Examining a Coaching Routine to Support Teacher Learning

Gibbons, Lynsey
Okun, Ada
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Investigations in Mathematics Learning
Mathematics specialists tasked with the responsibility of supporting teacher learning face both the opportunity and the challenge of transforming the organization of the school workplace to support educators’ collective, ongoing learning, which is not the norm in most school settings. In this study, we examine a coaching routine called Teacher Time Out (TTO), which was organically developed by a school-based mathematics coach and the teachers with whom she worked. Through the routine, coaches and teachers work through complex, in-the-moment pedagogical decision making while collectively facilitating mathematics discussions among students. The routine thus opens opportunities for educators to learn about ambitious teaching alongside their colleagues. We report findings from an analysis of 360 TTOs that occurred over three years of one coach’s work supporting a school-wide, multi-year instructional reform effort in mathematics teaching and learning. We found that the coaching routine fostered teachers’ collective inquiry into practice, as they engaged with the unpredictability of teaching during real-time instruction with students. We discuss the potential of this routine to support coaching as a lever for organizational reform, reshaping mathematics teaching across many classrooms.
This is an Accepted Manuscript of an article published by Taylor & Francis in Investigations in Mathematics Learning on 10/27/2022, available at: http://www.tandfonline.com/10.1080/19477503.2022.2139094. This article will be embargoed until 04/27/2024.
mathematics coaching , professional learning , elementary mathematics
Lynsey Gibbons & Ada Okun (2022) Examining a Coaching Routine to Support Teacher Learning, Investigations in Mathematics Learning, DOI: 10.1080/19477503.2022.2139094