Learning Forward
Equity and excellence in teaching and learning.
RESEARCH
Research Review
Meta-analysis reveals coaching's positive impact on instruction and achievement
By Joellen Killion
April 2017
Vol. 38 No. 2
A meta-analysis of 37 studies of teacher coaching, many focused on literacy coaching, reveals that coaching positively affects both teaching practice and student achievement. The pooled effects of both general coaching and content-specific coaching have a positive and significant effect on teacher instruction as measured by classroom observations. Both general and content-specific coaching have a positive and significant effect on student achievement. The effects of teacher coaching on student achievement pooled across reading, math, and science are positive and significant. Content-specific coaching has a positive and significant effect on reading achievement. The number of studies of math and science content-specific coaching is small, and results are not significant. Study description Researchers note that the need for teacher professional development is growing as states adopt new
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References
Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.
Joellen Killion is a senior advisor to Learning Forward and a sought-after speaker and facilitator who is an expert in linking professional learning and student learning. She has extensive experience in planning, design, implementation, and evaluation of high-quality, standards-based professional learning at the school, system, and state/provincial levels. She is the author of many books including Assessing Impact, Coaching Matters, Taking the Lead, and The Feedback Process. Her latest evaluation articles for The Learning Professional are “7 reasons to evaluate professional learning” and “Is your professional learning working? 8 steps to find out.”
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