Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?
This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers’ effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 sec...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2017
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| Online Access: | http://documents.worldbank.org/curated/en/551861501523958003/Through-the-looking-glass-can-classroom-observation-and-coaching-improve-teacher-performance-in-Brazil http://hdl.handle.net/10986/27962 |
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okr-10986-279622021-06-08T14:42:48Z Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? Bruns, Barbara Costa, Leandro Cunha, Nina CLASSROOMS TEACHER OBSERVATION COACHING INSTRUCTIONAL TIME STUDENT ENGAGEMENT STUDENT LEARNING RANDOMIZED CONTROL TRIAL This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers’ effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools’ uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers’ time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students’ prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low, $2.40 per student, and produced cost-effective impacts on learning in comparison with other rigorously evaluated teacher training interventions. The combination of classroom observation feedback and expert coaching appears to be a promising strategy for whole-school efforts to raise teacher effectiveness. 2017-08-24T20:25:02Z 2017-08-24T20:25:02Z 2017-07 Working Paper http://documents.worldbank.org/curated/en/551861501523958003/Through-the-looking-glass-can-classroom-observation-and-coaching-improve-teacher-performance-in-Brazil http://hdl.handle.net/10986/27962 English en_US Policy Research Working Paper;No. 8156 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Policy Research Working Paper Latin America & Caribbean Brazil |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
CLASSROOMS TEACHER OBSERVATION COACHING INSTRUCTIONAL TIME STUDENT ENGAGEMENT STUDENT LEARNING RANDOMIZED CONTROL TRIAL |
| spellingShingle |
CLASSROOMS TEACHER OBSERVATION COACHING INSTRUCTIONAL TIME STUDENT ENGAGEMENT STUDENT LEARNING RANDOMIZED CONTROL TRIAL Bruns, Barbara Costa, Leandro Cunha, Nina Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? |
| geographic_facet |
Latin America & Caribbean Brazil |
| relation |
Policy Research Working Paper;No. 8156 |
| description |
This study conducted a randomized
evaluation of a program in the Brazilian state of Ceara. The
program was designed to improve teachers’ effectiveness by
increasing their professional interaction and sharing of
classroom practice. In 175 of 350 secondary schools,
teachers were provided with benchmarked feedback from
classroom observations and access to expert coaching.
Schools’ uptake of the coaching program was high (85
percent). Over a single school year, the program increased
teachers’ time on instruction and student engagement and
produced statistically significant gains in student learning
on the Ceara state assessment and the national secondary
school exit exam. Controlling for individual students’
prior-year learning outcomes, schools exposed to the program
had 0.05-0.09 standard deviation higher performance on the
state test and 0.04-0.06 standard deviation higher scores on
the national test. Implementation fidelity strongly boosted
program impacts. In the 49 schools where the pedagogical
coordinators achieved the highest certification at the end
of the program, student scores were 0.13-0.23 standard
deviation higher on the state test and 0.13-0.17 standard
deviation higher on the national test. Coaching delivered by
Skype kept the costs of the program low, $2.40 per student,
and produced cost-effective impacts on learning in
comparison with other rigorously evaluated teacher training
interventions. The combination of classroom observation
feedback and expert coaching appears to be a promising
strategy for whole-school efforts to raise teacher effectiveness. |
| format |
Working Paper |
| author |
Bruns, Barbara Costa, Leandro Cunha, Nina |
| author_facet |
Bruns, Barbara Costa, Leandro Cunha, Nina |
| author_sort |
Bruns, Barbara |
| title |
Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? |
| title_short |
Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? |
| title_full |
Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? |
| title_fullStr |
Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? |
| title_full_unstemmed |
Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil? |
| title_sort |
through the looking glass : can classroom observation and coaching improve teacher performance in brazil? |
| publisher |
World Bank, Washington, DC |
| publishDate |
2017 |
| url |
http://documents.worldbank.org/curated/en/551861501523958003/Through-the-looking-glass-can-classroom-observation-and-coaching-improve-teacher-performance-in-Brazil http://hdl.handle.net/10986/27962 |
| _version_ |
1764466240221347840 |