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The Role and Responsibilities of a Mathematics Coach

Elizabeth Tilton

University of Maine at Farmington

September 26, 2018

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Abstract

The purpose of this research is to delve deeper into the role and responsibilities of

mathematics coaches/specialists in elementary, middle, and high school settings. This is a fairly

new leadership role being integrated into school settings. The role and responsibilities of

a math coach/specialist are elaborated on and include examples from math teacher leaders. All

of which are needed for successfully improving the teaching and learning of math educators.

The impact of a math coach/specialist on student learning and overall achievement can be

significant if integrated meaningfully and appropriately. The potential integration of a math

coach/specialist in the researcher’s own educational practices and school setting would be

notably positive and is thoroughly articulated.

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What is the definition of a mathematics coach/specialist? What skills does a mathematics

coach/specialist have?

Mathematics coaches/specialists are becoming increasingly prominent in elementary,

middle, and high school settings in an effort to improve both the teaching and learning of

educators, regardless of experience and/or expertise. Improving the teaching and learning of

educators, therefore has a positive impact on the improvement of students’ learning. This in turn,

has the potential to deepen their understanding and application of mathematics concepts, as well

as improve overall achievement. “A mathematics coach is an individual who is well versed in

mathematics content and pedagogy and who works directly with classroom teachers to improve

student learning of mathematics” (Defining, 2018). According to Obara (2010), in an effort to be

the most effective math coach/specialist, the following skills are inherent:

• Social leadership skills

• Content knowledge

• Pedagogical content knowledge

• Knowledge of curriculum

• Knowledge of gifted and special-needs students

• Knowledge of research

Social leadership skills or social skills in general, are without a doubt one of the top skill

sets needed to be an effective math coach/specialist. In an effort to establish a positive,

collaborative relationship with teachers and colleagues, communication, trust, and a mutual

respect are of utmost importance. A leader in the school can earn the respect of other teachers by

“being approachable, continuing to learn, and by using interpersonal skills that ultimately allow
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her to influence the instructional practice of her peers” (Campbell, P. F., Ellington, A. J., Haver,

W. E., & Inge, V. L., 2013). Student-teacher relationships are significantly different from

working with adult learners. Campbell et. al. (2013) discusses how a math coach/specialist must

understand that individual teachers are unique and their differences must be respected. Their

abilities, interests, strengths, level of expertise, and/or experience may vary greatly along with

their comfort levels, teaching styles, and favorite methods of teaching. A partnership must exist

between coach and teacher, where they work together to plan and teach students. More

experienced teachers or those who may specialize in a specific area of education, may have ideas

and methods that are “grounded in tradition,” therefore the coach must “co-plan with care,

without taking over” (Campbell et. al., 2013). This helps to build a mutual respect and good

rapport. Rather than throw together several different handouts, practice sheets, or instructional

activities and simply give them to the teacher, the coach should carefully select a few resources

that are of interest to the teacher. Any suggestions made to help improve the teacher’s methods

and activities should go along with the teacher’s ideas. According to Campbell et. al. (2013),

coaches must provide teachers with specific and genuine feedback that is honest. If, for

example, when being observed, a teacher teaches something incorrectly, timing is key when

bringing this to the teachers attention. It is not okay or helpful to point out or state that a

teachers ideas are wrong. in front of students. There are ways to approach the situation that are

respectful and less direct. Coaches should “be direct as a last resort,” (Campbell et. al., 2013).

Along with respect, honesty, and trust, flexibility is another important skill needed to be a

successful math coach/specialist. When reflecting on her new position, a classroom teacher who

transitioned to a math teacher leader recognized her goal: “to be a support system for teachers,
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students, and administrators, with the purpose of improving the teaching and learning of

elementary mathematics,” (Rapacki, L. J., & Francis, D. I., 2014). She quickly came to the

realization that being flexible and building trust and rapport with her colleagues needed to come

before simply “giving them resources and telling them what to do.” To them, she was an

outsider who knew nothing about their students, school community, etc… Although they were

reluctant to have her observe them and get in their classrooms, she knew it was essential in doing

her job. She decided to begin her coaching practices by shadowing other leaders in the schools,

with whom the staff already trusts; attend varying school functions and meetings; and eating in

the faculty lounge during lunch. Once teachers became more comfortable with her, they began

seeking her help with different tasks, instructional activities, and other ideas to use in their

classrooms. In an effort to get in their classrooms, this teacher leader opted to model instruction,

becoming the one being observed. This lead to a successful and collaborative relationship

between the teacher leader and classroom teachers. “Rapport and trust are invaluable.

Commodities in which teacher leaders must invest with their teachers to create true

collegiality,” (Rapacki et. al., 2014).

Aside from social skills, skill sets surrounding knowledge, specifically content,

pedagogical, curriculum, gifted and special-needs students, and research are the five remaining

skill sets identified by Obara (2010) as being inherent to successful math coaches/specialists.

Having the necessary content knowledge is important in teaching mathematics. “Mathematics

coaches need to have a deep understanding of the content teachers are teaching to be able to

support them,” (Obara, 2010). Donna Boucher (2015) shared her experience of becoming a math

coach by stating that leaders must know their stuff. If a teacher feels as though you don't know
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what you are talking about, they may not find you credible, not allowing for a collaborative

partnership to develop. Boucher (2015) knew that she didn't have sufficient knowledge of

primary mathematics, therefore she did her research and “read books, attended workshops,

visited primary classrooms, and talked and planned with primary teachers.” Knowing and

understanding the mathematical content is only part of it. A math coach/specialist must also have

knowledge of what coaching entails. Obara (2010), suggests that professional development

needs to happen focuses on supporting coaches in coaching. If coaches don't know how to work

with adult learners/teachers, they may be ineffective leaders.

Pedagogical content knowledge, also referred to as PCK, is a different type of

knowledge that doesn't necessarily refer to content, specifically, but how it is presented and how

children learn it best. PCK has a much greater influence on the overall quality of instruction and

gains made in student learning. Shulman (1986) developed PCK to help teachers and teacher

leaders connect the content they must know and understand, with the knowledge they must

possess of the appropriate tools to use, and the various ways in which content can and should be

presented and taught to students. “Pedagogical content knowledge is the content knowledge

beyond subject matter that Shulman describes as the content knowledge for teaching” (Shulman,

1986). This goes along with knowing one’s students, having a solid understanding of how

students learn best, and what common misconceptions they may have regarding specific content

and skills. A teacher must have a solid understanding of individual students’ strengths,

weaknesses, preconceptions of specific skills, and ability levels, in an effort to help all students

make gains and find success. “Coaches need to know how children learn mathematics and

understand the kinds of activities and strategies that help students develop conceptual
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understandings of mathematics,” (Obara, 2010). Different pedagogical strategies may involve

the use of manipulatives, technology, cooperative learning strategies, etc… According to Obara

(2010), these can have a positive effect on students’ learning if implemented appropriately, and

can lead to higher overall achievement and positive attitudes surrounding math concepts.

Knowledge of curriculum refers to a solid understanding of the math curriculum used in

a district and/or school system. In an effort to help teachers make connections between the

concepts being taught and learned at their own grade level, as well as between grade levels, math

coaches/specialists need to understand the districts curriculum like the back of their hand (Obara,

2010). Professional development opportunities surrounding not only specific curricula, but a

wide range of curricula should be provided to math coaches/specialists so that they can help not

only teachers, but administrators who may need to make decisions regarding new curricula.

School administrators, teachers, parents, and other community members may reach out to the

math coach/specialist with questions or concerns about the mathematics programs being

implemented in schools. Coaches/specialists must have a deep understanding of the school’s

curriculum and/or math program, as they are seen as the “go-to person” for inquiries, questions,

and concerns (Campbell et. al., 2013).

Content knowledge, which goes hand in hand with curriculum knowledge, “refers to the

structure of subject matter both substantive, as the organization of facts and ideas, and syntactic,

as the set of rules and norms that support the content” (Shulman, 1986). In order to successfully

teach mathematics content to students, it is important that teachers not only understand the

material and content they are teaching, but also understand how and why it works the way it

does, which is the pedagogical aspect showing up. A good teacher can answer the questions:
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What came before this skill? What will proceed this skill? Why do particular solutions work for

given problems? Why does this make sense? Having a solid understanding of the progression of

content is key in teacher instruction. A teacher must know what comes before and will come after

the content currently being taught. Connecting students to prior knowledge and future skills will

help to provide them with consistency and smooth transitions from one topic or grade to the next.

A strong teacher leader can help guide classroom teachers to think about these types of questions

and use them when reflecting on lessons co-taught or observed.

Knowledge of gifted and special-needs students is critical for teacher leaders due to the

wide range of demographics in public schools today. Math coaches/specialists not only work

with general education teachers, but special education teachers as well. “Classroom and special

education teachers may have differing perspectives about what constitutes student knowledge,

conceptual understanding, or misconceptions” (Campbell et. al., 2013). English to Speakers of

Other Languages, also referred to as ESOL, are programs that may be integrated into a school

community. A program such as this is a great resource for teachers and teacher leaders to turn to

when facing challenges with English language learners, as it has been proven that there is a close

connection between “language proficiency and mathematics achievement” (Obara, 2010).

Teachers may also reach out to coaches/specialists when faced with students that may have

reading and/or behavioral challenges, as well as gifted and talented students, needing more of a

challenge. Some schools may have teacher leaders trained in gifted and talented programming

Knowledge of research has to do with math coaches/specialists keeping up to date on

both current and past “best practices” (Obara, 2010). Coaches/specialists are challenged with

providing the latest and best resources, instructional activities, methods of teaching, etc…to their
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math teachers to ensure that students are receiving the best possible outcomes in learning. Not

only does having this knowledge benefit the teacher leader in helping others to improve their

practices, it also helps provide them with necessary findings and evidence to support decisions

regarding curricula. “Due to the fact that coaching is a new form of professional development,

school districts are faced with a problem of identifying qualified people who have the skills and

knowledge that coaches need to perform their duties” (Obara, 2010). According to Fennell

(2009), several issues arise when determining a qualified candidate, which include “content and

pedagogical knowledge, teaching experience, genuine interest, ability to lead, etc…”

Professional development and/or research may need to be offered and completed by potential

coaches/specialists in order to successfully carry out their duties and responsibilities.

What responsibilities does a mathematics coach/specialist have in a school?

Mathematics coaches/specialists have the responsibility to “work with teachers to

improve mathematics achievement; manage and control curriculum and instructional materials;

manage and regulate professional development; monitor program implementation; build the

mathematics program by using its strengths and reducing its weaknesses; maintain and share

best-practice research; build collaborative teams and networks; and gather, analyze, and interpret

data, such as from assessments and benchmark tests, to inform instruction” (Defining, 2018).

According to Fennell (2009), math coaches/specialists may also be asked to create and

implement monthly math challenges, conduct informal observations, and not only manage and

regulate professional development, but potentially run it. According to Bernard Ramming and

Cynthia Rodriquez (2010), math teacher leaders must take part in monthly training sessions that

have to do with “mathematics content, leadership, and assessment.”

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As previously discussed, math coaches/specialists develop a partnership with teachers. A

coaches job is not to “fix problems,” but rather to inform and improve. The coaching cycle

provides a format to follow when working with teachers, and includes four main components:

planning, teaching, reflecting, and applying. The planning step is more of a co-planning process

and involves the coach/specialist and teacher working together to “refine the area of focus and

write up the coaching plan” (Lamothe, 2016). Setting goals and learning targets are a huge

factor. The goals must be standards-based, student friendly, and relevant to content being

taught. The targets, however, can act as tools for students to self assess. The second step,

teaching, should also be done collaboratively, where the teacher and coach work together at

times to carry out a lesson. The coach may take this opportunity to demonstrate effective

methods of teaching, therefore becoming the one being observed. One of the most important

aspects of coaching, is getting in the classroom to work with the teacher. This isn’t always easy

to do, as all teachers are unique and may have traditional teaching methods that they are

comfortable with.

Once the co-teaching and observations, be it formal or informal have occurred, the third

step of the cycle takes place: reflection. Reflecting and debriefing on the lesson, goals, targets,

and student evidence will help both the coach and teacher to make further plans. “Coaching has

the unique component that allows teachers to try what they have learned right away when ideas

are fresh in the teachers’ minds. In addition, teachers get immediate (or nearly so) feedback from

the coach,” (Obara, 2010). Assessments throughout the lesson should be continuous and

formative. Student evidence is critical. Student evidence must be referred to and used to help

drive further instructional decisions. The teacher and coach may find themselves asking the
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following questions: “What is your learning? What is the evidence of your learning? What will I

continue to use? What will I change in my practice? What do I need now to move this learning

into practice?” (Lamothe, 2016). The final step in the cycle is applying what has been learned to

deepen knowledge and instructional practices. Self-reflection should become a norm for not

only students, but teachers and teacher leaders as well.

How does the position of a mathematics coach/specialist fit into the structure of the school

organization and its culture?

Math coaches/specialists often take on different titles. An elementary mathematics

specialist may also be referred to as an EMS professional. “The specific roles and responsibilities

of EMS professionals vary according to the needs and purposes of each setting” (Role, 2018). In

most schools, coaches/specialists are employed full time, however, they may have part time

teaching duties. “To provide regular, consistent and ongoing support to each teacher, most

averaged-sized schools or districts would need several coaches,” however, with budget cuts and

underfunded school systems, this isn't always an option (Moody, 2017). An option for schools

facing financial difficulties, is looking within their staff for good teachers that are willing to

coach in addition to teaching duties. Another way to save on additional costs, is by supporting

continuous peer feedback amongst teachers, rather than hiring someone to come in and observe

and work with teachers. This in turn leads to a more supportive school culture, where teachers

begin to work more collaboratively, even if they were once hesitant.

As previously discussed, the teacher leader may conduct professional development

opportunities within the school. It’s not often that teachers get time to talk to one another about

different instructional activities, strategies, etc…that are working well for them in their
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classrooms. Meaningful professional development can allow for this. Regular professional

development over an extended period of time is essential (Campbell et. al., 2013). Teachers need

the opportunity to learn from one another, share ideas, get feedback, share instructional activities,

etc… Coaches/specialists are tasked with the job of managing a school’s instructional resources

and resource library. Included math resources may include “adopted textbooks, manipulative

materials, mathematics education books, computer applications, websites, etc…” (Campbell et.

al., 2013). When not working directly with classroom teachers, the coach/specialist may be

working closely with school administrators.

Discuss how the position of a mathematics coach/specialist does, or could, fit into your

school.

In the 2016-2017 and 2017-2018 school years, my school hired a math specialist to

provide professional development, focused on math, that happened 2 to 4 times a month. This

was the very first time in the last 10 years or more that we have hired someone that specializes in

math, to work with teachers. Although I found these professional development days to be

beneficial at times, I wish that they had focused more on simply letting teachers meet and discuss

things that are working for them, or even fun lessons and instructional activities. As our school

begins to dive into new Response to Intervention work, we have once again begun the discussion

of what role a math coach/specialist could potentially play.

In regards to gifted and talented students, this will be our first year with a full time GT

programmer. This teacher is a former science teacher next door at our high school. She decided

to give up her teaching duties to take on this new role. As I work with her one-on-one, I notice

so many similarities between the role and responsibility of a math coach and the GT coordinator.
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As we continue to meet to discuss options for math programming for specific students, Ive

noticed that I have begun sharing resources for her to bring to other math teachers seeking her

help. I find this to be extremely exciting and a lot of fun! Just having the opportunity to talk

math with someone and bounce ideas off of one another has been a great experience thus far.

When it comes to struggling and special needs students, out staff has begun professional

development afternoon surrounding RTI (response to intervention). Along with reading

specialists, our staff is becoming increasingly interested in a math teacher leader for the building.

I would love to take on this role as long as I could still fulfill some of my current teaching duties.

I love working with the kids too much, to veer away from that just yet. However, I do realize

that math coaching involves more of a co-planning and co-teaching style, which would allow me

the opportunity to still work with students in the classroom. I could also see this eventually

leading to a math coach/specialist for our entire district.

Summary/conclusion

Overall, it may be said that the role and responsibilities of mathematics coaches/

specialists are extremely involved and vary depending on school systems and/or districts. One of

the most important takeaways from this research, is that coaches work collaboratively with

classroom teachers to improve upon the teaching and learning of both students and teachers.

Flexibility is key due the unique nature of individual teachers and school systems. If the

traditional 4-step coaching model does not work for a specific teacher, it is okay to veer away

from the model and perhaps mix up the order. Not all teachers are going to be comfortable with

someone coming into their classroom, and resistance may be met. If this occurs, the teacher

leader must get creative and find a new way to build a good rapport, trust, and respect with this
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individual teacher(s) It takes a special kind of educator to serve in this position, as this

individual must have a specific set of social skills that relate to trust, honesty, respect, and

flexibility,
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References

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coach/

Campbell, P. F., Ellington, A. J., Haver, W. E., & Inge, V. L. (2013). The elementary mathematics

specialists handbook. Reston, VA: National Council of Teachers of Mathematics.

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What do we know? Presentation @ NCSM Annual Conference, April 22, 2009,

Washington, D.C.

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