Research on Coaching
Presently, coaching teachers in schools is a topic of interest in the United States. Many schools are willing to use coaching as a powerful tool for increasing the capacity of their leaders and students. However, its power and effectiveness are still uncertain in the minds of some educational professionals. Although the National Mathematics Advisory Panel (2008) stated the research in coaching is sparse and inconclusive, there is no research to refute it effectiveness either.
However, because coaching is in the spotlight right now, the critical question is to analyze under what conditions coaching is working. According to The National Research Council (2001), an increase in student learning will occur when high-quality programs are adopted, supported, implemented, and sustained, and York-Barr, Sommers, Ghere and Montie (2006) also asserted professional learning is effective when it is specifically related to student learning and classroom instruction. Further, Knight (2007) believed in many fields, coaches are considered the perfect resource to grow teacher abilities and skills. And finally, according to Wise (2010), "Coaching is bringing a valuable person from where he or she is to where he or she can get" (p.4).
For the purpose of this research analysis, we will narrow our lens to just consider elementary schools. Currently, elementary mathematical coaches are placed in schools in leadership roles to provide on-site professional development to bolster instruction, curriculum, mathematical content, and pedagogy. These coaches focus their efforts on enhancing instruction and improving student achievement throughout the elementary grades. According to Ball & Cohen (1999), it is ineffective to have traditional workshops and professional conferences as routes for sustained growth. With this in mind, many schools consider coaching as a model of professional development for teachers. Hawley & Valli (1999) stated that if schools want to create a change in education, the school must become a place where both teachers and students can learn. Improved mathematical instruction will be realized if coaches act as a vehicle of support to target teachers' understanding and then plan accordingly (National Research Council, 2001).
Thus, several themes will be explored in order to create a clear vision of the role of a math coach, an analysis of best practice strategies that coaches may utilize will also be presented, and finally, teacher attitudes towards coaching will be addressed.
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