The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence

Author: Matthew Kraft, David Blazar, Dylan Hogan

Year: 2018

Paper Description

This paper reviews the research (60 papers studying U.S. programs) on teacher coaching and its effects on teachers’ instructional practice and students’ academic achievement. The authors also discuss the challenges of taking coaching programs to scale while maintaining effectiveness.

Key Takeaway 1

The research on teacher coaching shows that it can be very effective in helping teachers improve their teaching. In one study, teachers who received coaching improved their teaching by an average of 0.49 standard deviations. This is a large improvement, and it means that students in coached teachers’ classrooms are likely to learn more than students in uncoached teachers’ classrooms.

Key Takeaway 2

The research also shows that it can be difficult to scale up coaching programs while maintaining effectiveness. When coaching programs are scaled up, they often become less effective. This is because it can be difficult to find enough qualified coaches, and it can also be difficult to provide coaches with the support they need to be effective.

Standout Quote

“Teacher coaching models can provide a flexible blueprint for these efforts, but many questions remain about whether coaching is best implemented as smaller-scale targeted programs tailored to local contexts or if they can be taken to scale in a high-quality and cost-effective way.”


teacher development, instructional coaching, expertise, expert teachers, teaching, school improvement, pedagogy, ITT, ITE