1. Examining Coaching in Elementary (K-8) Mathematics Classrooms ECEMC An NSF Discovery and Research Grant DRK-12

2. Personnel Dr. David Yopp, MSU, PI Dr. Beth Burroughs, MSU, CoPI Dr. John Sutton, RMC Research Corporation, CoPI

3. Senior Personnel Jennifer Luebeck, MSU Mark Greenwood, MSU Clare Heidema, RMC Research Arlene Mitchell, RMC Research Lyn Swackhamer, RMC Research

4. Description This is a research and development project examining the effects of a coach’s “knowledge for coaching” on a diverse population of K-8 teachers. It addresses the DRK-12 challenge: How can the ability of teachers to provide STEM education be enhanced? 5 years, $3.5 million.

5. Knowledge Domains Knowledge Interactions Characteristics Teacher Quality Student Achievement Knowledge of Mathematics for Coaching Knowledge of Coaching Teacher Quality Student Achievement Knowledge of Teacher Development and Learning Knowledge of Student Learning

6. ECEMC’s definition of coaching: A mathematics coach is: an on-site professional developer who enhances teacher quality through collaboration focusing on research-based, reform-based, and standards-based instructional strategies and mathematics content that includes the why, what and how of teaching mathematics.

7. Coaching Model A before, during and after (BDA) approach: ◦ Pre-conference focused on planning ◦ Observation or model of a lesson ◦ Post-conference focused on reflection Knight (2007b), West & Staub (2003), Costa & Garmston (2002).

8. Effective coaching Effective coaching is operationalized as change in each of the teacher constructs being measured, as well as teacher perceptions of coaching effectiveness. Student achievement???

9. ECEMC goals: 1.Determine the degree to which coaching knowledge contributes to coaching effectiveness; 2.Determine the degree to which mathematics content knowledge contributes to coaching effectiveness; 3.Contribute to research on knowledge for coaching through an experimental design studying the impacts of coaching knowledge and mathematics content knowledge on teachers’ knowledge, attitudes, and classroom practices.

10. Our Main Hypothesis: We posit that coaching knowledge and mathematics content knowledge contribute significantly to a coach’s effectiveness as measured by positive impact on teacher practice, attitudes, and beliefs.

11. Why study this? Coaching is a promising model for enhancing K-8 mathematics teachers’ abilities to provide quality mathematics education. Coaching can be implemented at any point in a teacher’s career (as opposed to mentoring). There exist a number of small studies that suggest mathematics coaching could be effective, yet none demonstrate what types and depths of knowledge increase a coach’s effectiveness. The National Mathematics Panel (2008) reports that schools across the nation are using mathematics specialists, including mathematics coaches, yet there is little research supporting its effectiveness.

12. Model of Relationships among Variables Coaching Effectiveness Change in LMT Change in RTOP Change in TS Change in CII Change in CKS Mathematics Content Knowledge Coaching Knowledge Implementation of Coaching Model Teacher Variables Coach Variables

13. Overview of potential impacts Broader Impacts Better understanding of knowledge needed for effective coaching. Instruments to evaluate and monitor coaching Better understanding of what constitutes effective coach. Better understanding of coaching best practices. Better understanding of factors influencing coaching effectiveness.

14. What can MSMI do for us? Let us know of schools who may want to participate. Encourage schools and teachers to participate in research projects like ours. Mention our project to groups when possible. Work with OPI to streamline student achievement data collection and dissemination.

15. Research Design Multi-year Cross-over Group 1Group 2 Year 1 (Phase 1)  Provide orientation to ECEMC coaching model for targeted coach and teachers within school  No PD provided  Provide orientation to ECEMC coaching model for targeted coach and teachers within school  No PD provided Year 2 (Phase 2)  Provide PD on Mathematics Content Knowledge*  No PD provided Year 3 (Phase 2)  No PD provided  Provide PD on Coaching Knowledge* Year 4 (Phase 2)  Provide PD on Coaching Knowledge*  No PD provided Year 5 (Phase 2)  No PD provided  Provide PD on Mathematics Content Knowledge*