Responsibilities of a Math Coach
There is a small pool of research addressing the work of mathematics coaches or specialized teachers who work with other teachers. According to Dempsey (2007) more research is needed addressing the perceptions that teachers have of the practices of coaches to change instructional behaviors within mathematics, which will be further explored later. Some research defines the challenges of coaches in understanding multiple curriculums across grade levels, being able to model multiple teaching styles, dealing with principals, managing multiple responsibilities, understanding the school culture, and setting priorities within time constraints (Poglinco & Bach, 2004). Despite instructional coaches being ubiquitous in schools for several years now, the position of a mathematics coach is still new for many schools across the country. A lack of understanding of the duties and responsibilities of this job are still unknown or unclear for many principals and school staff.
Mathematics coaches do not have a class of students assigned on a daily basis; their work is conducted directly with classroom teachers. The main responsibilities of the mathematics coach is to view the larger mathematical curriculum, and then hone in on what teachers need in certain areas. Since most teachers will be required to teach their district’s math curriculum, the coach will have to identify particular strengths and weaknesses of the program and instruction and attempt to supplement those programs for the purpose of improving growth of students across the school and in individual classrooms. Furthermore, mathematical coaches should base their work on the principles of the National Council of Teachers of Mathematics (NCTM). These principles will support them as a guide, but cannot provide a road map since each school and teacher will have different needs. Coaches will need to understand what their school requires to create a course of action with the support of their administrators. It is necessary to keep in mind that coaches have a demanding task, and there is no coach to coach them.
Another responsibility that a coach must manage is to create support and stimulate change (Hall & Hord, 2006). If improvement is desired, it will not be possible if no change happens. Hall & Hord (2006) further state that “change is not only, however, about the implementers – those who will change their practices – but also about those who will facilitate the implementers in doing so” (p. 27), and the mathematics coaches are the ones who needs to assist those teachers in their instruction.
According to NCTM (2000) in summary, the responsibilities of a coach can be considered as follows: They analyze, gather and interpret data to inform instruction, model best practice research, monitor implementation of the changes, create and present adequate professional development, manage the instructional materials, work with teachers to improve mathematics achievement, and build collaborative teams and networks. It is necessary to keep in mind that all those responsibilities are interconnected representing a part of the whole coaching process. Mathematic coaches can focus on one of these responsibilities, but their power will be to strengthen when they interrelate and create influence one into another (NCTM, 2000).
Finally, according to Grant & Davenport (2008) the responsibilities cannot be carried out effectively if the coach cannot work collaboratively with teachers and administration. So between all the responsibilities listed, building collaborative teams and networks must be a priority.