Abstract

This dissertation in practice establishes roles and responsibilities for K-12 mathematics coaches in a rural, urban school district in central Florida. To do this, coach roles and responsibilities from existing coaching approaches were examined. The roles and responsibilities were closely examined for alignment with the objectives of the work of the coach – improving instruction and increasing student achievement. The result was proposed roles and responsibilities for K-12 mathematics coaches in a targeted district in central Florida. Review of the literature found that clearly delineated and communicated roles and responsibilities are vital to the success of mathematics coaches. Poorly defined and/or communicated roles and responsibilities result in barriers that prevent the coach from meeting the objectives of his/her job: improving instruction and student achievement. Clearly established and communicated job responsibilities for mathematics coaches positively impact the effectiveness of the coach, resulting in support for teachers and students and, in turn, a positive impact on student achievement. Research suggests that in addition to instructional practices, teachers also need support in content knowledge, curriculum, assessment, and data analysis.

Notes

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Graduation Date

2015

Semester

Summer

Advisor

Hopp, Carolyn

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Education

Format

application/pdf

Identifier

CFE0006214

URL

http://purl.fcla.edu/fcla/etd/CFE0006214

Language

English

Release Date

February 2016

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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