Supporting Mathematics Instruction with an Expert Coaching Model

Drew Polly


This article presents findings from a study in which the author served as an expert
coach and provided ongoing support to four elementary school teachers related to
employing standards-based pedagogies in their mathematics classrooms. In addition
to assisting teachers, the author examined which supports they sought and the
impact of them on mathematics instruction. Data were collected through participant
interviews, classroom observations, and anecdotal notes. Inductive qualitative
analysis indicated that teachers who sought more in-class support and co-teaching
opportunities showed more enactments of standards-based pedagogies than teachers
who asked for resources and support outside of their mathematics classroom.
Implications for models of teacher support related to mathematics instruction are


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