This document describes a coaching model to support elementary mathematics teachers. It outlines three levels of support focusing on curriculum planning, mathematical content and assessment, and developing a mathematical classroom community. It also describes three models of coaching: unit-specific support, grade-level support, and ongoing classroom support. Each model involves observing lessons, co-teaching, providing feedback, and reflecting with teachers. The coaching process includes planning sessions with a focus on mathematical goals and assessment.

1. PreK- 6
Mathematics:
Supporting Elementary Teachers
Susan Muir 2012-13
620-7810 School Year

2. Please look for the new calendar on the ‘Coaching Page’ of
my BLOG. It will be posted September 2012. I will be taking
bookings after September 28th. I will be meeting with and
booking dates with the 7 schools involved in multi--leveled
approach during the week of September 24-28th.

3. Levels of Support
O Level 1:
Supporting teachers with the outcome-based curriculum:
“How do I plan and teach outcome
based lessons and units?”
O Level 2:
Supporting teachers with understanding the mathematical
content and various assessment:
“What’s the math? How will I assess?
Now what?”
O Level 3:
Supporting teachers with creating and maintaining a
mathematical community in the classroom:
“How do I engage and include all
students in the learning of mathematics? How can
I create a classroom environment that meets the
needs of all learners?”
Susan Muir 2012-13

4. Models of Coaching
O Unit- Specific Support
O Grade Level Support
O On-going Classroom Support
Susan Muir 2012-13

5. Unit-Specific Support
O Concentrated support for individual
classrooms throughout an entire UBD unit
O Daily work in classrooms includes:
O Modeling a lesson while the classroom while the
classroom teacher observes ( I WILL)
O Co-teaching some parts of the unit ( WE WILL)
O Shifting the role of primary instructor back to
the classroom teacher as the unit progresses
(YOU WILL)
O On-going dialogue through email/ phone calls
with the classroom teacher over the course of
the unit
Susan Muir 2012-13

6. Grade Level Support
O On-going support for grade level as a
whole
O After-school meetings in a grade cluster
level (I will make a schedule)
O Work at grade level meetings includes:
O doing math work related to the content of a
unit
O completing student activities and discussing
the mathematical content
O examining student work that teachers bring
from their classrooms
O discussing larger mathematical and
pedagogical issues
Susan Muir 2012-13

7. On-Going Classroom
Support
O Individual support for classroom
teachers during math lessons
O Regular monthly meetings with
classroom teachers throughout the
school year during prep or lunch.
O Work with teachers includes:
O meeting before a lesson to identify the
mathematics, plan, and set goals
O Observing, co-teaching, or modeling a
lesson
O meeting after a lesson to give feedback
and reflect
Susan Muir 2012-13

8. Coaching in Practice
O Pre-Conference
O Lesson
O Post-Conference
O Please allow time for pre and post
conference
Susan Muir 2012-13

9. Planning a Session
O What’s the mathematical focus ( Big
Ideas)?
O What are the outcomes?
O How will you assess student
learning?
O What are the teacher supports?
O What materials and preparation are
needed?
O What’s the session follow-up?
Susan Muir 2012-13

11. Coaching Model