Teacher Coaching

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 the role of formal teacher evaluation, the research that examines the practice, 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 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.

Student teaching, field experience, and practicum experience are powerful methods for training new teachers. These methods all feature working with students in classrooms or in laboratory environments that bridge the gap between university instruction and the experience of teaching. Integrating theory, knowledge, and skills, student teaching generally occurs under the direction of a supervisor at the end of the preparation process.

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

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. 

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

This paper examines the critical pracitce elements of data-based decision making and strategies for building school cultures to support the process.

This paper examines the issues, challenges, and opportunities of creating a school culture that uses data systematically in all of its decision making.

Systematic data-based decision making is critical to insure that educators are able to identify, implement, and trouble shoot evidence-based interventions customized to individual students and needs.

This paper examines the importance of performance feedback systems at all levels of school, staff and student outcomes to achieve desired results over time.

This paper: reviews research on beginning teacher induction programs, summarizing previous reviews of the topic; identifies various state- and local-level induction programs, analyzing best practices that exist today. 

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.

The main focus of this study is to find different kinds of variables that might contribute to variations in the strength and direction of the relationship by examining quantitative studies that relate mathematics teachers’ subject matter knowledge to student achievement in mathematics.

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. 

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 book is an analysis of important conceptual and practical issues that face special education professionals.

This issue is the second in a three-part series on quality teaching. The other two issues in the series focus on teacher recruitment and teachers' career structures and work environment. This issue examines research and expert consensus on teacher preparation,

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 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. 

Value-added assessment proves that very good teaching can boost student learning and that family background does not determine a student's destiny. Students taught by highly effective teachers several years in a row earn higher test scores than students assigned to particularly ineffective teachers.

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. 

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

This 4-year study identifies the differences between a coteaching and a non-coteaching model of student teaching. Quantitative and qualitative results clearly demonstrate the positive impact of coteaching on learners. This emerging practice of coteaching in student teaching holds great promise in transforming the world of teacher preparation.

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.

Using professional self-regulation in medicine as a model, the National Commission on Teaching and America's Future has proposed sweeping changes in how teachers are trained and licensed, claiming that the reforms are well-grounded in research. This paper argues that the research literature offers far less support for the Commission's recommendations than is claimed. 

This study looks at the use of performance feedback and checklists to improve middle-school teams problem solving.

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?

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. 

The purpose of this paper is to provide a comprehensive review of what is known about teacher induction in special education and to outline recommendations for the design of induction programs and further research.

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. 

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. 

Focus groups with teachers of students with learning disabilities (n = 30) and teachers of students with emotional/behavior disorders (n = 19) were conducted to examine the the teachers’ perspectives about educational research and the extent to which they found research findings to be useful.

Focus groups with teachers of students with learning disabilities (n= 30) and teachers of students with emotional/behavior disorders (n= 19) were conducted to examine the the teachers' perspectives about educational research and the extent to which they found research findings to be useful.

The purpose of this guide is to help district leaders take on the challenge of ensuring that students have equitable access to excellent teachers. It shares some early lessons the Education Trust has learned from districts about the levers available to prioritize low-income students and students of color in teacher quality initiatives. The guide outlines a seven-stage process that can help leaders define their own challenges, explore underlying causes, and develop strategies to ensure all schools and students have equitable access to effective teachers.

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 article examines the effectiveness and related issues of current methods of principal evaluation of teachers.

This paper describes a survey of teachers trained in Teacher Expectations and Student Achievement (TESA). The study examined whether teachers: agreed that TESA interactions were useful with today's children; continued to practice the TESA coding and observation process after being trained; and would recommend TESA to colleagues. 

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 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 paper examines the issue of efficacy of value-added measures in evaluating teachers. This question is important in understanding whether value-added analysis provides unbiased estimates of teachers’ impact on student achievement and whether these teachers improve long-term student outcomes.

This practice guide provides five recommendations for improving students’ mathematical problem solving in grades 4 through 8. The manual is geared toward teachers, math coaches, other educators, and curriculum developers who want to improve the mathematical problem solving of students.

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 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.

The purpose of this study is to examine the effects of feedback on treatment integrity for implementing behavior support plans.

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.

In this report, the author aim to provide an accessible introduction to these new measures of teaching quality and put them into the broader context of concerns over school quality and achievement gaps.

This paper reviews the importance of feedback in education reviewed the scientific model of behavior change (antecedent, behavior, consequences).

The framework for teaching is a research-based set of components of instruction that are grounded in a constructivist view of learning and teaching. The framework defines four levels of performance--Unsatisfactory, Basic, Proficient, and Distinguished--for each element, providing a valuable tool that all teachers can use.

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

Much of what teachers need to know to be successful is invisible to lay observers, leading to the view that teaching requires little formal study and to frequent disdain for teacher education programs. The weakness of traditional program models that are collections of largely unrelated courses reinforce this low regard. This article argues that we have learned a great deal about how to create stronger, more effective teacher education programs.

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

The last two decades have witnessed a remarkable amount of policy directed at teacher education-and an intense debate about whether and how various approaches to preparing and supporting teachers make a difference. A set of policy initiatives was launched to design professional standards, strengthen teacher education and certification requirements, increase investments in induction mentoring and professional development, and transform roles for teachers.

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 article presents a conceptual framework for examining the design and implementation of teacher evaluation processes in school organizations. 

A growing number of researchers are studying whether value-added measures can do a good job of measuring the contribution of teachers to test score growth. Here I summarize a handful of analyses that shed light on two questions.

A meta‐analysis was conducted to determine relationships between team training and team effectiveness. Results from the 21 studies provided evidence that training is positively related to team effectiveness and effectiveness in five outcome categories: affective, cognitive, subjective task‐based skill, objective task‐based skill, and teamwork skill.

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

Strong teacher education programs acknowledge the importance of a partnership between teacher education and public school faculties and the important role mentor teachers play in the education of student teachers. Studies suggest that mentor teachers trained in supervision are more effective than those who are not.

The future of virtual environments is evident in many fields but is just emerging in the field of teacher education. In this article, the authors provide a summary of the evolution of simulation in the field of teacher education and three factors that need to be considered as these environments further develop. The authors provide a specific example of the work at two universities that use a specific virtual environment, TLE TeachLivE™, in teacher education.

The focus of this project is to create research in teacher education that positively impacts teacher recruitment, preparation and retention in urban environments. The novel approach we are using to attack this problem is that of capturing, analyzing, synthesizing and simulating human interactions in Mixed Reality (part real, part synthetic) environments, thereby creating training/screening settings that are realistic and yet do not put actual children at risk.

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.

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.

Teachers work in isolation from one another. They view their classrooms as their personal domains, have little access to the ideas or strategies of their colleagues, and prefer to be left alone rather than engage with their colleagues or principals. Their professional practice is shrouded in a veil of privacy and personal autonomy and is not a subject for collective discussion or analysis.

Principals are in a paradoxical position. On one hand, they're called on to use research-based strategies to improve student achievement. On the other, they're increasingly required to micromanage teachers by observing in classrooms and engaging in intensive evaluation. The authors point out that these two positions are at odds with each other.

Results from a metasynthesis of the relationships between 14 different types of preservice
teacher preparation practices and teaching quality, preschool to university student
performance, and university student and beginning teacher belief appraisals are reported.
Each type of preservice practice (eg, course-based student learning) included different kinds
of instructional methods (eg, problem-based learning, inquiry-based learning, and project-
based learning).

This paper draws upon a structured analysis of over 300 research-based papers on mentoring across three discipline areas in an attempt to make more valid inferences about the nature and outcomes of mentoring.

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 looks at methods to enable teachers to generalize skills taught in pre-service to use in the classroom.

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 reports the results of a literature review on the subject of beginning teacher induction, presenting a conceptually oriented discussion of the induction literature.

This paper aim to determine the correlation between teacher clarity and the mean class student learning (achievement gain) in normal public-education classes in English-speaking, industrialized countries.

This book shows how principals and other school leaders can develop the skills necessary for teachers to deliver high quality instruction by introducing principals to a five-part model of effective instruction.

This book shows how principals and other school leaders can develop the skills necessary for teachers to deliver high quality instruction by introducing principals to a five-part model of effective instruction.

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. 

Policy makers are concerned about reports of teacher shortages and the high rate of attrition among new teachers. Prior studies indicate that mentor-based induction can reduce the numbers of new teachers leaving schools or the profession

This article describes a school-based randomized trial in over 200 New York City public schools designed to better understand the impact of teacher incentives. 

Research begun in the 1960s provided the impetus for teacher educators to urge classroom teachers to establish classroom rules, deliver high rates of verbal/nonverbal praise, and, whenever possible, to ignore minor student provocations. In that there have been significant advances in the knowledge of what constitutes effective classroom management, a review of past-to-present literature was conducted to determine whether it is time to alter the thinking about one or more of these basic behavioral strategies.

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.

In this article, a case is made for improving the school success of ethnically diverse students through culturally responsive teaching and for preparing teachers in preservice education programs with the knowledge, attitudes, and skills needed to do this.

Recognizing the power of high quality practice in teacher preparation, a web-based simulation called Cook School District was designed to allow teacher candidates to practice the skills necessary to connect their teaching to the learning of all children employing the framework of teacher work samples (TWS). Pilot study data comparing simulation users' abilities to analyze hypothetical teaching scenarios, interviews, and reflective writing in real work samples suggest that the simulation plays a role in helping candidates become more aware of, and able to perform, several critical skills necessary to effectively connect teacher actions to the learning of each student.

This book discuss how extrinsic incentives may come into conflict with other motivations and examine the research literature in which monetary incentives have been used in a nonemployment context to foster the desired behavior. The conclusion sums up some lessons on when extrinsic incentives are more or less likely to alter such behaviors in the desired directions.

This research synthesis examines how teacher effectiveness is currently measured (i.e., formative vs. summative evaluation).

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 examines the consequences of having an apprentice teacher for 4-8 graders in the state of Washington. 

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. 

This paper examines general education literature reviews for the past decade and the special education literature related to: (a) the school and classroom conditions under which new special education teachers must perform and (b) induction for special education teachers.

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?

With so much emphasis being placed on improving teacher performance, The National Association of Elementary School Principals and the National Association of Secondary School Principals have developed recommendations to support principals more effectively evaluate teachers.

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.

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 reports on the analysis of state statutes and department of education regulations in fifty states for changes in teacher evaluation in use since the passage of No Child Left Behind Act of 2001.

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. 

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 results showed clearly that both minimal use of private reprimands and use of private praise statements were effective in increasing the on-task behaviour of secondary aged pupils in all classes, by an average of over 20 per cent. Follow-up observations after two months on three classes showed that improved on-task behaviour was still apparent.

The most successful teacher induction programs reported here include opportunities for experts and neophytes to learn together in a supportive environment promoting time for collaboration, reflection and acculturation into the profession of teaching. 

Contemporary educational theory holds that one of the pivotal causes of inadequate student
achievement, especially in disadvantaged schools, is the inability of schools to adequately
staff classrooms with qualified teachers. Deficits in the quantity of teachers produced and in
the quality of preparation prospective teachers receive have long been singled out as
primary explanations for underqualified teaching.

This study examines whether such supports have a positive effect on the retention of beginning teachers. The study also focuses on different types and components of induction, including mentoring programs, collective' group activities, and the provision of extra resources and reduced workloads. 

This review critically examines 15 empirical studies, conducted since the mid 1980s, on the effects of support, guidance, and orientation programs— collectively known as induction — for beginning teachers.

This study addresses the question: Do the kinds and amounts of pre-service education and preparation that beginning teachers receive before they start teaching have any impact on whether they leave teaching? Authors  examine a wide range of measures of teachers’ subject-matter education and pedagogical preparation. 

This research evaluated the impact of structured and intensive teacher induction programs over a three-year time period, beginning when teachers first enter the teaching profession. The current report presents findings from the second year of the evaluation and a future report will present findings from the third and final year.

This paper examines how well principals can distinguish between more and less effective teachers. To put principal evaluations in context, we compare them with the traditional determinants of teacher compensation-education and experience-as well as value-added measures of teacher effectiveness.

This report is one of a series of reports on teacher quality systems in top-performing countries commissioned by the Center on International Education Benchmarking of the National Center on Education and the Economy. In addition to these reports, researchers have collected authentic tools used by the systems highlighted to assist policymakers and practitioners interested in adapting lessons learned for their own context and culture.

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.

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 study used a random-assignment experiment in Los Angeles Unified School District to evaluate various non-experimental methods for estimating teacher effects on student test scores. Having estimated teacher effects during a pre-experimental period, the authors used these estimates to predict student achievement following random assignment of teachers to classrooms.

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 article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

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. 

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 finds that performance monitoring is the factor that separated good mangers from ineffective managers.

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.

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. 

Starting in independent professional schools 150 years ago, teacher education in the United States ended up in universities. This was not the result of a plan to enhance the quality of professional education for teachers. Instead, it was a side effect of the growing dominance of the university over all matters educational, which meant that teacher education, like other professional domains, had no other place to go.

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 focuses on two questions: (a) What patterns in certification currently exist across the states? and (b) What might these current patterns indicate for the future of school principal certification?

in this article, the author describes the policies of precision teaching. 

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 focused on preservice general education teachers who were prepared to use an evidence-based teaching practice and the effects the practice had on their pupils’ academic performance.

This study investigates teacher empowerment in schools that have at least four years of experience with some form of decentralized or school-based management. 

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. 

McKeachie's Teaching Tips is a handbook designed to provide helpful strategies for dealing with both the everyday problems of teaching at the university level, and those that pop up in trying to maximize learning for every student. The suggested strategies are supported by research and are grounded in enough theory to enable teachers to adapt them to their own situations.

The national education goals express a systemic approach to reform which fosters coherence in the disparate elements of the education system. This report highlights the findings of research conducted by the Center for Research on the Context of Secondary School Teaching (CRC) in California and Michigan during the years 1987-1992 and the implications for policy strategies to achieve the national education goals.

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 processes and techniques teachers used to ensure that their assessments were valid and reliable, noting the extent to which they engaged in these processes.

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.

Less than 1 in 5 general education teachers feel “very well prepared” to teach students with mild to moderate learning disabilities, including ADHD and dyslexia, according to a new survey from two national advocacy groups.

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.

Many urban schools today look to instructional teams as a means to decrease professional isolation, promote teachers' ongoing development, and substantially reduce well-documented variation in teachers' effectiveness across classrooms. Recent research finds that teams can contribute to teachers' development and increased student achievement.

The current study examined methods for training teachers to use functional analysis methods.

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.

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

The purpose of this study was to investigate the effects of group inservice training plus written and verbal feedback on four Head Start teachers’ use of incidental teaching. D

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.

This report present the panel’s conclusions, an indication of the readiness for application in the classroom of the results of this research, and, if appropriate, a strategy for rapidly disseminating this information to facilitate effective reading instruction in the schools.

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 study evaluated the impact of training on treatment integrity.  After finding that positive effects lasted 2-4 days, performance feedback was used to increase treatment integrity.

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.

In this article, implementation is proposed as the link between evidence-based practices and positive outcomes. Strategies for promoting implementation through “enlightened professional development” are proposed.

This paper posits that teacher education should emphasize both content knowledge and communication skills. It follows up the contention by conceptualizing communication, exploring teacher communication competence, and finally suggesting the introduction of Teacher Communication Skills (TCS) course in the curricula of teacher education across levels.

As states and districts consider potential changes to their teacher evaluation systems and policies, this paper seeks to inform those efforts by reviewing the evolution of the teacher evaluation policy movement over the last several years, identifying positive outcomes of new systems and negative consequences, and describing risks that should be considered. 

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. 

This article provides an analysis of how collaborative teacher education has developed in terms of practice, discourse, and the relationship between general and special education across three historical stages. It explores how collaborative teacher education between general and special education has been positioned over time in relationship to larger national reform efforts in teacher education.

Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others. It also reveals that being taught by an effective teacher has important consequences for student achievement. The best way to assess a teacher's effectiveness is to look at his or her on-the-job performance.

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 book focuses on helping K-12 teachers increase their use of classroom management strategies that work.  The Classroom Check-Up is a step-by-step model for assessing teachers' organizational, instructional, and behavior management practices; helping them develop a menu of intervention options; and overcoming obstacles to change.

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.

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

In this study, using mixed methods, we investigated the longer term effects of eCoaching through advanced online bug-in-ear (BIE) technology.

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.

The authors use research-based "impact modeling" to show how a strategic approach to recruiting and supporting rookie teachers could yield as much as 4.2 extra months of student learning. We provide 5 recommendations for school systems to leverage their investment in structures that provide rookie teachers with both shelter and development.

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. 

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?

This article discuss how "Micro-Credentialing" offer an opportunity to shift away from credit-hour and continuing-education requirements that dominate the PD apparatus in most states, toward a system based on evidence of progress in specific instructional skills.

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.

This paper reviews the empirical research on the effectiveness of performance feedback as a means of influencing teacher implementation of interventions.

This is a literature review of the effect of performance feedback on teacher’s use of practices.

This paper evaluated a program for training 4 support staff to embed instruction within the existing activities of 5 children with disabilities in an inclusive preschool. 

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. 

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

This article define what constitutes a research to practice study and differentiate the terms research to practice and evidence-based practice. 

This study examines whether such programs - collectively known as induction - have a positive effect on the retention of beginning teachers.

The current study extracted and aggregated data from single-case studies that used Performance feedback (PF) in school settings to increase teachers' use of classroom-based interventions.

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. 

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

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. 

the authors examine how the five profiled systems are addressing assessment quality, evaluating teachers in nontested subjects and grades, and assigning teachers responsibility for particular students. The authors also examine what is and is not known about the quality of various student performance measures used by school systems.

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.

The purpose of this special issue is to address current issues, challenges, and promising approaches for providing Tier 2 behavioral interventions in school settings. Articles solicited for this issue address gaps in the literature and implementation needs and challenges specifically for Tier 2.

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.

This paper reviews the research literature on new teacher mentoring, focusing on issues of definition, why teachers quit, and the effects of mentoring on retention. 

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 has 2 purposes: examine the effect of an observation-feedback intervention on the rate of a teacher's behavior-specific praise of students with emotional and behavioral disorders (EBD) and the effect of increased rates of a teacher's behavior-specific praise on the on-task behavior of a class of students with EBD.

This study explored the effects of visual performance feedback (VPF) delivered in real-time using screen sharing technology on a discrete teacher practice (i.e., positive feedback) for four general education teachers in a middle school using a multiple baseline across teachers design.

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 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.

The hypothesis that guided this study was that the degree of teacher professionalism in a school would be related to (a) the professional orientation of principals in their exercise of administrative authority—especially, the extending of adaptive discretion to teachers in the conduct of their work—and (b) the trust evident among various actors in the school community.

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.

This study evaluated whether the Targeted Reading Intervention (TRI), a classroom teacher professional development program delivered through webcam technology literacy coaching, could provide rural classroom teachers with the instructional skills to help struggling readers progress rapidly in early reading.

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.

In this study, the National Council on Teacher Quality makes a unique effort to learn what aspiring teachers are taught about reading instruction. 

This report synthesizes what research says works in improving teacher skills and knowledge, what nations that outperform the United States in education are doing, and provides an analysis of newly available data from the federal Schools and Staffing Survey and other sources to indicate where the nation stands in building the capacity of educators to help students reach high standards. It includes newly analyzed data from the federal Schools and Staffing Survey and other data sources.

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

This efficient casebook enables 3-way communication between the student teacher, the cooperating teacher, and the university supervisor and discusses the reality of functioning within a team of comrades who bring goals and perspectives that are sometimes identical, and at others times different, to a common student teaching experience.

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. 

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.

This book represents the contributions of prominent researchers, teacher educators, policy makers, teachers, and parents on current and emerging issues facing the field of special education, and their critical thinking on how to ensure that students with disabilities receive free appropriate education in the least restrictive environment.

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.

The purpose of this study was to synthesize the literature in support of training teachers to use behavior-specific praise, which is a strategy used to reduce students’ disruptive and off-task behavior as well as prevent students’ problem behaviors from occurring.