Supporting Teacher Learning During Modeled Mathematics Instruction

Although modeling instruction has been identified as a productive professional development activity that coaches can use with teachers in their classrooms, are provided little guidance regarding how to support teacher learning they model mathematics instruction. While previous research points the importance of providing examples high-quality through coach’s model, may need additional unfolds make sense what observing. As part current study, I partnered one coach and explored she explicitly sought augment while Findings indicate leveraged three approaches: engaging verbal asides during modeled instruction, written scripted lesson plan, scaffolding observing teacher’s responsibilities. Implications for practice.