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.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Doctor of Education (Ed.D.)
College of Education and Human Performance
Teaching, Learning, and Leadership
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Davis, Beth, "Establishing and Clarifying the Roles and Responsibilities of K-12 Mathematics Coaches in a Rural Urban School District in Central Florida" (2015). Electronic Theses and Dissertations. 5003.