Search Results

You are looking at 1 - 4 of 4 items for

  • Author or Editor: Courtney Baker x
  • All content x
Clear All Modify Search
Restricted access

Courtney Baker and Theresa Wills

Teachers share success stories and ideas that stimulate thinking about the effective use of technology in K–Grade 6 classrooms. This article explores the use of glogs.

Restricted access

Courtney Baker and Melinda Knapp

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.

Restricted access

Courtney Baker, Melinda C. Knapp, and Terrie Galanti

Here is support for coaches who work in diverse contexts to integrate high-leverage teaching and coaching practices with specific attention to mathematics content.

Restricted access

Jennifer M. Suh, Sara Birkhead, Toya Frank, Courtney Baker, Terrie Galanti, and Padmanabhan Seshaiyer

This article details the design and implementation of a professional development model called Learning Trajectory-Based Lesson Study focused on issues of equity, identity, and agency. We developed the Vertical Articulation to Unpack the Learning Trajectory (VAULT) tool to orient teachers’ instructional planning toward an asset-based view of students’ mathematics competencies. We examined teachers’ use of the VAULT to plan, implement, and debrief on student strategies for one spatial reasoning task in elementary, middle, and high school classrooms. The VAULT facilitated intentional planning for a progression of anticipated strategies and equitable access to instruction. Teachers demonstrated an asset-based view of all student thinking independent of grade-level expectations.