Coaching the coaches : supporting university supervisors in the supervision of elementary mathematics instruction.

Teacher candidates enter teacher preparation programs with grounded beliefs about teaching and learning. These beliefs are especially problematic in the area of mathematics, as they hinder instructional decisions (Karp 1988, 1991; Kolstad & Hughes, 1994; Pajaras, 1992, Wilkins, 2002) and maintain a traditional approach for the teaching of mathematics (Beswick, 2006; Wilkins, 2002). Teacher education programs must address these beliefs in order to create a climate for change. A critical influence on teacher candidates is the university supervisor assigned to their field placement site. The supervisor provides the connection between theory and practice during the critical time prior to student teaching (Grossman et al., 2008). As accountability increases for teacher preparation institutions to prove effectiveness of their teacher candidates, all aspects of the program have to be evaluated and supported. University supervisors must be provided with the necessary professional development in order to prevent the disconnect that is possible with that role - between the philosophy of the teacher education program and the reality of the field placement. The purpose of this study was to analyze the impact of providing professional development on the topics of coaching and mathematics pedagogy on the university supervisors\u27 supervision practice and teacher candidates\u27 beliefs and instructional practice. The mixed-methods program evaluation study was designed to answer the following two questions: What are the effects of training university supervisors in mathematics pedagogy and coaching practices on their supervision practices in observing mathematics lessons of elementary teacher candidates? What are the effects of training university supervisors in mathematics education and coaching practices on elementary teacher candidates\u27 beliefs and their instruction in mathematics? This study required approved program changes that included requiring university supervisors to attend professional development and observe all elementary mathematics methods teacher candidates. The study used both qualitative and quantitative data to analyze the impact of the professional development. Qualitative data consisted of background information, observations, and interviews. Quantitative data included Reformed Observation Teaching Protocol (RTOP) scores and belief scores from the Mathematics Beliefs Instrument (MBI) for both the university supervisors and the teacher candidates. Analysis of the data revealed that the supervision practice of the university supervisors changed as a result of the professional development. University supervisors added paraphrasing and mediating questions to their practice. They fostered reflection by allowing the teacher candidates to problem solve. Teacher candidates also experienced changes in their beliefs and instructional practice. This study revealed that professional development does make a difference. By focusing on the university supervisor as part of the education of teacher candidates, the cohesiveness of the teacher preparation program is strengthened. Additional studies are needed to validate these results and extend them into longitudinal studies

The Complexities and Discourse of Supervision for Equity and Justice in Teaching and Teacher Education

Supervision is essential to the preparation, support, and retention of teachers and other educational professionals. There are many models and responsibilities of supervisors at all levels. We discuss responsibilities of supervision during teacher preparation, within school contexts, and equity and freedom minded supervision. Additionally, we introduce this special issue. The special issue explores both the complexity and discourse found within situations and contexts pertaining to equity and social justice. Exploring cases of supervision allows for reflection, discussion, and problem solving. Each of these cases call for support and preparation for supervisors as they work within contexts and situations where equitable and just supervision is essential

Bridging Teacher Candidates, School Communities, and the World During a Pandemic

The Covid-19 pandemic caused distance that separated the teacher from the learner as schools and higher education moved to virtual and flexible learning communities. Likewise, at the same time racial tensions were growing further increasing the distance and divide across the country. This positions teacher educators with the responsibility to bridge this distance. The challenges of preparing educators for activism in a post-Covid educational context that considers cultural literacy, ethical leadership, and community engagement is explored with three narratives. These narratives provide the opportunity to think with and through our commitments in early childhood and elementary teacher education. Collectively, these narratives use the conditions of learning and teaching in a pandemic to consider educational challenges of the past and the things we must do to create a more equitable and just future. We conclude this essay with essential commitments as we work to bridge the distance and build community. Classification: Reflective Essa

Addressing Dehumanizing Mathematical Practices: Using Supervisory Leaders’ Experiential Knowledge to Transform the Mathematics Classroom

Deficit language concerning historically marginalized students pervades much of education today. Black, Brown, and Indigenous children experience marginalization and dehumanizing practices in classrooms instead of participating in a safe space to learn and grow. For this paper we employ a crucial component from Critical Race Theory to address systemic racism in schools: we listen to the lived experiences of professionals of color. These personal narratives open avenues for social justice through critiquing current and historical political, economic, and sociocultural practices and policies. This study examined how four Black collaborators – one high school principal, one middle school principal, one elementary principal, and one special education teacher – each with decades of instructional experience, address four key dehumanizing practices students of color experience in classrooms across the country in their own supervision practices

Vocabulary Support: Constructing (Not Obstructing) Meaning

Reinforce students\u27 vocabulary knowledge by carefully timing instruction occurs within a lesson