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A Guide to Mathematics Coaching

Processes for Increasing Student Achievement

Engage math teachers and foster productive collaborations through an effective coaching process that builds trust and rapport and leads to better teaching practice and increased student achievement.

Full description

Product Details
  • Grade Level: PreK-12, Elementary, Secondary
  • ISBN: 9781412972642
  • Published By: Corwin
  • Year: 2009
  • Page Count: 176
  • Publication date: July 03, 2012

Price: $34.95

Price: $34.95
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"The authors provide a commonsense approach for those who work directly with classroom teachers to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach."
—Emily S. Rash, Mathematics Specialist
Monroe City School District, LA

Discover how effective coaching relationships add up to improved mathematics teaching and learning!

Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify, define, and fulfill their role as influential mathematics leaders.

Based on principles established by NCTM and NCSM, this volume features a three-part process for engaging teachers in building high-quality, equitable mathematics programs. The chapters help coaches effectively:

  • Collaborate with teachers to align and implement curriculum that positively impacts student learning and achievement
  • Build trust and rapport with hesitant or resistant teachers
  • Develop collegial partnerships for planning, analyzing, and reflecting on instruction
  • Support and sustain individual and institutional change

Filled with numerous vignettes to illustrate coaching practices and strategies to move teachers toward more effective instructional models, A Guide to Mathematics Coaching is an essential companion for transforming mathematics classrooms.

Key features

  • Presents a comprehensive look at effective mathematics coaching
  • Addresses typical challenges faced by coaches and offers solutions
  • Includes numerous examples and vignettes
  • Aligned to NCTM standards and NCSM principles


Ted H. Hull photo

Ted H. Hull

Consulting Description

Ted H. Hull completed 32 years of service in public education before retiring and opening Hull Educational Consulting. He served as a mathematics teacher, K-12 mathematics coordinator, middle school principal, director of curriculum and instruction, and a project director for the Charles A. Dana Center at the University of Texas in Austin. While at the University of Texas, 2001 to 2005, he directed the research project “Transforming Schools: Moving from Low-Achieving to High Performing Learning Communities.” As part of the project, Hull worked directly with district leaders, school administrators, and teachers in Arkansas, Oklahoma, Louisiana, and Texas to develop instructional leadership skills and implement effective mathematics instruction. Hull is a regular presenter at local, state, and national meetings. He has written numerous articles for the NCSM Newsletter, including "Understanding the Six Steps of Implementation: Engagement by an Internal or External Facilitator" (2005) and "Leadership Equity: Moving Professional Development into the Classroom" (2005), as well as "Manager to Instructional Leader" (2007) for the NCSM Journal of Mathematics Education Leadership. He has been published in the Texas Mathematics Teacher (2006), Teacher Input Into Classroom Visits: Customized Classroom Visit Form. Hull was also a contributing author for publications from the Charles A. Dana Center: Mathematics Standards in the Classroom: Resources for Grades 6–8 (2002) and Middle School Mathematics Assessments: Proportional Reasoning (2004). He is an active member of Texas Association of Supervisors of Mathematics (TASM) and served on the NCSM Board of Directors as regional director for Southern 2.

Don S. Balka photo

Don S. Balka

Consulting Description

Don S. Balka, Ph.D., is a noted mathematics educator who has presented more than 2,000 workshops on the use of math manipulatives with PK-12 students at national and regional conferences of the National Council of Teachers of Mathematics and at in-service trainings in school districts throughout the United States and the world.

He is Professor Emeritus in the Mathematics Department at Saint Mary’s College, Notre Dame, Indiana. He is the author or co-author of numerous books for K-12 teachers, including Developing Algebraic Thinking with Number Tiles, Hands-On Math and Literature with Math Start, Exploring Geometry with Geofix, Working with Algebra Tiles, and Mathematics with Unifix Cubes. Balka is also a co-author on the Macmillan K-5 series, Math Connects and co-author with Ted Hull and Ruth Harbin Miles on four books published by Corwin Press.

He has served as a director of the National Council of Teachers of Mathematics and the National Council of Supervisors of Mathematics. In addition, he is president of TODOS: Mathematics for All and president of the School Science and Mathematics Association.

Ruth Harbin Miles photo

Ruth Harbin Miles

Ruth Harbin Miles coaches rural, suburban, and inner-city school mathematics teachers. Her professional experiences include coordinating the K-12 Mathematics Teaching and Learning Program for the Olathe, Kansas, Public Schools for more than 25 years; teaching mathematics methods courses at Virginia’s Mary Baldwin College; and serving on the Board of Directors for the National Council of Teachers of Mathematics, the National Council of Supervisors of Mathematic, and both the Virginia Council of Teachers of Mathematics and the Kansas Association of Teachers of Mathematics. Ruth is a co-author of five Corwin books including A Guide to Mathematics Coaching, A Guide to Mathematics Leadership, Visible Thinking in the K-8 Mathematics Classroom, The Common Core Mathematics Standards, and Realizing Rigor in the Mathematics Classroom. As co-owner of Happy Mountain Learning, Ruth specializes in developing teachers’ content knowledge and strategies for engaging students to achieve high standards in mathematics.

Table of Contents

Table of Contents

List of Figures


About the Authors

Part I: Preparing the Foundation

1. Defining Mathematics Coaching

What Is a Mathematics Coach?

Stage 1: Defining Mathematics Coach

Stage 2: Identify Responsibilities

Stage 3: Identifying Characteristics

Stage 4: Dispelling Negative Images

Critical Points

2. Bridging From the Present to the Future

Goals, Procedures, and Shared Vision

The Present: Today's Mathematics Classrooms

The Future: Tomorrow's Mathematics Classrooms

Critical Points

3. Building Rapport With Teachers

How to Build Rapport

Coaching Scenarios

Scenario 1: The Resistant Middle-Level Teacher

Scenario 2: The Fearful First-Year Teacher

Scenario 3: The High School Teacher Who Hid the Curriculum

Critical Points

Part II: Mathematics Coaching Model

4. Focusing on the Curriculum

Why Work Toward Curriculum Alignment?

Challenging Lessons Implement the Curriculum

Aligning the Curriculum

Critical Points

5. Implementing the Curriculum as Designed

Providing Prompt, Accurate Feedback

Basics of Collecting Data

Using Data to Inform Instruction

Understanding and Producing Benchmark Assessments

Critical Points

6. Planning and Co-Teaching Lessons

Isolation and Its Effects

Challenges Unique to Mathematics Coaches

Start With Planning

Entering the Classroom


Being a Valuable Resource

Emphasis on Inclusiveness

General Approaches

Specific Strategies

Critical Points

7. Making Student Thinking Visible

Characteristics of Visible Thinking

How the Traditional Model Falls Short

Constructing an Alternative to the Traditional Model

Effecting Change Over Time

Group Planning

Observation and Demonstration Teaching

Critical Points

8. Analyzing and Reflecting on Lessons


Process for Analysis and Reflection

Structures for Reflection

Critical Points

9. Charting Long-Term Progress

Trend Data

Why Emphasize Trend Data?

Indicators of Success

Using Trend Data to Inform Teaching

Data Sources and Displays

Using Trend Data for Professional Development

Critical Points

Part III: Continuing the Work

10. Working Within the Education System

The Great Divide

Management Versus Leadership

Influence as Power

Understanding Everyone?s Role

Synergy: The Power of Groups

Critical Points

11. Sustaining Momentum

Managing Long-Term Change

Using C-BAM

Tipping Points and Breakthroughs

Staying Focused on What Matters

The Power of One






Other Titles in: Mathematics | Coaching

Price: $34.95
Volume Discounts applied in Shopping Cart

For Instructors

Request Review Copy

When you select 'request review copy', you will be redirected to Sage Publishing (our parent site) to process your request.