Our job-embedded instructional coaching is sustainable, data-driven, and personalized. Offered in-person, online, and blended, our coaching features the video-powered HMH Coaching Studio platform.
The Right Coach Makes All the Difference
The Impact of Math Solutions Coaching
Our Coaching Model
There is a chart here with 5 blue-green circles arranged in a ring with arrows indicating a circular model. Each circle is labeled in turn: “Analyze student data to establish goods; Set student learning targets; Learn new instructional skills, Apply learning in the classroom; Preview Progress and reflect on results. There is text in the center of the 5 circles that says “Our Research-Based Coaching Model for Teachers and Leaders”
Areas of Focus
When teachers and leaders would benefit from observing, planning, and discussing highly effective lessons with an expert in math instruction.
- Lesson Pre-Brief—coach and teachers co-plan the lesson he/she will teach. The Math Solutions coach might teach or co-teach the lesson with the teacher.
- The Lesson—Math Solutions coach teaches the lesson to a class of students, while teachers observe with a specific focus identified during the lesson planning sessions.
- Lesson Debrief—Math Solutions coach facilitates as teachers collaborate to debrief the lesson with a focus on student learning and student misconceptions, identifying specific aspects and strategies used that supported student learning. Finally, the team reflects on next instructional steps for students.
When there is a gap between teachers’ knowledge and their implementation of programs and/or instructional strategies, resulting in student learning gaps.
- Make intentional decisions about implementing research-based instructional practices.
- Reflect on planning and instructional decisions.
- Develop explicit questioning strategies to elicit student thinking and understanding.
- Make instructional adjustments as needed.
- Cultivate a growth mindset learning community using communication and feedback strategies.
When teachers need content-specific support to learn curriculum, assessment strategies, or pedagogy.
- Strengthen content knowledge.
- Develop content skills to support effective instruction.
When teachers have access to assessments and data but do not yet use the available data to make decisions about classroom instruction.
- Analyze student results to plan for differentiated instruction.
- Design and refine assessments.
- Use instructional routines as a formative assessment tool to identify common patterns of student thinking and to adjust instruction accordingly.
- Plan instruction in response to assessments and data.
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