Literature Review

Literature Review
Bobbi Ross-Neier
National University
TED 690 Capstone

Author Note
Correspondence concerning this article should be addressed to Bobbi
Ross-Neier at 566 Dorena Drive, Newbury Park, CA 91320.
E-mail: bobbirossneier@gmail.com

Literature Review

Abstract
One type of model for professional development involves coaches where other
education professionals, sometimes teachers on special assignments, are a dedicated
resource to provide on-site, collaborative professional development. The article, The
Impact of Elementary Math Coaches on Student Achievement by Patricia F. Campbell
and Nathaniel N. Malkus, examines the premise of instructional math coaches on 12
schools from five school districts in the state of Virginia. This 3-year randomized study
investigated the impact of mathematics coaches directly on student achievement in the
elementary public school setting. An examination of mathematics coaches, pedagogy
and the effects on student achievement and instruction is presented as well as a
reflection of my own math teaching practice.

Literature Review

Professional development for educators and administrators is designed to

enhance instruction and improve student achievement through the growth and learning
of the educators themselves. Many different approaches to professional development
are available depending upon the specific need(s) for school districts and individual
schools. An instructional coach is someone whose chief professional responsibility is to
bring evidence-based practices into classrooms by working with teachers and other
school leaders (PIIC, 2015, pg. 1). The article, The Impact of Elementary Math
Coaches on Student Achievement by Patricia F. Campbell and Nathaniel N. Malkus,
examines the premise of instructional math coaches on 12 schools from five school
districts in the state of Virginia. This 3-year randomized study investigated the impact of
mathematics coaches and the direct effect on student achievement in the elementary
public school setting. Through the class readings and my own personal, and
professional, experiences the area of professional development and the utilization of
teacher coaches will be examined.
The model of coaching for educators includes one-on-one and small group high
quality professional development. For most school districts, the traditional model of
professional development includes teachers attending training sessions, usually lasting
between one to three days. While some professional development is better than no
professional development, school districts and administrators are embracing the idea of
utilizing coaches for more in depth and meaningful professional development for their
educators. The article, The Impact of Elementary Math Coaches on Student
Achievement by Patricia F. Campbell and Nathaniel N. Malkus, examined the premise
of instructional math coaches on 12 schools from five school districts in the state of

Literature Review

Virginia. This 3-year randomized control study found that over time coaches positively
affected student achievement in grades 3,4, and 5 (Campbell & Malkus, 2011, pg. 430).
However, the first year of the study noted no increased gains in student achievement as
compared to the second and third year of the study. The pragmatic implication of this
finding is the caution that a coach's positive effect on student achievement develops
over time as a knowledgeable coach and the instructional and administrative staffs in
the assigned school learn and work together (Campbell & Malkus, 2011, pg. 451).
When considering these findings with my own professional experience the
findings seem rational as the relationships between the coach(es) and the teacher(s)
needs time to develop. As the coaches learn more about the teachers personalities and
teaching practice they are able to better integrate the strategies needed to help increase
student achievement. It is recognized that other elements influence the quality of
instruction, such as teachers' attention to and management of students, how students
make sense of and engage in instructional tasks, the quality of available resources,
teachers' professional identity, the intended curriculum, provisions for opportunity to
learn, teaching experience, and the nature of student- teacher interactions, as well as
contextual factors in the classroom, school, and district. (Campbell & Malkus, 2011, pg.
434).
Of particular interest was that the most dramatic gain in student achievement
was seen with fourth and fifth grades. The study creators indicate this gain could be due
to the increased rigor and abstraction related to the math curriculum and standards for
the upper elementary grades. Based on my own experience teaching both fourth and
fifth grades, as well as primary math, I would have to agree with this finding. With the

Literature Review

addition of Common Core Math Standards and the addition of a more conceptual
development in math curriculum, teachers are in need of learning the content again. As
my own content knowledge improved so did my teaching of that content.
Overall, this article provided an in-depth and informative analysis of the positive
results of school districts utilizing math coaches as seen with increased student
achievement. Since this study was conducted over a three year time period, they also
included the fact that school teaching assignments, school populations and school
leadership are not static as they saw movement and changes. These changes were
seen as teachers changing grade levels and/or schools and the addition/change of
principals. However, the over arching theme was that coaches, who are provided the
adequate classes and training to be coaches, provide a more meaningful and results
driven impact on increasing teacher knowledge and student achievement.

Literature Review

6
References

Campbell, P. & Malkus, N. (2011) The Impact of Elementary Mathematics Coaches On

Student Achievement. Elementary School Journal, 111(3), 430-454.
Pennsylvania Institute for Instructional Coaching (PIIC) (2015). What is an Instructional
Coach?. Retrieved on January 9, 2016 from:
http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach