Study of Teacher Coaching Based on Classroom Videos: Impacts on Student Achievement and Teachers' Practices. Evaluation Report. NCEE 2022-006r
Clark, Melissa; Max, Jeffrey; James-Burdumy, Susanne; Robles, Silvia; McCullough, Moira; Burkander, Paul; Malick, Steven (2022). National Center for Education Evaluation and Regional Assistance. Retrieved from: https://eric.ed.gov/?id=ED619739
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examining5,701Students, grades4-5
Single Study Review
Review Details
Reviewed: June 2026
- Single Study Review (findings for MyTeachingPartner (MTP) with five coaching cycles)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
State standardized tests: English language arts (ELA) |
MyTeachingPartner (MTP) with five coaching cycles vs. Business as usual |
6 Months |
Full sample;
|
-0.09 |
-0.17 |
Yes |
|
|
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
State standardized tests: Math |
MyTeachingPartner (MTP) with five coaching cycles vs. Business as usual |
6 Months |
Full sample;
|
-0.14 |
-0.20 |
No |
-- |
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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10% English language learners -
Male: 50%
Other or unknown: 50% -
Rural, Suburban, Urban
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- A
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- N
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- i
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Midwest, South, West
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Race Black 38% Other or unknown 16% White 46% -
Ethnicity Hispanic 22% Other or unknown 78% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 67% Other or unknown 33%
Study Details
Setting
The study took place in 107 elementary schools in 14 school districts that were not already providing extensive coaching or feedback to teachers. The study was implemented in grade 4 and 5 classrooms during language arts and mathematics instruction.
Study sample
A total of 107 schools were randomly assigned to one of three study conditions: 34 schools where teachers were offered eight coaching cycles, 36 schools where teachers were offered five coaching cycles, and 37 schools where teachers did not receive study-provided coaching. The study included grade 4 and grade 5 teachers who taught mathematics, English language arts, or both. Teachers were eligible unless they taught only English learners, taught only students receiving special education services, or were excluded by their school district before random assignment. The teachers had an average of 11 years of teaching experience. Students were included when they were enrolled in a study school and taught by an eligible teacher at the beginning of the year. The findings were based on about 2,640 students in the intervention group and about 3,060 students in the comparison group.
Intervention Group
MyTeachingPartner is a virtual coaching program that provides teachers with feedback on their classroom instruction. The program is intended to help teachers improve general teaching practices, such as managing the classroom, building supportive relationships with students, and helping students understand lesson content. Teachers in the coaching groups attended an orientation that explained the coaching process and the teaching practices addressed by the program, and they received a handbook and guide to the Classroom Assessment Scoring System (CLASS) classroom observation tool. Teachers were offered five cycles of coaching from trained and certified coaches during the school year. In each cycle, the teacher and coach selected teaching practices from the CLASS to focus on, and the teacher recorded a lesson. The coach reviewed the recording, selected three short video clips, and sent the teacher written feedback and reflection questions. The teacher reviewed the clips and responded to the questions before meeting virtually with the coach. After the meeting, the coach sent the teacher a summary and action plan for the next cycle. Teachers completed an average of 4.3 coaching cycles, and the average coaching conference lasted 40 minutes.
Comparison Group
Teachers in the comparison group continued with their school districts’ usual professional development and feedback activities. They did not receive coaching provided by the study.
Support for implementation
Teachstone, the organization that manages the MyTeachingPartner program globally, provided the study’s coaching and trained the coaches before implementation. Coaches received 5 days of in-person training, which included training on the classroom observation tool and practice with the coaching process. Coaches also completed a mock coaching cycle and a certification test. During the school year, coaches received ongoing support through individual, hourlong calls with a Teachstone coaching specialist and 90-minute group videoconferences every other week. Additionally, the study’s technical assistance team supported implementation in a number of ways. They reviewed coaches’ credentials, reviewed materials used for training coaches and oriented teachers, monitored the coaching for fidelity, and met regularly with Teachstone staff to review implementation data and identify ways to re-engage teachers who were not actively participating.
Single Study Review
Review Details
Reviewed: June 2026
- Single Study Review (findings for MyTeachingPartner (MTP) with eight coaching cycles)
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
State standardized tests: English language arts (ELA) |
MyTeachingPartner (MTP) with eight coaching cycles vs. Business as usual |
6 Months |
Full sample;
|
-0.16 |
-0.17 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
State standardized tests: English language arts (ELA) |
MyTeachingPartner (MTP) with eight coaching cycles vs. MyTeachingPartner (MTP) with five coaching cycles |
6 Months |
Full sample;
|
-0.16 |
-0.09 |
Yes |
|
||
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|
|---|---|---|---|---|---|---|---|---|---|
|
State standardized tests: Math |
MyTeachingPartner (MTP) with eight coaching cycles vs. Business as usual |
6 Months |
Full sample;
|
-0.19 |
-0.20 |
No |
-- | ||
| Show Supplemental Findings | |||||||||
|
State standardized tests: Math |
MyTeachingPartner (MTP) with eight coaching cycles vs. MyTeachingPartner (MTP) with five coaching cycles |
6 Months |
Full sample;
|
-0.19 |
-0.14 |
No |
-- | ||
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
-
10% English language learners -
Male: 50%
Other or unknown: 50% -
Rural, Suburban, Urban
-
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
- N
- O
- Q
- R
- S
- V
- U
- T
- W
- X
- Z
- Y
- a
- h
- i
- b
- d
- e
- f
- c
- g
- j
- k
- l
- m
- n
- o
- p
- q
- r
- s
- t
- u
- v
- x
- w
- y
Midwest, South, West
-
Race Black 38% Other or unknown 16% White 46% -
Ethnicity Hispanic 22% Other or unknown 78% -
Eligible for Free and Reduced Price Lunch Free or reduced price lunch (FRPL) 67% Other or unknown 33%
Study Details
Setting
The study took place in 107 elementary schools in 14 school districts that were not already providing extensive coaching or feedback to teachers. The study was implemented in grade 4 and 5 classrooms during English language arts and mathematics instruction.
Study sample
A total of 107 schools were randomly assigned to one of three study conditions: 34 schools where teachers were offered eight coaching cycles, 36 schools where teachers were offered five coaching cycles, and 37 schools where teachers did not receive study-provided coaching. The study included grade 4 and grade 5 teachers who taught mathematics, English language arts, or both. Teachers were eligible unless they taught only English learners, taught only students receiving special education services, or were excluded by their school district before random assignment. The teachers had an average of 12 years of teaching experience. Students were included when they were enrolled in a study school and taught by an eligible teacher at the beginning of the year. The findings were based on about 2,500 students in the intervention group and about 3,030 students in the comparison group.
Intervention Group
MyTeachingPartner is a virtual coaching program that provides teachers with feedback on their classroom instruction. The program is intended to help teachers improve general teaching practices, such as managing the classroom, building supportive relationships with students, and helping students understand lesson content. Teachers in the coaching groups attended an orientation that explained the coaching process and the teaching practices addressed by the program, and they received a handbook and guide to the Classroom Assessment Scoring System (CLASS) classroom observation tool. Teachers were offered eight cycles of coaching from trained and certified coaches during the school year. In each cycle, the teacher and coach selected teaching practices from the CLASS to focus on, and the teacher recorded a lesson. The coach reviewed the recording, selected three short video clips, and sent the teacher written feedback and reflection questions. The teacher reviewed the clips and responded to the questions before meeting virtually with the coach. After the meeting, the coach sent the teacher a summary and action plan for the next cycle. Teachers completed an average of seven coaching cycles, and the average coaching conference lasted 41 minutes.
Comparison Group
Teachers in the comparison group continued with their school districts’ usual professional development and feedback activities.They did not receive coaching provided by the study. The review also compares outcomes for the intervention group to a comparison group that participated in a less intensive version of MyTeachingPartner. The less intensive version used the same coaching team, materials, and approaches as the intervention group but, teachers were offered a maximum of five coaching cycles.
Support for implementation
Teachstone, the organization that manages the MyTeachingPartner program globally, provided the study’s coaching and trained the coaches before implementation. Coaches received 5 days of in-person training, which included training on the classroom observation tool and practice with the coaching process. Coaches also completed a mock coaching cycle and a certification test. During the school year, coaches received ongoing support through individual, hourlong calls with a Teachstone coaching specialist and 90-minute group videoconferences every other week. Additionally, the study’s technical assistance team supported implementation in a number of ways. They reviewed coaches’ credentials, reviewed materials used for training coaches and oriented teachers, monitored the coaching for fidelity, and met regularly with Teachstone staff to review implementation data and identify ways to re-engage teachers who were not actively participating.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
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Study findings for this report.
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