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Mathematics Instructional Specialist Case Study

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Chapter 1- Introduction (Background of the Problem)
As I am sitting with a mathematics instructional specialist in urban K-8 school in Fairfield County, Connecticut. The instructional specialistshe is describingexplaining the work she has been doing with two third grade teachers focused on improving mathematics instruction. The instructional specialist explains that teachers she is working with are vastly different. The teachers have differing opinions about the efficacy of the instructional coaching model. As a result, the willingness to accept feedback from the instructional specialist varies and also have a distinctive acceptance of the coaching model.. TAs described by the mathematics instructional specialist describes, Teacher A as open tooften discussiones about the challenges of teaching mathematics;, however, Teacher A avoids assistance from the instructional specialist. Teacher A will often quickly abandon suggestions from the instructional specialist during a lesson stating how it couldn’t possibly work. Teacher B eagerly works with the mathematics instructional specialist. Together, they, createing lessons, share taking suggestions, and collaborateasking for a demonstration to better understand instructional the strategies being described. Teacher B …show more content…
My role was to be the mathematics instructional specialist or work with an existing mathematics instructional specialist. Since then, have observed and received a largely mixed reception of the instructional coaching being offered. Over two years, I have pondered if a teacher’s perception of the value of a coaching programing could impact the program, or also provide insight as to what is needed to implement a highly effective coaching

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