Citation:
Hill, H. C., Kraft, M. A., & Herlihy, C. (2016). Developing Common Core Classrooms Through Rubric-Based Coaching . Center for Education Policy Research at Harvard University.
Report Date:
10/21Abstract:
The project team is still awaiting student test data to complete the evaluation, but this brief provides a short update on survey results. Students of MQI-coached teachers report that their teachers ask more substantive questions, and require more use of mathematical vocabulary as compared to students of control teachers. Students in MQI-coached classrooms also reported more student talk in class. Teachers who received MQI Coaching tended to find their professional development significantly more useful than control teachers, and were also more likely to report that their mathematics instruction improved over the course of the year.