DISTRICT LEADERS IN SUPPORT OF COACHES

Mathematics coaching differs significantly from
mathematics teaching, and many coaches transition
to the role directly from teaching with limited
opportunities to learn to work effectively with
teachers. Although coach professional development
can provide one source of support for coaches’
learning, coaches might also benefit from close
work with other accomplished facilitators of teachers’
learning, such as district mathematics leaders.
This study analyzed interviews with 15 district
mathematics leaders to understand whether and
how they supported school-based mathematics
coaches. We found 13 of 15 leaders worked closely
with coaches to support them, and we identified
seven ways they did so (e.g., classroom visits with
coaches). Our findings have significance for research
on district leadership and district leaders’
support for coaches.