Teacher Coaching to Improve Student Learning

• In Event: Best Bets: Emerging Innovations in Global Development

Proposal

Expanding access to primary education has not translated to better learning outcomes in many low- and middle-income countries. In fact, many countries are experiencing a learning crisis with large percentages of students not meeting grade-level expectations in reading and math. Teaching coaches are dedicated educational professionals who provide key inputs such as training, advice, and feedback to in-service teachers at their school. Evidence suggests coaches are most effective when they are equipped with structured tools (e.g. observation guides) and not spread thinly across too many schools.

Studies have shown that coaching can improve the quality of teaching and student learning. A large body of research in the U.S. has found that coaching can have positive effects on teacher pedagogy and student outcomes across both preprimary and primary education, but also that the amount and type of activities that coaches perform can vary widely. The time coaches spend with teachers, for example, is often correlated with outcomes. A growing body of research in LMICs suggests that coaching can improve student learning. A key concern is the coaches themselves: recruiting, training, and maintaining an effective coaching workforce is a critical challenge for education systems. Given that time spent with teachers is correlated with positive outcomes, school systems’ ability to hire enough coaches will be a concern for some countries.

More broadly, the dosage, duration, and focus of coaching should be further investigated to determine the most effective approaches for different systems. Coaching may present a more cost-effective approach than traditional, centralized teacher professional development and training. Studies have also started to look into ways in which various technologies could make virtual coaching a cost-effective possibility, but results are mixed. More research is needed on if and how technology can be leveraged to deliver coaching in a more affordable way.

During this presentation, we will discuss the research that has been done to date to support teacher coaching interventions, program cost-effectiveness, why teacher coaching programs have the potential for impact at scale, and the main questions that remain when considering scale.

Author

• Vianney Mbonigaba, Innovations for Poverty Action