Clearly define the role of the coach and support principals in working with math coaches¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy addresses the ambiguity of coaching roles in standards implementation. The report recommends that "district staff should communicate across the district system a clear message about the roles that coaches are expected to play, and offer principals support in working with and learning from math coaches at their sites." It notes coaches cannot do effective work at sites in isolation from site leadership and principals may need clear directives from supervisors.

Design Implications¶

Context¶

Requirements¶

• Districts must communicate a clear, systemwide message about expected coach roles and provide principals support for partnering with coaches

Constraints¶

• The report observes that early grant applications described vague kitchen-sink coaching roles, and some principals did not know how to make effective use of coaches

Target Learners¶

• Instructional coaches, principals, and district leaders in K-8 districts

Target Learning Goals¶

• Using coaching to convey the district's math vision and improve standards-aligned classroom instruction

Affordances¶

• Mic Three Collaborative Structures Framework

Related Strategies¶

• Protect confidentiality and a non-evaluative stance so teachers trust the coach-teacher relationship
• Designate an on-site instructional coach or leader to monitor and support ECED implementation
• Shift the locus of professional learning to school sites and classrooms, connected to teachers' everyday practice

Examples¶

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Key Sources¶

• Perry, R., Marple, S., & Reade, F. (2019). Educators collaborating to improve mathematics: Three structures that mattered in Math in Common districts. San Francisco, CA: WestEd. https://www.WestEd.org/permissions