's Work
1. What Is Coaching?
Case: Coaching in Action, Ann, Grade 5
Taking a Closer Look Research-Based Models of Coaching Keys to Developing a Coaching Model Questions for Reflecting and Linking to Practice
2. Starting the School Year Making Introductions Establishing Trust Deciding Who to Coach Deciding Who Not to Coach . . . Then What?
Getting Organized Communicating With Administrators Keys to Getting Started Questions for Reflecting and Linking to Practice
3. The Coaching Cycle Case: Decision Making in the Coaching Cycle, Fiona, Kindergarten Taking a Closer Look Defining the Focus Coach's Role, Teacher's Role Fiona's Case, Continued Taking a Closer Look The Need for Variations in the Coaching Cycle Keys to the Coaching Cycle Questions for Reflecting and Linking to Practice Part II. Tools for Coaching
4. Using Curriculum Defining the Meaning of Curriculum Case: Talking About Curriculum, Sue, Grade 2
Taking a Closer Look Using the Curriculum as a Coaching Tool Keys to Coaching With Curriculum Questions for Reflecting and Linking to Practice
5. The Role of Questioning Case: Different Questions for Different Purposes, Nancy, Grade 1
Taking a Closer Look Case: Planning the Questions, Rick, Grade 4
Taking a Closer Look Case: When Open-Ended Questions Aren't Enough, Carolyn, Grade 1
Taking a Closer Look Keys to Questioning Questions for Reflecting and Linking to Practice
6. Being Explicit Case: Making Explicit Moves, Keith, Grade 4
Taking a Closer Look Keys to Being Explicit Questions for Reflecting and Linking to Practice
7. Using Data Case: Creating Urgency Through Data, Peggy, Grade 5
Taking a Closer Look Tools to Facilitate the Use of Data Developing Student-Focused Action Plans Keys to Using Data Final Thoughts About Data Questions for Reflecting and Linking to Practice Part III. Coaching Dilemmas
8. Confronting Classroom Errors Case: Keeping the Mathematics in Mind, Holly, Grade 3
Taking a Closer Look Case: Deciding When to Address an Error, Maggie, Grade 5
Taking a Closer Look Being Proactive: Discussing How to Address an Error Being Proactive: Building Mathematical Knowledge to Avoid Errors Keys to Confronting Errors Questions for Reflecting and Linking to Practice
9. Transforming the Demonstration Lesson Case: To Demo or Not to Demo? Janet, Kindergarten Taking a Closer Look Keys to Transforming the Demo Lesson Questions for Reflecting and Linking to Practice
10. The Coach as a Learner Case: Doing the Math, Lisa, Grade 5
Taking a Closer Look Permission to Be a Learner Keeping the Teacher in Mind Keys to Being Coach AND Learner Questions for Reflecting and Linking to Practice Part IV. Growing the Coach
11. Professional Development for the Coach Identifying What Coaches Need to Know Moving From Research to Practice Coaching Simulations Journaling as a Tool for Learning Belonging to a Coaching Community Keys to Professional Development for the Coach Questions for Reflecting and Linking to Practice Conclusion Resource A. Resources to Develop Mathematical and Pedagogical Content knowledge Resource B. Sources of Math Coach Professional Development References Index