Mathematics Coaching Interview

1. Mathematics Coaching
Kelsey Settles
Interviewing Mr. Chris Cook

2. Questions Related to Implementing Effective
Teaching● Mr. Cook stated that to connect standards to previously learned CCSS
content standards, he visits teachers from the students’ previous year to learn
about the major works of their gradeband.
● Mr. Cook does not feel that all of the mathematical practices are created
equal. He believes that, “modeling with mathematics, making sense of
problems and persevere in solving them” are two of the most important
practices. He stated that they are all important, but things like expressing
regularity in repeated reasoning are not as important as solving the problems.
● Mr. Cook stated that in fourth grade, shift 2 and shift 6 are the most important.
He believes they are not all created equal because not all students will be
able to complete all of them.
○ He said that shifts 2 and 6 are most important in fourth grade because they both encourage
the students to use their reasoning skills and select the best methods of solving problems.
○ He stated, “As students get older, we shift from telling them what to do and how to do it to
giving them a prompt and letting them figure it out.”

3. Tool Used
For this interview, I used Tool 2.1- Shifts in Classroom Practice Self-Assessment.

4. Mr. Cook took the self-assessment to show his progress in each of the shifts in classroom
practice.
He rated himself with an X in each shift, and for Shift 2, he stated that he uses an
“Application Problem” to require the students to use reasoning. He went on to explain that
application problems are extended response questions where students have to explain their
thinking in multiple ways (models, words, algorithms). He stated that he uses gallery walks
for student presentations that gives other students opportunities to critique their strategies
and ask questions for shift 4. Mr. Cook wrote on his self-assessment that the testing rubric
he uses, “looks at students’ thinking because they still get points even if they get the answer
wrong as long as they show the correct process.”
Mr. Cook stated that something he believes he needs to work on in his classroom is
encouraging students to take time for mathematics. Mr. Cook said, “It is hard for me to take
time and wait for my students to think and respond without just guiding them to the answer.

5. Strengths of My Interview
● One strength of my interview was that I was able to stay focused and on
topic. To be able to complete the interview, I had to stay on the script of the
questions.
● Another strength of my interview was that I gave a quick review of the
mathematical practices and the shifts in classroom practice before the
interview. This review gave both Mr. Cook and me a better idea of what we
were to be discussing.
● A third strength of my interview was using the tool of self-assessment. Having
Mr. Cook complete this assessment gave us good talking points about certain
things he does in his classroom that display the shifts in classroom practice.

6. Growth Area of Interview
A growth area of my interview would be to have more suggestions on hand for Mr.
Cook to increase effective teaching. I had to look at the book a lot to offer ideas,
and I believe my coaching would be more effective if I had a better “toolbox” of
strategies built up.

7. Mr. Cook’s Understanding
Mr. Cook has been distanced from the mathematical practices because of the
large focus on a scripted curriculum. He stated that, “While I should be focusing
on making sure the mathematical practices are taking place in my room, I have to
also focus 99% of my time on making sure I get through all of the lessons in the
curriculum.”
This takes away from his understanding because without constant practice of the
mathematical practices and shifts in classroom practice, you can’t be sure they
are all being covered.

8. Next Steps:
To increase the use of mathematical practices, Mr. Cook and I will continue to
meet weekly and use figure 2.3 in the textbook to plan effective mathematics
lessons. This figure shows the process of using mathematical practices and shifts
in classroom practice and focus zones to increase effectiveness of teaching. We
will use tool 2.3 to list specific examples of mathematical practices, shifts in
classroom practice, and focus zones in his lessons.
I will also introduce Mr. Cook to www.illustrativemathematics.org. He can use this
website to plan lessons to ensure the mathematical practices are taking place.
This website helps make sure that all practices and shifts are covered, and gives
tasks to use to do this.