A practitioner review reports a meta-analysis of causal coaching studies as finding positive effects of coaching on teachers' instructional practice and student achievement, though one contrasting study found coached teachers no more effective¶

Claim · All claims
Evidence · 1 study · review r2 · q3
Currency · newest study 2017 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q3 i? Coaching programs show large positive effects on teachers' instructional practice and a meaningful positive impact on student achievement per the first meta-analysis of causal coaching studies. → Tina Ehsanipour & Florencia Gomez Zaccarelli 2017 q3 i? Coached teachers perceived themselves as more confident but were not assessed as more effective than uncoached teachers in one contrasting study. → Tina Ehsanipour & Florencia Gomez Zaccarelli 2017

Evidence¶

Tina Ehsanipour & Florencia Gomez Zaccarelli 2017¶

Tina Ehsanipour & Florencia Gomez Zaccarelli. (2017). Exploring Coaching for Powerful Technology Use in Education. Center to Support Excellence in Teaching - Stanford University. https://digitalpromise.dspacedirect.org/items/2f8e7466-5d96-49c4-b8cc-5b70690e0db9

q3 · i? · review · r2

The paper reports on Kraft, Blazar and Hogan's meta-analysis of causal effects of teacher coaching, "large positive effects of coaching on teachers' instructional practice" and a meaningful impact on achievement. No effect sizes are printed in this paper.

"This study found large positive effects of coaching on teachers' instructional practice and a meaningful positive impact of coaching in student achievement ."

Discussion¶

Related Claims¶

• Teacher coaching raises student achievement on standardized tests by a pooled 0.18 SD across 31 causal studies — the general claim this finding bears on, with the studies behind it

• Teacher coaching programs improve teachers' instructional practice by a pooled 0.49 SD across 43 causal studies — the general claim this finding bears on, with the studies behind it

• DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers — related
• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction — related
• Coaching effects do not differ significantly across school levels, and in-person versus virtual delivery shows no significant difference — related
• Coaching effects on instruction and achievement are positively correlated, but large instructional improvements are needed for modest achievement gains — related
• High-dosage tutoring, frequent teacher feedback and coaching, and data-driven instructional practices show moderately strong evidence of association with charter-school achievement impacts — related