What is the impact of rubric-based coaching on teacher instructional practice and student achievement outcomes?
This research study included the development and implementation of the MQI Coaching Cycle, as well as a rigorous evaluation of the program’s effectiveness using a teacher-level random assignment design. The study recruited 142 mathematics teachers (Grades 3–8) from two public school districts in a midwestern state. Seventy-two teachers were assigned to participate in MQI Coaching (treatment group), and 70 teachers were assigned to the control group. Most teachers participated in 10 or more MQI Coaching Cycles.
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.
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