Coaching

This article attempts an analysis of the accumulated literature on collegial relations with the intent of formulating a more robust conception, one that accounts for variation in teachers’ involvements with one another, the circumstances that surround those involvements, the meanings teachers and others attach to them, and the consequences that flow from them.

This article describes a school district administrator's research on optimal coaching experiences for classroom teachers. This research was done with the intent of gaining a better understanding of how coaching affects student learning. 

The authors examined the effects of six types of teacher professional learning activities on student achievement growth over 4 years using statewide longitudinal survey data collected from 467 middle school mathematics teachers in 91 schools merged with 11,192 middle school students' mathematics scores in a standardized assessment in Missouri. 

This essay suggests potential research avenues in the area of technology-mediated learning. It seeks to motivate greater depth of research into the question of how technology enhances learning. 

Two experiments are reported which test the effect of increased three-term contingency trials on students' correct and incorrect math responses. The results warrant further research to test whether or not rates of presentation of three-term contingency trials are predictors of effective instruction.

This case study explored the use of the Bug-in-Ear (BIE) tool for undergraduate student-teacher supervision in the hands of a novice BIE2 coach, including the ease with which BIE equipment can be set up and operated by a novice coach and naïve users in the classroom. 

The purpose of this study was to evaluate the efficacy of a classroom-teacher-delivered reading intervention for struggling readers called the Targeted Reading Intervention (TRI), designed particularly for kindergarten and first-grade teachers and their struggling students in rural, low-wealth communities. 

The work of the New Teacher Center (NTC) highlights the importance of the conditions for success in its Program Theory of Action model. This paper also provides Conditions for Success Self-Evaluation Worksheet that will help you to evaluate your program’s readiness to effectively implement the Teacher Induction Pathway presented in the Adult Education Teacher Induction Toolkit. 

Value-Added Models (VAMs) has been embraced by many states and school districts as part of educational accountability systems. Value-Added Assessment (VAA) Models attempt to estimate effects of individual teachers or schools on student achievement while accounting for differences in student background. This paper provides a summary of the American Statistical Associations analysis of the efficacy of value-added modeling in education.

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. Instructional coaching holds much potential for improving the way teachers teach and the way students learn, but that potential will only be realized if leaders plan their coaching program with care. 

A report by TNTP finds 99 percent of teachers are rated good or great, confirming related findings that evaluation systems are not meaningfully differentiating teachers or providing useful feedback. TNTP recommends states use student growth as one measure of teacher effectiveness.

This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development.

This paper evaluates the impact of a performance-related pay scheme for teachers in England. 

In this article, we challenge the status quo of current student-teaching practice, which has
remained relatively unchanged for close to 100 years. This 4-year study identifies the
differences between a coteaching and a non-coteaching model of student teaching.

There is also little or no evidence for the claim that teachers will be more motivated to improve student learning if teachers are evaluated or monetarily rewarded for student test score gains. 

This study examined results associated with a field-based undergraduate early childhood teacher education program designed as a response to calls for enhanced field experiences and community-situated teacher education that narrows the preparation-to-practice gap.

Bad teachers were the problem; good teachers were the solution. It was a simplified binary, but the idea and the research it drew on had spurred policy changes across the country, including a spate of laws establishing new evaluation systems designed to reward top teachers and help weed out low performers. Behind that effort was the Bill and Melinda Gates Foundation, which backed research and advocacy that ultimately shaped these changes.

This article focuses on one method of follow-up: performance feedback

Researchers at Learning Sciences International wanted to take a closer look at the impact PLCs have on the schools we work with. We hoped to tease out answers to two related questions about PLCs. When PLCs are working at optimum levels, what is their relationship to student achievement? Secondly, do cohesive and focused high-functioning PLCs have any impact on teacher morale?

This article examines issues relating to the use of websites popular with educators. This article offers guidelines for maximizing the usefulness of such sites and for avoiding many of the pitfall educators may face.

The book presents many examples of Questioning the Author (QtA) in action as children engage with narrative and expository texts to construct meaning.

This study examines the impact of a nationally disseminated professional development program, Developing Mathematical Ideas (DMI), on teachers' specialized knowledge for teaching mathematics and illustrates how such research could be conducted.

This study used a delayed multiple-baseline across-participants design to analyze the effects of coaching on special education teachers’ implementation of function-based interventions with students with severe disabilities. This study also examined the extent to which teachers could generalize function-based interventions in different situations. 

In fall 2009, the Bill & Melinda Gates Foundation launched the Measures of Effective Teaching (MET) project to test new approaches to measuring effective teaching. The goal of the MET project is to improve the quality of information about teaching effectiveness available to education professionals within states and districts.

As part of a federally funded study of NCLB, RAND Corporation researchers, in collaboration with researchers from the American Institutes for Research, analyzed the progress that states, districts, and schools have made in implementing the teacher qualification provisions of NCLB through the 2004–2005 school year. 

The Council of Chief State School Officers (CCSSO) was awarded a grant from the
National Science Foundation to conduct a meta analysis study with the goal of providing
state and local education leaders with scientifically-based evidence regarding the effects of
teacher professional development on improving student learning. 

In this paper, we consider traditions of research on teaching and how conceptions of good teaching evolved as traditions changed.

Over the objection of the teachers' union, the Board of Education here on Thursday unanimously approved the nation's largest merit pay program, which calls for rewarding teachers based on how well their students perform on standardizes tests. 

Teacher professional development is essential to efforts to improve our schools. This article maps the terrain of research on this important topic. It first provides an overview of what we have learned as a field, about effective professional development programs and their impact on teacher learning. 

Using data from a large urban school district, this article tests the impact of structural, human, and social factors on the emergence of school-based professional community and examines the extent to which such developments in turn promote learning and experimentation among faculty

This book provide detailed information on how to systematically and explicitly teach essential reading skills. The procedures describe in this text have been shown to benefit all student, especially powerful with the most vulnerable learners, children who are at risk because of poverty, disability, or limited knowledge of English. 

This document includes the excerpts of five articles that provide a substantial evidence-based argument for the power of collaborative communities to improve teaching and learning. 

This paper presents the results from a field experiment that examines the effects of nonfinancial performance feedback on the behavior of professionals working for an insurance repair company.

This report presents case studies of the efforts by three school districts, Hillsborough County Public Schools (HCPS), Memphis City Schools (MCS), and Pittsburgh Public Schools (PPS), to launch, implement, and operate new teacher evaluation systems as part of a larger reform effort called the Partnership Sites to Empower Effective Teaching. 

This overview provides information about teacher evaluation as it relates to collecting information about teacher practice and using it to improve student outcomes. The history of teacher evaluation and current research findings and implications are included.

The purpose of this overview is to provide information about teacher coaching as it is used in schools, the research that examines this practice as a method of teacher professional development, and its impact on student outcomes.

This overview examines the current understanding of research on performance feedback as a way to improve teacher performance and student outcomes. 

The purpose of this overview is to provide information about informal evaluation as a practice in schools, and the current understanding of research related to informal teacher evaluation to improve teacher performance and student outcomes.

The purpose of this overview is to provide an understanding of the research base on professional development and its impact on student achievement, as well as offer recommendations for future teacher professional development.

This article evaluates whether providing coaching between practice sessions in teacher education courses leads to more rapid development of skills and changes in teachers’ beliefs about student behavior, using mixed-reality simulations as a practice space and standardized assessment platform. We randomly assigned 105 prospective teachers to different coaching conditions between simulation sessions integrated into a teacher preparation program.

This study aimed to look into this by asking, “Which features of high quality online professional development were noted by participating educators in a statewide online teacher professional development program?” A survey was used to collect educators’ voices in this FIP professional development (PD) program.

This book is a comprehensive description of the principles and procedures for systematic change of socially significant behavior. It includes basic principles, applications, and behavioral research methods.

This article addresses the topics of staff assessment, teacher supervision, and professional development.

The Framework for Teaching identifies those aspects of a teacher's responsibilities that have
been documented through empirical studies and theoretical research as promoting
improved student learning.

Teachers go into debt to enter a career that pays noticeably less than their alternatives—especially if they work in high-poverty schools— and reach the profession through a smorgasbord of training options, from excellent to awful, often followed by little mentoring or help. As a result, while some teachers are well prepared, many students in needy schools experience a revolving door of inexperienced and underprepared teachers.

In this article the authors examine some design principles to guide policy-makers and school reformers who seek to promote learner-centred professional development which involves teachers as active and reflective participants in the change process.

Research shows how schools can create more powerful professional development experiences.

Popular modes of evaluating teachers are fraught with inaccuracies and inconsistencies, but the field has identified better approaches. Value-added models enable researchers to use statistical methods to measure changes in student scores over time while considering student characteristics and other factors often found to influence achievement.

This paper reviews 35 methodologically rigorous studies that have demonstrated a positive link between teacher professional development, teaching practices, and student outcomes. 

This paper discusses best practices in teachers’ professional development (PD) in the United States (U.S.).

This report describes how Denver Public Schools hired people to coach and evaluate its principals.

This study uses data collected in the intervention classrooms of Head Start REDI (Research- based, Developmentally Informed), a randomized clinical trial testing the efficacy of a comprehensive preschool curriculum targeting children’s social-emotional competence, language, and emergent literacy skills delivered by teachers who received weekly coaching support.

The Three-Minute Classroom Walk-Through offers a practical, time-saving alternative that impacts student achievement by cultivating self-reliant teachers who are continuously improving their practice.

This monograph presents a synthesis of the literature on empirically supported effective teaching principles that have been derived from research on behavioral, cognitive, social-learning, and other theories.

In this systematic literature review, we examined the effects of coaching teachers and other educators to increase their use of behavior-specific praise, a low-intensity teacher-delivered strategy previously determined to be a potentially evidence-based practice based on Council for Exceptional Children’s (CEC) Standards for Evidence-Based Practices in Special Education. Research has shown that traditional lecture-style short-duration professional development does not typically lead to lasting change in teacher behavior, but follow-up observations with continued support are much more likely to produce desired outcomes.

This paper exams teachers' views on unions, tenure, pay-for-performance, alternative certification, and other issues and finds that while most teachers are strong supporters of standards, a sense of vulnerability, along with fears of politics and favoritism, make them loyal to the tenure system, loyal to their unions, and highly skeptical about pay tied to student test scores.

This paper describes a continuous learning model of principal and superintendent support. The model places a premium on engagement at all levels of the system on shaping a focused culture of instruction within their schools.

This study employed a randomized experiment to examine differences in teacher and student learning from professional development (PD) in two modalities: online and face-to-face. 

This article aimed to present frameworks and practices coaches can use with classroom teachers to facilitate the implementation of evidence-based interventions in schools.

This study uses a national probability sample of 1,027 mathematics and science teachers to provide the first large-scale empirical comparison of effects of different characteristics of professional development on teachers' learning.

This report describes how Denver Public Schools hired personnel to coach and evaluate its principals.

This guide is a tool designed to assist states and districts in constructing high-quality teacher evaluation systems in an effort to improve teaching and learning.

This paper report on work estimating the stability of value-added estimates of teacher effects, an important area of investigation given that new workforce policies implicitly assume that effectiveness is a stable attribute within teachers.

In this paper, we describe the results of the first large-scale study, based on a unique data set from North Carolina, assessing the relationship between the certification of teachers by the National Board for Professional Teaching Standards (NBPTS) and elementary level student achievement

This paper provide some recommendations to increase the pool of potential teachers, make it tougher to award tenure to those who perform least well, and reward effective teachers who are willing to work in schools serving large numbers of low-income, disadvantaged children. 

This paper describe a few promising assessment technologies tat allow us to capture more direct, repeated, and contextually based measures of student learning, and propose an improvement-oriented approach to teaching and learning. 

Is dismissing poorly performing teachers truly feasible in America today? After all the political capital (and real capital) spent on reforming teacher evaluation, can districts actually terminate ineffective teachers who have tenure or have achieved veteran status?

The authors use their experience with a professional development project to propose a model of teacher community in the workplace. They describe a project that brought together 22 English and social studies teachers (and a special education and ESL teacher) from an urban high school over a period of 2 1/2 years.

A research synthesis confirms the difficulty of translating professional development into student achievement gains despite the intuitive and logical connection. Those responsible for planning and implementing professional development must learn how to critically assess and evaluate the effectiveness of what they do.

Teams have more talent and experience, more diverse resources, and greater operating flexibility than individual performers. J. Richard Hackman, one of the world's leading experts on group and organizational behavior, argues that the answer to this puzzle is rooted in flawed thinking about team leadership. 

The major objective of this data analysis was to estimate the relationship between variables which can be controlled by public policy and educational output. 

This discussion provides a quantitative statement of one approach to achieving the governors’ (and the nation’s) goals – teacher deselection.

This paper examined the effects of a professional development intervention that included data-based performance feedback delivered via electronic mail (e-mail) on preschool teachers’ use of descriptive praise and whether increased use of descriptive praise was associated with changes in classroom-wide measures of child engagement and challenging behavior. 

This article discusses the current focus on using teacher observation instruments as part of new teacher evaluation systems being considered and implemented by states and districts. 

This research review focuses on studies that have examined the coaching interactions of cooperating teachers and preservice teachers around practice in teacher education programs. The review is situated inside of the practice-based turn in teacher education where the focus is on teaching as learning through practice and the crucial role that cooperating teachers play in mediating this learning.

The authors report an investigation of a five-step structured study-group approach to promoting a self-sustaining learning community that supports teachers in developing the ‘habits of mind’ necessary for improving literacy acquisition and development for urban African American students attending a low-performing, high-poverty elementary school. 

This paper defines and describes what is meant by "professional learning community"; describes what happens when a school staff studies, works, plans, and takes action collectively on behalf of increased learning for students; and discusses what is known about creating such communities of professionals in schools.

The 1988 NAEP surveyed American students' knowledge of reading, writing, civics, U.S. history, and geography.

This book provides research as well as case studies of successful professional development strategies and practices for educators.

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

This study investigated the effects of training preschool teachers to use environmental arrangement and milieu teaching in interactions with children using augmented communication systems. Three teachers were taught seven environmental strategies and four milieu teaching procedures through written materials, lecture, modeling, role-playing, and feedback.

The authors examined the effectiveness of self-monitoring for increasing the rates of teacher praise statements and the acceptability of using this technique for teachers. This study's results support the use of self-monitoring to increase effective teaching practices, namely praise, and further demonstrates high social validity for the participant and the students.

This report presents an in-depth discussion of the analytical methods and findings from the Measures of Effective Teaching (MET) project’s analysis of classroom observations.1 A nontechnical companion report describes implications for policymakers and practitioners.

This paper combines information from classroom-based observations and measures of teachers' ability to improve student achievement as a step toward addressing these challenges. The results point to the promise of teacher evaluation systems that would use information from both classroom observations and student test scores to identify effective teachers.

This paper presents case study research that explores the dynamics and experience offered for a professor and learners participating in a hybrid-modeled classroom in teacher education. 

The authors proposed a preliminary FI theory (FIT) and tested it with moderator analyses. The central assumption of FIT is that FIs change the locus of attention among 3 general and hierarchically organized levels of control: task learning, task motivation, and meta-tasks (including self-related) processes.

this study presents and apply a framework for measuring the cost of coaching programs to 3 schools. Then the study discusses strategies for reducing the average cost of instructional coaching. 

This article discusses instructional coaching as well as the eight factors that can increase the likelihood that coaching will be a real fix for a school. 

This book examines the use of video recording to to improve teacher performance. The book shows how every classroom can easily benefit from setting up a camera and hitting “record”.  

The authors introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology and argue for the role of authentic design-based activities in the development of this knowledge.

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

This study review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

Teacher coaching has emerged as a promising alternative to traditional models of professional development. We review the empirical literature on teacher coaching and conduct meta-analyses to estimate the mean effect of coaching programs on teachers’ instructional practice and students’ academic achievement.

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices.

The authors conducted a comprehensive review of research to identify the impact of coaching on changes in preservice and in-service teachers’ implementation of evidence-based practices. They identified a total of 13 studies from the 20 years of literature they searched.

This study examined the effects of in-service plus follow-up coaching on first grade teachers’ accurate delivery of three research-based strategies during math instruction.

This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math.

The seven guiding principles in this manuscript offer research-based directions for literacy coaching.

This paper challenge the “more is better” assumption and propose that frequent feedback can overwhelm an individual’s cognitive resource capacity, thus reducing task effort and producing an inverted-U relationship with learning and performance over time. 

Coaching with embedded video-analysis is a method for providing teacher consultation services utilizing technology to record teaching sessions, watch and analyze recordings, identify a target area for improvement, and use the information gained to improve practice. As general education teachers’ role in positive behavior interventions and supports (PBIS) grows and more students with severe and challenging behavior are educated in general education classrooms, coaching with video-analysis may be useful to improve implementation fidelity and sustainability of evidence-based classroom management practices.

The purpose of this study was to examine the validity of teacher evaluation scores that are derived from an observation tool, adapted from Danielson's Framework for Teaching, designed to assess 22 teaching components from four teaching domains.

In trying to improve American public schools, educators, policymakers, and philanthropists are overselling the role of the highly skilled individual teacher and undervaluing the benefits that come from teacher collaborations that strengthen skills, competence, and a school’s overall social capital.

In this paper we examine social capital and its relationship with performance at the organizational level.

This paper draws on intensive case studies of teacher knowledge, practice, and learning among teachers of mathematics and English in two high schools to take up the problem of how classroom teaching practice comes to be known, shared, and developed among teachers through their out-of-classroom interactions.

This paper reports findings of a study that is grounded in the assumption that the ways in which teachers interact outside their classrooms may be critical to the future of school restructuring and the effects of restructuring on students.

This Fastback provides a guide for developing a partnership between the student teacher and the cooperating teacher in order to make student teaching a rewarding experience for all involved.

the present study was designed to learn more about how to strengthen the integrity of the problem-solving process

This study investigated the National Board for Professional Teaching Standards'(NBPTS)
assessment process in order to identify, quantify, and substantiate learning outcomes from
the participants.

This study analyzed three urban districts' efforts to improve the instructional quality and performance of their schools. The study also assessed the efforts made in four: (1) promoting the instructional leadership of principals; (2) supporting the professional learning of teachers, in particular through school-based coaching models; (3) specifying curriculum; (4) and promoting data-based decision making for planning and instructional improvement.

Over one year, the author asked more than 3,000 educators their opinions about these two basic purposes by presenting them with a scale that has five values. 

The authors show school and district-level administrators how to set the priorities and support the practices that will help all teachers become expert teachers. Their five-part framework is based on what research tells us about how expertise develops. 

Building on the analysis that was first reported in School Leadership That Works, the authors of Balanced Leadership identify the 21 responsibilities associated with effective leadership and show how they relate to three overarching responsibilities: 

This study examines implementation of alternative student growth measures in a sample of eight school districts that were early adopters of the measures. It builds on an earlier Region­ al Educational Laboratory Mid-Atlantic report that described the two types of alterna­tive student growth measures—alternative assessment–based value-added models and student learning objectives—in the early-adopting districts.

In December 2016, Bellwether Education Partners and The Thomas B. Fordham Institute independently released two reports centered on teacher evaluation and its consequences. Both reports offer a glimpse into ongoing challenges and opportunities with teacher evaluation reform, but they have very different analyses. 

This study documents the implementation of research-based strategies to minimize the occurrence of reading difficulties in a first-grade population. Three strategies were implemented. 

This study examined the effect of a visual performance feedback intervention (i.e., a simple, computer-generated line graph) on teachers' rate of praise for students' academic and behavioral performance and subsequent changes in students' rates of problem behavior.

This paper summarizes validity evidence pertaining to several different implementations of the Framework. It is based primarily on reviewing the published and unpublished studies that have looked at the relationship between teacher evaluation ratings made using systems based on the Framework and value-added measures of teacher effectiveness.

Th is publication is an eff ort to answer basic questions and to inform and engage more people in strengthening the quality and improving the results of professional development.

Supervising student teachers effectively assures that vital professional experience will be of maximum benefit to the pre-service teacher. Mentor teachers and university faculty who work with student teachers need specific training to make the experience rewarding, while the student teacher requires specific information for professional success. 

This study evaluated the effects of performance feedback on the implementation of a classroom intervention.

Internships are central to teacher preparation, but many novice teachers do not feel such student teaching experiences prepared them for teaching realities. The purpose of this quasi-experimental study was to understand the effects of guiding teacher candidates through common video-recording and self-reflection activities during student teaching internships to determine whether such activities improve teacher candidates’ reflective abilities and instructional skills.

This report is concerned with only one of the many causes and dimensions of the problem, but it is the one that undergirds American prosperity, security, and civility.

Programs leave too much of student teaching to chance. Only six percent of programs incorporate two essential elements that contribute to an effective student teaching experience: providing frequent feedback to student teachers and evaluating the quality of the cooperating teachers who open their classrooms to student teachers. A quarter of programs fail to take either of these basic steps.

The book recommends that federal and state policy makers take on the responsibility of promoting equal access to technology while the federal government and foundations play an important role by supporting the development, evaluation, and revision of OTPD.

This study examines the impact of 2 forms of professional development on prekindergarten teachers' early language and literacy practice: coursework and coaching. 

The goal of the study was to examine the effects of coaching or professional development coursework on teacher knowledge and teacher practice.

The New Teacher Center has released guidelines and standards for the implementation of coaching as a powerful means of improving school, teacher, and ultimately student performance. The Instructional Coaching Program Standardsdefine the essential elements of a coaching program designed to accelerate teacher effectiveness. 

NTC's most recent report explores: 1) The impact on teacher retention rates, 2) Expected months of additional learning for students and potential of lifetime earnings, 3) Districts' expected savings on this investment. 4) Long-term economic impact of students and in their communities.

This research use data from a four-year experiment in which teachers and students were randomly assigned to classes to estimate teacher effects on student achievement.

This handbook advocates a new approach to teacher evaluation as a cooperative effort undertaken by a group of professionals.

This article focuses on the response of one urban middle school to a major school reform initiative.

In this provocative and persuasive new book, the author asserts that the secret to high performance and satisfaction-at work, at school, and at home—is the deeply human need to direct our own lives, to learn and create new things, and to do better by ourselves and our world.

This article is the first to explore the extent to which teachers’ instructional alignment is associated with their contributions to student learning and their effectiveness on new composite evaluation measures using data from the Bill & Melinda Gates Foundation’s Measures of Effective Teaching study.

This study examined the influence of three year-long cohorts of elementary school teachers' participating in a learner-centered mathematics professional development program.

Effects of a 1-semester professional development (PD) intervention that included expert coaching with Head Start teachers were investigated in a randomized controlled trial with 88 teachers and 759 children. 

Describes a Sonoma County (California) school district's peer coaching program designed to meet the needs of new, probationary, and experienced teachers. The program succeeded because participation was voluntary, the training empowered teachers and improved their coaching skills, and teachers continued to meet as a group and learn from each other.

This study evaluted the impact of coaching on the implementation of an intervention.  Coaching with higher rates of performance feedback resulted in the highest level of treatment integrity.

This third edition of Approaches and Methods in Language Teaching is an extensive revision of the popular and accessible text. Like previous editions, this book surveys the major approaches and methods in language teaching such as Grammar Translation, Audiolingualism, Communicative Language Teaching, and the Natural Approach. 

In order to provide accurate estimates of how much teachers affect the achievement of their students, this study used panel data covering over a decade of elementary student test scores and teacher assignment in two contiguous New Jersey school districts.

This research considers relationships between student achievement (knowledge and cognitive skill), teacher efficacy (Gibson & Dembo, 1984), and interactions with assigned coaches (self-report measures) in a sample of 18 grade 7 and 8 history teachers in 36 classes implementing a specific innovation with the help of 6 coaches.

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire.

The author develop falsification tests for three widely used VAM specifications, based on the idea that future teachers cannot influence students' past achievement. 

Most children with autism rely on schools as their primary source of intervention, yet research has suggested that teachers rarely use evidence-based practices. To address the need for improved educational outcomes, a previously tested consultation intervention called the Collaborative Model for Promoting Competence and Success was evaluated in a 2nd randomized controlled trial, with the addition of a web-based group. 

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. 

In this article, we describe and report on the results of a study in Texas that tested 2 models of professional development for classroom teachers as a way of improving their practices and increasing the reading achievement of their students. This study demonstrates the potential of coaching as a viable model of the professional development of reading teachers.

This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the in¯uences of intraclassroom heterogeneity, student achievement level, and class size on academic growth.

This study examined the relative magnitude of teacher effects on student achievement while simultaneously considering the in¯uences of intraclassroom heterogeneity, student achievement level, and class size on academic growth.

This paper proposes a conceptual framework to analyze teacher evaluation. It elaborates on the main components of a comprehensive teacher evaluation model and explains the main aspects to be taken into account for designing a teacher evaluation model.

This study examines how mathematics and science teachers' classroom assessment
practices were affected by the National Board Certification process.

Teacher evaluations matter a lot—both to teachers and to those holding them accountable. But how can schools measure the performance of all teachers fairly? And what should they do with the results?

Teacher evaluation can be a very sensitive topic for teachers and program administrators alike. Evaluations need to be fair and relevant to both teachers and programs.

A greater emphasis on measuring the outputs of teacher preparation programs such as practice-based evaluations has increased the need for teacher educators to examine “best practice” for developing the skill-based competencies of teacher candidates. The purpose of this study was to examine the role of practice and feedback on teacher candidates’ knowledge and skill acquisition of a specific evidence-based practice, the provision of opportunities to respond.

The purpose of this study was to examine the effects of multilevel support on first-grade teachers' accurate use of research-based strategies during beginning reading instruction and the extent to which teachers maintained use of these strategies. 

Lack of communication between cooperating teachers and preservice teachers is one of the most commonly reported problems during field experiences. To provide more opportunity for feedback during preservice teachers' clinical experiences, a large elementary education program in a midwestern university implemented the use of peer feedback practices during an early clinical field experience with junior-level students placed in K-8 classrooms.

This book is organized around four dominant interrelated core issues: professional standards, a guide to applying the Joint Committee's Standards, ten alternative models for the evaluation of teacher performance, and an analysis of these selected models. 

This article describe teachers coaching teaching including the purpose, process, who should coach, and the effects of the coaching. 

This study focuses on the experiences of ten novice principals involved in a principal mentoring program in a large urban school district to examine the connections of theory and practice from training received in their administrative preparation program. It sought to understand the impact of receiving support and mentoring in retaining principals. Three themes emerged from the data: (1) the importance of networking with other principals, (2) individualized support with mentors, and (3) continuous development and professional growth. The research presented will contribute to the agenda of retaining quality administrators in the field.

Reflection is a high impact practice that develops teacher candidates’ learning. Critical reflection requires teacher candidates to continually examine their own thoughts, perspectives, biases, and actions. Reflective practice facilitates the development of new knowledge, skills, and dispositions in teacher candidates by fostering critical contemplation of actions in a real-world environment.

High teacher turnover imposes numerous burdens on the schools and districts from which teachers depart. Some of these burdens are explicit and take the form of recruiting, hiring, and training costs. Others are more hidden and take the form of changes to the composition and quality of the teaching staff. This study focuses on the latter. 

This paper presents the results of a rigorous experiment examining the impact of pay for performance on student achievement and instructional practice.

In his 1964 paper, "Course Improvement through Evaluation, " Lee Cronbach urged another step: a most generous inclusion of behavioral - science variables in order to examine the possible causes and effects of quality teaching He proposed that the main objective for evaluation is to uncover durable relationships -those appropriate for guiding future educational programs.

Peer observation aims to support the sharing of practice, and builds self-awareness about the impact of one's teaching practice in order to affect change.

Summative assessment is an appraisal of learning at the end of an instructional unit or at a specific point in time. It compares student knowledge or skills against standards or benchmarks. Summative assessment includes midterm exams, final project, papers, teacher-designed tests, standardized tests, and high-stakes tests. 

Bill & Melinda Gates Foundation launched the Intensive Partnerships for Effective Teaching initiative. The initiative's goal is dramatic gains in student achievement, graduation rates, and college-going, especially for LIM students. 

Chicago Public Schools initiated the Excellence in Teaching Project, a teacher evaluation program designed to increase student learning by improving classroom instruction through structured principal–teacher dialogue.

This 3-year study examined the dynamics of school culture in 3 elementary schools that
have beaten the odds in improving low-income and minority student achievement.

The lived experience of principal supervisors in Long Beach Unified School District consisted of an intentional and aligned system of principal evaluations, coaching, and principal supervisor professional learning community. Principal supervisors also identified practices such as increased visits to schools and classrooms with principals, central office departments focused on teaching and learning, and the traits of creating an environment of vulnerability and growth mindset as an important skill set.

In this article, the authors describe key features of the multi-tiered support (MTS) continuum of intervention and assessment and present a case study to illustrate implementation of some components of the framework with four middle school teachers.

This study examined the effectiveness of a classroom teacher intervention, the Targeted Reading Intervention (TRI), in helping struggling readers in kindergarten and first grade. This intervention used biweekly literacy coaching in the general education classroom to help classroom teachers use diagnostic strategies with struggling readers in one-on-one 15-min sessions.  

This paper offers evidence that evaluation can shift the teacher effectiveness distribution through a different mechanism: by improving teacher skill, effort, or both in ways that persist long-run.

In the research reported here, the authors study one approach to teacher evaluation: practice-based assessment that relies on multiple, highly structured classroom observations conducted by experienced peer teachers and administrators. 

This report proposes six design standards that any rigorous and fair teacher evaluation system should meet. It offers a blueprint for better evaluations that can help every teacher succeed in the classroom—and give every student the best chance at success. 

"The Mirage" describes the widely held perception among education leaders that they already know how to help teachers improve, and that they could achieve their goal of great teaching in far more classrooms if they just applied what they knew more widely.

The authors examine the causes and consequences of the status of teacher evaluation and its implications for the current national debate about performance pay for teachers. The report also examines a number of national, state, and local evaluation systems that offer potential alternatives to current practice.

In this study, the results of five training studies evaluating the effects of a coaching program for use in Dutch primary and secondary schools are described.

After an overview of the characteristics of professional learning communities (PLCs), this manuscript presents a review of 10 American studies and one English study on the impact of PLCs on teaching practices and student learning.

This report examines the pervasive and longstanding failure to recognize and respond to variations in the effectiveness of teachers. 

U.S. public policy has increasingly been conceived, debated, and evaluated through the lenses of politics and ideology. The fundamental question -- Will the policy work? -- too often gets short shrift or even ignored. A remedy is an evidence-based policy--a rigorous approach that draws on careful data collection, experimentation, and both quantitative and qualitative analysis to determine what the problem is, which ways it can be addressed, and the probable impacts of each of these ways. 

The report of the American Educational Research Association (AERA) Panel on Research and Teacher Education (2005) recommended that teacher educators need to systematically and empirically study their own practice. The premise of the report was that teacher educators need to carry out quality research in order to better inform those inside and outside the field of education.

Effective feedback from cooperating teachers is a critical component of a successful student teaching experience. Unfortunately, few cooperating teachers are trained to provide specific feedback to their student teachers, and the lack of such communication is one of the most commonly reported problems among field experience students.

A preliminary survey of 32 school districts identified as having highly developed teacher evaluation systems was followed by the selection of 4 case study districts.

 Due to the increased need to support teachers' use of evidence-based practices in multi-tiered systems of support such as RTI [Response to Intervention] and PBIS [Positive Behavior Interventions and Support], coaching can extend and strengthen professional development. This paper describes a multi-level approach to coaching and provides implications for practice and research.

The purpose of this study is to examine research to answer the question, What is the impact of teacher professional development on student achievement.

This second edition includes an expanded set of classroom observation tools, moving from 23 to 40 and more linkages to the job-embedded nature of the informal classroom observations.