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.
Courtney Baker and Theresa Wills
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.
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.