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Abstract
Case studies of two coaches that examine the levels of engagement of each coach as they worked to establish effective coaching relationships were examined in this study. Data were collected during a seven‐month period and included: (a) the coaches' reflective journals; (b) pre‐ and post‐surveys from each coach and teacher; (c) audio‐recorded post‐interviews with each teacher; and (d) audio‐recordings of meetings with the coaches, the teachers, and the researcher. The data were analysed using a framework from Cognitive CoachingSM that describes three support functions of a coach: consulting, collaborating and coaching. The results of this study support Costa and Garmston's findings that these support functions serve different intentions and are not equally useful in moving teachers toward becoming reflective, self‐directed practitioners.
Notes
1. A standards‐based mathematics curriculum is aligned with the National Council of Teachers of Mathematics Professional Standards for School Mathematics.
2. Base‐ten blocks, also called Dienes blocks, are manipulatives used to model place value (Dienes Citation1969).
3. A hundreds board is a ten‐by‐ten grid numbered sequentially from 1 to 100.
