MAF in Action: Connecting Observations to Classroom Success

Effective mathematics instruction requires more than content expertise—it demands intentional, reflective practice grounded in shared understanding and consistent support. By aligning coaching conversations with High-Quality Instructional Resources (HQIRs), the Kentucky Academic Standards (KAS) for Mathematics and the National Council of Teachers of Mathematics (NCTM) Effective Teaching Practices, school leaders and instructional coaches can cultivate teacher self-direction, strengthen classroom practice and deepen mathematical learning for students.

Grounded in Cognitive Coaching: Promoting Teacher Self-Direction

At the core of this approach is Cognitive Coaching—a model designed to support educators in becoming more reflective, intentional decision-makers. Rather than evaluating teachers, administrators and coaches engage in non-evaluative, reflective dialogue that encourages teachers to analyze their own instructional choices and outcomes.

Planning and reflecting conversations become the central tools. These conversations prioritize inquiry over directive feedback and growth over compliance. By positioning teachers as capable professionals who can assess and refine their own practice, leaders foster a culture of self-directed continuous improvement.

Anchored in Evidence-Based Mathematics Practices

This approach is deeply aligned with NCTM’s Effective Mathematical Teaching Practices, ensuring that coaching conversations reflect what has been proven as high-impact instruction. These practices emphasize:

  • Establishing mathematics goals to focus learning;
  • Implementing tasks that promote reasoning and problem solving;
  • Using and connecting mathematical representations;
  • Facilitating meaningful mathematical discourse;
  • Posing purposeful questions;
  • Building procedural fluency from conceptual understanding;
  • Supporting productive struggle; and
  • Eliciting and using evidence of student thinking.

By grounding discussions in these practices, administrators can focus on instructional quality without needing to be the mathematical “expert.” Instead, they can guide conversations around observable teacher and student actions.

Rooted in the Kentucky Academic Standards (KAS) for Mathematics

Alignment with the KAS for Mathematics ensures that instruction—and the conversations about it—remain focused on both:

  • Content standards (what students should know), and
  • Mathematical practice standards (how students engage in mathematics).

This dual focus helps shift classroom expectations from simply “getting the right answer” to engaging in rigorous mathematical thinking and reasoning.

Connecting to MAF Coaching and HQIRs

The integration of Mathematics Achievement Fund (MAF) coaching frameworks and High-Quality Instructional Resources (HQIRs) ensures coherence across instructional systems. Conversations are:

  • Anchored in the teacher and student actions observed during MAF cycles, and
  • Grounded in the HQIR adopted by MAF schools.

This consistency allows leaders and coaches to move beyond abstract feedback and instead focus on how instructional resources are enacted in real classrooms.

Using Administrator Conversation Prompts Effectively

Administrator conversation prompts serve as a practical bridge between observation and instructional improvement. These prompts can be used during:

  • Pre-observation conversations (to clarify instructional intentions);
  • Post-observation reflections (to analyze impact and next steps); and
  • Coaching cycles alongside math coaches.

Rather than scripting conversations, these prompts support intentional, focused dialogue that keeps attention on learning.

Building Systems of Support and Consistency

One of the most powerful outcomes of this aligned approach is the creation of shared instructional language across classrooms and schools. When administrators and coaches use common frameworks and prompts:

  • Teachers receive consistent, coherent feedback;
  • Instructional expectations become transparent and aligned; and
  • Collaboration becomes more meaningful and focused.

This consistency reduces confusion and accelerates professional growth.

Conclusion

When thoughtfully implemented, this system transforms how educators reflect, collaborate and grow. It shifts the focus from evaluation to development, from compliance to curiosity, and from isolated teaching to a coherent, shared vision of high-quality mathematics instruction. Ultimately, the result is not only stronger teaching, but also deeper, more meaningful learning for all students.