Effectiveness of instructional coaching on teacher outcomes and student academic engagement

Effectiveness of instructional coaching on teacher outcomes and student academic engagement
By Marta Pellegrini, University of Florence, Italy
A recent randomized evaluation conducted by researchers at Rutgers University investigated the effects of Classroom Strategies Coaching Mode (CSC) on teacher outcomes and student engagement. CSC is a coaching program for teachers with the aim to increase the use of evidence-based practices in teaching and classroom management. After the identification of practice needs the coaches provide teachers with formative assessments and feedback to support implementation of practices useful to respond to their needs.
The study involved 106 elementary school teachers in 14 high-poverty schools in United States. Teachers were randomly assigned to receive the intervention over 12 weeks or to a waiting list. The authors evaluated the effects of CSC on teacher outcomes, quality of instruction, and behavioral management strategies. This summary does not report teacher outcomes because they were evaluated using measures made by the researchers, which can lead to inflated results. However, student engagement in academic activities is a key indicator of good interactions between teacher and students and quality of instruction, and was also measured in the study. Student academic engagement was observed through the Cooperative Learning Observational Code for Kids (CLOCK), an independent measure. Results showed significant positive effects for student academic engagement (ES = +0.41), implying good teacher-student interaction and quality of instruction. The findings of this study demonstrate that professional development such as CSC can support teachers and improve student engagement.

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