Working Paper

Through the Looking Glass : Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?

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collection.link.5
https://openknowledge.worldbank.org/handle/10986/9
collection.name.5
Policy Research Working Papers
dc.contributor.author
Bruns, Barbara
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dc.contributor.author
Costa, Leandro
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dc.contributor.author
Cunha, Nina
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dc.date.accessioned
2017-08-24T20:25:02Z
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dc.date.available
2017-08-24T20:25:02Z
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dc.date.issued
2017-07
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dc.description.abstract
This study conducted a randomized evaluation of a program in the Brazilian state of Ceara. The program was designed to improve teachers’ effectiveness by increasing their professional interaction and sharing of classroom practice. In 175 of 350 secondary schools, teachers were provided with benchmarked feedback from classroom observations and access to expert coaching. Schools’ uptake of the coaching program was high (85 percent). Over a single school year, the program increased teachers’ time on instruction and student engagement and produced statistically significant gains in student learning on the Ceara state assessment and the national secondary school exit exam. Controlling for individual students’ prior-year learning outcomes, schools exposed to the program had 0.05-0.09 standard deviation higher performance on the state test and 0.04-0.06 standard deviation higher scores on the national test. Implementation fidelity strongly boosted program impacts. In the 49 schools where the pedagogical coordinators achieved the highest certification at the end of the program, student scores were 0.13-0.23 standard deviation higher on the state test and 0.13-0.17 standard deviation higher on the national test. Coaching delivered by Skype kept the costs of the program low, $2.40 per student, and produced cost-effective impacts on learning in comparison with other rigorously evaluated teacher training interventions. The combination of classroom observation feedback and expert coaching appears to be a promising strategy for whole-school efforts to raise teacher effectiveness.
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dc.identifier.uri
http://hdl.handle.net/10986/27962
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dc.language
English
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dc.language.iso
en_US
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dc.publisher
World Bank, Washington, DC
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dc.relation.ispartofseries
Policy Research Working Paper;No. 8156
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dc.rights
CC BY 3.0 IGO
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dc.rights.holder
World Bank
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dc.rights.uri
http://creativecommons.org/licenses/by/3.0/igo
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dc.subject
CLASSROOMS
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dc.subject
TEACHER OBSERVATION
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dc.subject
COACHING
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dc.subject
INSTRUCTIONAL TIME
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dc.subject
STUDENT ENGAGEMENT
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dc.subject
STUDENT LEARNING
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dc.subject
RANDOMIZED CONTROL TRIAL
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dc.title
Through the Looking Glass
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dc.title.subtitle
Can Classroom Observation and Coaching Improve Teacher Performance in Brazil?
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dc.type
Working Paper
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okr.date.disclosure
2017-07-31
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okr.doctype
Publications & Research
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okr.doctype
Publications & Research :: Policy Research Working Paper
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okr.docurl
http://documents.worldbank.org/curated/en/551861501523958003/Through-the-looking-glass-can-classroom-observation-and-coaching-improve-teacher-performance-in-Brazil
en_US
okr.googlescholar.linkpresent
yes
okr.identifier.doi
10.1596/1813-9450-8156
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okr.identifier.externaldocumentum
090224b084e4b4ac_1_0
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okr.identifier.internaldocumentum
27867391
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okr.identifier.report
WPS8156
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okr.imported
true
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okr.pdfurl
http://documents.worldbank.org/curated/en/551861501523958003/pdf/WPS8156.pdf
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okr.region.administrative
Latin America & Caribbean
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okr.region.country
Brazil
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okr.topic
Education :: Education For All
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okr.topic
Education :: Effective Schools and Teachers
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okr.topic
Education :: Secondary Education
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okr.unit
Education Global Practice Group
en_US

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