ESTABLISHING CONDITIONSFOR ONLINE MATHEMATICSCOACHING: HOW COACHESINITIATE PARTNERSHIPSWITH TEACHERS

This descriptive study examined how 10 experienced mathematics coaches discursively created conditions for one-on-one, online coaching cycles during preliminary discussions with teachers. These coaches were preparing to support teachers in implementing ambitious mathematics teaching practices, challenging work that often requires teachers to make substantial changes to their instruction and coaches to provide customized, responsive support. Using a modified analytic framework from the medical field, we analyzed “getting to know you” conversations between 18 coach–teacher pairs, focusing on how coaches balanced gathering data, sharing information, and building rapport. We illustrated the content of these discursive behaviors and identified key commonalities and differences that shed light on how experienced mathematics coaches initiate responsive coaching partnerships.