Rigorous college-and-career readiness standards require significant shifts in typical mathematics instruction. Many schools and districts employ coaches to support instructional changes. Although there is evidence that coaching programs can support teaching improvement, research has yet to identify high-leverage coaching practices. In collaboration with a network of state leaders and coaches, our research team refined a model for math coaching and documented the practices coaches employed in one-on-one work with teachers. Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.

严格的大学和职业准备标准要求对典型的数学教学进行重大改变。许多学校和地区都聘请教练来支持教学改革。尽管有证据表明教练计划可以支持教学的改进，但研究尚未确定高杠杆率的教练做法。通过与国家领导人和教练网络的合作，我们的研究团队完善了数学教练模型，并记录了教练与老师进行一对一合作时所采用的实践。对录像的教练对话和教学事件的分析表明，受过模型训练的教练提高了他们使用高杠杆教练实践（深入而具体的课前计划对话）的能力，并且这种实践的增长预示着教学的改善，