Teacher coaching in Kenya: Examining instructional support in public and nonformal schools. (April 2015)

• Record Type: Journal Article
• Authors: Piper, Benjamin; Zuilkowski, Stephanie Simmons
• Is Part Of: Teaching and teacher education. Volume 47(2015)
• Page Start: 173
• Page End: 183
• Publication Date: 2015-04
• Subjects: Coaching -- Instruction -- Kenya -- Literacy -- Professional development; Teaching -- Periodicals; Teachers -- Training of -- Periodicals; Enseignement -- Périodiques; Enseignants -- Formation -- Périodiques; Electronic journals; 371.10205
• DOI: 10.1016/j.tate.2015.01.001
• Languages: English
• ISSNs: 0742-051X

Abstract

Abstract: Instructional coaching has improved student outcomes in the United States, and may help to solve Kenya's literacy problems. Coaching is costly, however, and evidence is lacking regarding the most cost-efficient teacher-to-coach ratio. We used student literacy outcome data from more than 8000 students participating in the Kenya Primary Math and Reading Initiative—a randomized controlled trial of instructional interventions in public and nonformal schools—to fill this gap. Coaches in larger public zones made fewer visits per teacher, and teacher-coach ratio and student performance were negatively associated. Using causal methods, we concluded that lower ratios might improve nonformal school outcomes. Highlights: Teacher coaching can improve literacy in Kenyan public and nonformal settings. The more teachers a coach is responsible for leads to fewer visits per teacher. Outcomes are higher for pupils supported by coaches with 10 rather than 15 schools. Impact of coaching on outcomes is similar in Kenyan public and nonformal schools.