Although previous research has shown that teacher coaching can improve teaching practices and student achievement, little is known about specific features of effective coaching programs. We estimate the impact of MATCH Teacher Coaching (MTC) on a range of teacher practices using a blocked randomized trial and explore how changes in the coaching model across two cohorts are related to program effects. Findings indicate large positive effects in Cohort 1 but no effects in Cohort 2. After ruling out explanations related to the research design, a set of exploratory analyses suggest that differential treatment effects may be attributable to differences in coach effectiveness, coaching dosage, and the focus of coaching across cohorts.
AllenJ. P.PiantaR. C.GregoryA.MikamiA. Y.LunJ. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333, 1034–1037.
2.
AndersonM. L. (2008). Multiple inference and gender differences in the effects of early intervention: A reevaluation of the Abecedarian, Perry Preschool, and Early Training Projects. Journal of the American Statistical Association, 103, 1481–1495.
3.
AngristJ. D.PathakP. A.WaltersC. R. (2013). Explaining charter school effectiveness. American Economic Journal: Applied Economics, 5(4), 1–27.
4.
AtteberryA.BrykA. S. (2011). Analyzing teacher participation in literacy coaching activities. The Elementary School Journal, 112, 356–382.
5.
CampbellP. F.MalkusN. N. (2011). The impact of elementary mathematics coaches on student achievement. The Elementary School Journal, 111, 430–454.
6.
CoburnC. E.WoulfinS. L. (2012). Reading coaches and the relationship between policy and practice. Reading Research Quarterly, 47, 5–30.
7.
Cowen Institute. (2012). The state of public education in New Orleans: 2012 report. New Orleans, LA: Tulane University.
8.
Darling-HammondL.WeiR. C.AndreeA.RichardsonN.OrphanosS. (2009). Professional learning in the learning profession. Washington, DC: National Staff Development Council.
9.
DesimoneL. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–199.
10.
GaretM. S.CronenS.EatonM.KurkiA.LudwigM.JonesW.. . .SztejnbergL. (2008). The impact of two professional development interventions on early reading instruction and achievement. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
11.
GaretM. S.PorterA. C.DesimoneL.BirmanB. F.YoonK. S. (2001). What makes professional development effective? Results from a national sample of teachers. American Educational Research Journal, 38, 915–945.
12.
GaretM. S.WayneA. J.StancavageF.TaylorJ.EatonM.WaltersK.. . .DoolittleF. (2011). Middle school mathematics professional development impact study: Findings after the second year of implementation. Washington, DC: U.S. Department of Education, National Center for Education Statistics.
13.
GlazermanS.DolfinS.BleekerM.JohnsonA.IsenbergE.Lugo-GilJ.. . .BrittonE. (2008). Impacts of comprehensive teacher induction: Results from the first year of a randomized controlled study. Washington, DC: U.S. Department of Education.
14.
GregoryA.AllenJ. P.MikamiA. Y.HafenC. A.PiantaR. C. (2014). Effects of a professional development program on behavioral engagement of students in middle and high school. Psychology in the Schools, 51, 143–163.
15.
GrossmanP.LoebS.CohenJ.WyckoffJ. (2013). Measure for measure: The relationship between measures of instructional practice in middle school English language arts and teachers’ value-added scores. American Journal of Education, 119, 445–470.
HarrisD. N.SassT. R. (2011). Teacher training, teacher quality, and student achievement. Journal of Public Economics, 95, 798–812.
18.
JacobB. A.LefgrenL. (2008). Can principals identify effective teachers? Evidence on subjective performance evaluation in education. Journal of Labor Economics, 20, 101–136.
19.
KaneT. J.RockoffJ. E.StaigerD. O. (2008). What does certification tell us about teacher effectiveness? Evidence from New York City. Economics of Education Review, 27, 615–631.
20.
KaneT. J.StaigerD. O. (2012). Gathering feedback for teaching: Combining high-quality observations with student surveys and achievement gains. Seattle, WA: Measures of Effective Teaching Project, Bill & Melinda Gates Foundation.
21.
KaufmanD.JohnsonS. M.KardosS. M.LiuE.PeskeH. G. (2002). “Lost at sea”: New teachers’ experiences with curriculum and assessment. Teachers College Record, 104, 273–300.
22.
KlingJ. R.LiebmanJ. B.KatzL. F. (2007). Experimental analysis of neighborhood effects. Econometrica, 75, 83–119.
LakeR.BowenM.DemerittA.McCullough, HaimsonJ.GillB. (2012). Learning from charter school management organizations: Strategies for student behavior and teacher coaching. New York, NY: Mathematica Policy Research.
25.
MaierA.CelliniK.GroganE. (2012, March). Fast start: Jumpstarting early teacher career effectiveness through targeted training and coaching. Paper presented at the Association for Education Finance and Policy annual conference, New Orleans, LA.
26.
MarshJ. A.McCombsJ. S.LockwoodJ. R.MartorellF.GershwinD.NaftelS.. . .CregoA. (2008). Supporting literacy across the Sunshine State: A study of Florida middle school reading coaches. Santa Monica, CA: RAND.
27.
NeumanS. B.CunninghamL. (2009). The impact of professional development and coaching on early language and literacy instructional practices. American Educational Research Journal, 46, 532–566.
28.
PapayJ. P.KraftM. A. (in press). Productivity returns to experience in the teacher labor market: Methodological challenges and new evidence on long-term career improvement. Journal of Public Economics. Retrieved from http://www.sciencedirect.com/science/article/pii/S0047272715000304
29.
PowellD. R.DiamondK. E.BurchinalM. R.KoehlerM. J. (2010). Effects of an early literacy professional development intervention on head start teachers and children. Journal of Educational Psychology, 102, 299–312.
30.
RameyS. L.CrowellN. A.RameyC. T.GraceC.TimrazN.DavisL. E. (2011). The dosage of professional development for early childhood professionals: How the amount and density of professional development may influence its effectiveness. Advances in Early Education and Day Care, 15, 11–32.
31.
RockoffJ. E. (2004). The impact of individual teachers on student achievement: Evidence from panel data. American Economic Review, 94, 247–252.
32.
RubinD. (1987). Multiple imputation for nonresponsive in surveys. New York, NY: Wiley.
SailorsM.PriceL. R. (2010). Professional development that supports the teaching of cognitive reading strategy instruction. The Elementary School Journal, 110, 301–322.
SmithS. (2013). In one California school district, teachers help teachers get better (The Hechinger Report). Available from http://hechingerreport.org
37.
StrongeJ. H.WardT. J.GrantL. W. (2011). What makes good teachers good? A cross-case analysis of the connection between teacher effectiveness and student achievement. Journal of Teacher Education, 62, 339–355.
38.
WildmanT. M.MagliaroS. G.NilesR. A.NilesJ. A. (1992). Teacher mentoring: An analysis of roles, activities, and conditions. Journal of Teacher Education, 43, 205–213.
39.
YoonK. S.DuncanT.LeeS. W. Y.ScarlossB.ShapleyK. (2007). Reviewing the evidence on how teacher professional development affects student achievement. Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest.
Supplementary Material
Please find the following supplemental material available below.
For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.
For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.
