The effect of teacher coaching on teaching and learning

The effect of teacher coaching on teaching and learning
Matthew A. Kraft and colleagues conducted a meta-analysis of the causal evidence on the effect of teacher coaching on teaching and learning. Their paper, published in the Review of Educational Research, reviewed 60 studies on teacher coaching programs conducted after 2006 that measured the impact of teacher coaching on either teaching (measured using tools such as the Classroom Assessment Scoring System or the Early Language and Literacy Classroom Observation) or student academic performance (measured by standardized tests).

Their results found that sustained coaching improves both classroom teaching and student achievement, with pooled effect sizes of +0.49 standard deviations for teaching and +0.18 standard deviations for academic achievement.

However, the effectiveness of a teacher coaching program seems to be determined by the number of participants. When studies were divided into programs that had fewer than 100 participants and those that had more than 100 participants, the impact on teaching was nearly double for the smaller programs than for programs with more than 100 participants. For student achievement, the smaller programs showed an impact of nearly three times that of the larger programs.

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