Julie Amador

University of Idaho (UI)

This project will create a fully online video-based model for mathematics teacher professional development focused on supporting mathematics coaches in rural contexts, building on the investigators' previous work focused on online professional learning opportunities for mathematics teachers in rural contexts. Results from the previous project focused on rural teachers and their coaches show that the professional development model increased connections between what teachers notice about student thinking and broader principles of teaching and learning, that teachers were able to enact stronger levels of ambitious mathematics instruction, and that teachers who received coaching showed a stronger focus on math content and instructional practice. This extension of the model to coaches includes an online content-focused coaching course, cycles of one-on-one video-based coaching, and an online video club to analyze coaching practice. The video clubs will be structured as a graduated model that will begin with facilitation by mentor coaches and move into coach participants facilitating their own sessions.