The Power of Coaching at Robert B. Turner Elementary

In 2023, Robert B. Turner Elementary in Anderson County embarked on a transformative journey with the help of a Math Achievement Fund (MAF) grant. This funding allowed the school to adopt a high-quality instructional resource (HQIR) and dedicate time and resources to instructional coaching, with a mathematics coach supporting teachers directly in their classrooms. From providing feedback and modeling evidence-based practices to leading workshops and professional learning communities, the coach ensures that instructional strategies align with the Kentucky Academic Standards for Mathematics and meet the diverse needs of students.

This opportunity is transforming the educational experience for both teachers and students. With Olivia Winkle serving as the school’s MAF coach, teachers are refining their instructional skills through professional development and support, while students engage with math in ways that foster deeper understanding and genuine enthusiasm for the subject. MAF coaches, like Olivia, benefit from extensive professional development opportunities, including training on Cognitive Coaching, Mathematics Coaching, and the Kentucky Academic Standards for Mathematics, while also earning an Elementary Mathematics Specialist endorsement. Olivia achieved her endorsement from the University of Louisville within the first two years of the grant, further enhancing her capacity to support educators and students alike.

Building a Culture of Collaboration

When Winkle joined Robert B. Turner Elementary, she brought a wealth of experience as a former interventionist and classroom teacher. However, stepping into a new school where she didn’t know anyone presented unique challenges – and opportunities. “I didn’t have any prior relationships, so I just started from scratch with building relationships,” she explained. She knew that relationships would be essential for the success of both the teachers and the students.

Through her coaching, Winkle has fostered a culture of collaboration and shared growth among teachers. From co-teaching lessons to guiding professional learning communities (PLCs), she has encouraged teachers to embrace new strategies and reflect on their practice. 3rd-grade teacher Kennedy Smith says, “Ms. Winkle and I are kind of like co-teachers. We have a good relationship like that. She has helped me facilitate number talks and problem strings in my classroom and be more confident in my instruction.”

A Journey of Growth

Winkle credits much of her development to the professional learning opportunities provided through the MAF program. These opportunities have deepened her understanding of the Kentucky Academic Standards for Mathematics (KAS) and the cognitive complexity of math tasks. “I’ve taught every grade level K through 6, and I thought I had a good understanding of the standards. But this has taken it to a whole new level,” Winkle said.

Beyond content knowledge, Winkle highlighted the transformative impact of cognitive coaching training. “It’s changed everything about the way I interact at work and at home,” she said. By adopting a “positive presuppositions” mindset, she has strengthened her ability to build relationships and support teachers effectively.

Through the MAF Math Coaching grant, coaches also participated in professional learning experiences that focused on the role of the coach to support the process of unit and lesson internalization using their HQIR. This process supports intellectual preparation for teaching from the HQIR. As part of this preparation, one key element is that teachers do the math that students will be expected to do.

Winkle says, “Many teachers come into my office and “do math” with me organically each morning before school and after school.  We often also do math during our planning conversations and during side-by-side coaching. We try out strategies from the HQIR and strategies that we see our students using in the room.  When we do math together and attempt to see the mathematics through the eyes of our students, it makes us more equipped to professionally notice our students’ thinking and adjust our instruction to meet their needs. Many teachers, including myself, did not learn multiple strategies for computation when we were students.  Doing math together is a fun and risk free way to build our own content knowledge and repertoire of strategies.”

The Impact of Coaching Cycles

At a high-performing school like Robert B. Turner Elementary, coaching comes with its own set of challenges. Winkle recalls her first observations of math instruction: “I walked around classrooms, and I didn’t see any manipulatives. It was all very procedural, pencil-and-paper math.” Through coaching cycles, Winkle has worked alongside teachers to integrate hands-on learning strategies, demonstrating the power of manipulatives in developing conceptual understanding. “We’ve made a lot of progress. Now, when you walk into classrooms, you see students using manipulatives and engaging deeply with math content,” she said.

One standout example involved a veteran teacher tackling the distributive property of multiplication. After introducing manipulatives like beans to build and break apart arrays, the teacher experienced her own “aha” moment. “She said, ‘This made all the difference,’” Winkle shared. Moments like these highlight how coaching not only impacts students but also empowers teachers to innovate and grow.

5th-grade teacher Elizabeth Harris says, “The coaching cycles have helped me push my students to become much more articulate. Before, they couldn’t explain their reasoning, but now they can articulate their thought process, even when their answers are wrong. It’s evident in their short answers and the way they reason through problems.”

Looking Ahead

The impact that the MAF grant has had on Robert B. Turner Elementary is clear. Winkle’s dedication and the support of the MAF program have brought tangible benefits to Robert B. Turner Elementary. Teachers are not only improving their instructional practices but also gaining confidence in their ability to meet students’ needs. “Growth” is the word Winkle uses to describe her experience—growth for herself, her colleagues, and the students they serve.

Principal Jason Alexander reflects on the program’s impact on his school. “The students are now using a variety of strategies instead of relying on just one. They are more comfortable with productive struggle and thinking time. But the biggest change has been in our teachers—seeing their confidence grow and their ability to support one another. It’s been an incredible journey.”