Leading and Supporting Mathematics Teacher Change: The Case of Teaching and Learning Coaches

Leonie Anstey, Barbara Clarke

Abstract


There is growing interest in the use of coaching to lead and support teacher learning
in mathematics. Current initiatives include a large scale systemic initiative in Victoria
– Teaching and Learning Coaches Initiative (TaLC). The purpose and intention is to
provide intensive assistance to identified schools to bring about change in classroom
practices that are necessary to improve student outcomes and build teacher
capabilities. In this paper, the literature on coaching is discussed and research
findings presented from a study involving fifteen coaches from regional Victoria.

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