Jennifer M. Bay-Williams is a professor of mathematics education at the University of Louisville (Kentucky). She has co-authored numerous books for teachers and teacher leaders. Among them are Elementary and Middle School Mathematics: Teaching Developmentally (including the new Professional Development Edition) and the related Field Experience Guide, the three-volume Van de Walle Professional Mathematics Series (Teaching Student-Centered Mathematics: Grades PreK-2, Grades 3-5 and Grade 6-8), Developing Essential Understandings of Addition and Subtraction for Teaching Mathematics in Prekindergarten -Grade 2, and Math and Literature: Grades 6-8. She edited the NCTM 2012 Yearbook, Professional Collaborations in Mathematics Teaching and Learning. Jennifer has served as president of the Association of Mathematics Teacher Educators (AMTE), member of the board of directors of TODOS: Mathematics for All, member of the board of directors of the National Council of teachers of Mathematics (NCTM) and chair of the NCTM Emerging Issues Committee. She taught K-12 mathematics in Missouri and Peru. She received her doctoral and master's degrees from the University of Missouri-Columbia (Missouri) and her bachelor's degree from DePauw University (Indiana).

Maggie B. McGatha is a professor of mathematics education at the University of Louisville (Kentucky). She is a former middle school mathematics teacher. She is co-author of On the Money: Math Activities to Build Financial Literacy, Grades 6-8 (NCTM, 2015). Maggie has served as president of the Kentucky Council of Teachers of Mathematics (KCTM), member of the board of directors and vice president of the Association of Mathematics Teacher Educators (AMTE), member of the Elementary Mathematics Specialist advisory board for The Brookhill Institute of Mathematics, and member of the Educational Materials Committee for the National Council of Teacher of Mathematics (NCTM). Maggie works with coaches, teacher leaders, and administrators as a training associate for Cognitive Coaching^SM and an agency trainer for Adaptive Schools. She received her doctorate from Vanderbilt University (Tennessee), her master's degree from Austin Peay State University (Tennessee), and her bachelor's degree from Morehead State University (Kentucky).

Beth McCord Kobett is an assistant professor of mathematics education at Stevenson University (Maryland). She is co-author of The Formative Five: Everyday Assessment Techniques for Every Math Classroom (Corwin, 2017). She is a former elementary teacher and mathematics resource teacher/specialist in Howard County public schools. She is the lead consultant on the Elementary Mathematics Specialists & Teacher Leaders (EMS&TL) Project. At the undergraduate level, Beth teaches early childhood, elementary, and middle school mathematics methods courses, as well as equity-in-education courses. At the graduate level, she teaches courses on diagnostics and interventions in education. Beth conducts professional development throughout her region, including workshops, coaching, and demonstration lessons with elementary and middle school staff. She has a particular interest in developing problem-solving dispositions in students through problem-based teaching. Beth received her doctoral and master's degrees from John Hopkins University (Maryland) and bachelor's degree from the University of Missouri-Columbia (Missouri).

Jonathan A. Wray is the secondary mathematics instructional facilitator for the Howard County Public School System and has served as a member of the board of directors of the National Council of Teachers of Mathematics (NCTM). He is co-author of The Formative Five: Everyday Assessment Techniques for Every Math Classroom (Corwin, 2017). He is the president elect of the Association of Maryland Mathematics Teacher Educators (AMMTE) and served as president of the Maryland Council of Teachers of Mathematics (MCTM). A contributor to Elementary and Middle School Mathematics: Teaching Developmentally, Jon manages the Elementary Mathematics Specialists & Teacher Leaders (EMS&TL) Project. His interests include the leadership roles of mathematics coaches/specialists, teacher collaboration, effective and engaging teaching and learning strategies, strategic uses of technology, and issues related to access and equity in mathematics education. Jon received his master's in technology, and issues related to access and equity in mathematics degree from Towson University (Maryland).

"Whether you are a new or an experienced math coach, this book really is everything you need for coaching math instruction. There are many moving parts that coaches must work with on a yearly basis and at times, it can be really hard to make sense of it all. Alongside their toolkit, the authors lay out a purposeful plan that would help make the most difficult of instructional goals attainable."

--Graham Fletcher, Math Specialist

"Everything You Need for Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader, Grades K-12 is couched within a solid framework for supporting coaches to engage teachers in shifting their teaching practices. This framework, Leading for Mathematical Proficiency, supports specific tangible resources coaches can use to support teachers across different contexts in which shifting in practices is understood to be a continuum. Coaches will find resources embedded in each chapter supportive of reflecting upon practices and shifts in practices."

--Robert Q. Berry, III, President NCTM

"Whether you are an experienced mathematics coach or new to the role, this book will become your most valuable resource. By offering a doable coaching cycle as well as the specific tools you need for your daily work, the authors equip you to effectively collaborate and support teachers in shifting their instructional practices in research-informed ways to advance student learning of mathematics."--Matt Larson, Past President NCTM

"Coaches will find this resource invaluable in two ways. First, as a source for their own professional growth; and second, as their 'go-to book' for information and tools that they will come back to again and again as they help teachers achieve their professional goals."--Donna Karsten, Co-chair of the Coaching Committee for NCSM: Leardship in Mathematics

"This is a great resource and reference for all coaches and instructional leaders who are often challenged with little time to prepare for the critical work of supporting teachers with developing mathematically proficient students. This book provides a collection of resources to assist coaches in their everyday work. Each chapter includes a topical digest connected to a high-leverage teaching practice, ideas for aiding the development of the practice, and lessons from the field--all contributing to deepening a coach's planning and preparation."--Nicole Miller Rigelman, EdD, Professor of Mathematics Education, Elementary Mathematics "Co-coordinator, Portland State University"

"The daily work of the math coach lies in working with teachers. Yet the goal for all math coaches is student learning. This book is designed around the Leading for Mathematical Proficiency framework, which begins and ends with the students. This thoughtful, supportive, and easy to navigate book will be your go-to resource!"--Paige Richards, Lead Mathematics Specialist

"This book is a comprehensive, cohesive, and contemporary resource for mathematics instructional coaches and teacher educators. Professional learning providers are presented an arsenal of tools to help them to prepare teachers to meet the needs of each and every student in classrooms in which students' mathematical reasoning and sense making skills are fostered and valued."--Dr. Marilyn E. Strutchens, Emily R. and Gerald S. Leischuck Endowed Professor and Mildred Chesire Fraley Distinguided Professor, Auburn University Past President

"Mathematics coaches/specialists face a seemingly dizzying array of coaching-related responsibilities and challenges. This appropriately titled resource will be on the desk and in the book bag of coaches/specialists as they consider coaching lessons from the field, coaching questions, resources for additional learning, and adapt and use the many tools provided."--Francis (Skip) Fennell, Professor of Education and Graduate and Professional Studies Emeritus, Project Director Elementary Mathematics Specialists and teacher Leaders Project-McDaniel College

"This book is a must-have for any professional who provides support to mathematics teachers. In particular, the Coach's Toolkit--a set of frameworks, templates and protocols--provides an invaluable resource for supporting lesson planning, observation, data collection, reflection and much more!"

--Peg Smith, Author of The Five Practices for Orchestrating Mathematical Discussion

Publisher: Corwin Publishers

Pub date: 2018-04-27

Length: 360 pages