Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evalu...

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Veröffentlicht in:Educational policy (Los Altos, Calif.) Jg. 31; H. 7; S. 1033 - 1068
Hauptverfasser: Kraft, Matthew A., Blazar, David
Format: Journal Article
Sprache:Englisch
Veröffentlicht: Los Angeles, CA SAGE Publications 01.11.2017
SAGE PUBLICATIONS, INC
Schlagworte:
Administrator Evaluation
Administrator Surveys
Charter Schools
Classroom management
Classroom Techniques
Classrooms
Coaching
Coaching (Performance)
Education policy
Educational Practices
Elementary School Teachers
Fidelity
High Schools
Instructional Effectiveness
Middle School Teachers
Partnerships
Principals
Program Effectiveness
Program Implementation
Qualitative Research
Secondary School Teachers
Skills
Student Surveys
Teacher Effectiveness
Teachers
Teaching
Teaching Methods
Louisiana (New Orleans)
classroom management
randomized control trial
professional development
teacher coaching
instructional support
ISSN:0895-9048, 1552-3896
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Zusammenfassung:This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evaluate the effect of the program on teachers’ instructional practices using a block randomized trial and find that coached teachers scored 0.59 standard deviations higher on an index of effective teaching practices comprised of observation scores, principal evaluations, and student surveys. We discuss implementation challenges and make recommendations for researcher–practitioner partnerships to address key remaining questions.
Bibliographie:ObjectType-Article-1
SourceType-Scholarly Journals-1
ObjectType-Feature-2
content type line 14
ISSN:0895-9048
1552-3896
DOI:10.1177/0895904816631099