The Decision-Making Protocol for Mathematics Coaching: Addressing the Complexity of Coaching With Intentionality and Reflection

More than ever, mathematics coaches are being called on to support teachers in developing effective classroom practices. Coaching that influences professional growth of teachers is best accomplished when mathematics coaches are supported to develop knowledge related to the work of coaching. This article details the implementation of the Decision-Making Protocol for Mathematics Coaching (DMPMC) across 3 cases. The DMPMC is a framework that brings together potentially productive coaching activities (Gibbons & Cobb, 2017) and the research-based Mathematics Teaching Practices (MTPs) in Principles to Actions: Ensuring Mathematical Success for All (NCTM, 2014) and aims to support mathematics coaches to purposefully plan coaching interactions. The findings suggest the DMPMC supported mathematics coaches as they worked with classroom teachers while also providing much-needed professional development that enhanced their coaching practice.

Contributor Notes

Courtney Baker, Assistant Professor, George Mason University, 4400 University Dr., MS 1E8, Fairfax, VA 22030; cbaker@gmu.edu; Twitter: @PiBaker18

Melinda Knapp, Instructor, Oregon State University–Cascades, 650 Columbia St., No. 240, Bend, OR 97702; melinda.knapp@osucascades.edu; Twitter: @KnappMelinda

(Corresponding author is Baker cbaker@gmu.edu)(Corresponding author is Knapp melinda.knapp@osucascades.edu)
Mathematics Teacher Educator

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