Anne Estapa

The Transition from Experienced Teacher to Mathematics Coach: Establishing a New Identity.

This study draws on the theoretical underpinnings of the research literature in identity and investigates the transition from experienced teacher to novice mathematics coach. The 4 components of a math coachs identity (coach as supporter of teachers, coach as supporter of students, coach as learner, and coach as supporter of the school-at-large) that this study highlights were enacted by the beginning coaches on their school stage and negotiated with their audience (i.e., teachers, principals) as they attempted to fulfill these roles within the school environment. By examining the roles, expectations, and interactions of first-year mathematics coaches, we deepen our understanding of the demands placed on novice mathematics coaches as they assume new roles and identities.

Video as a Professional Development Tool to Support Novice Teachers as They Learn to Teach English Language Learners

ABSTRACT This two-year study investigated how an innovative video tool enhanced novice-teacher noticing abilities and instructional practice in relation to teaching mathematics to English language learners in third grade classrooms. Specifically, teachers viewed videos of their mathematics lessons that were filmed by Latino English language learners who wore head-mounted video cameras. Viewing and discussing these video clips through a collaborative partnership with a university teacher educator facilitated growth in who, what, and how teachers noticed and ultimately improved their teaching. We present an adapted framework from research on teacher noticing introduced by van Es (2011) and van Es and Sherin (2008) that focuses on English language learners.