Childrens School

Study shows that mentoring and leadership coaching are helping teachers increase student achievement in some subjects

Giving teachers two years of formal PD and training sessions with a leadership coach could result in higher student achievement in certain curriculum areas, according to a new RAND Corporation study.
The program, which also includes a mentoring component in which teachers receiving the program’s services mentor other teachers, has shown early signs of success.
The fellowship program created by Leading Educators, a national nonprofit based in New Orleans, is showing promising results on student achievement in math and social studies, according to a preliminary evaluation of the effort.
The report’s authors say the program is unique because it focuses on middle-career teachers, while other efforts typically focus on new teachers, and offers leadership development for classroom teachers.
The fellows participate in a two-year training program consisting of a series of professional development sessions, school visits and meetings with a leadership coach. Fellows can be teachers as well as school administrators. In addition, fellows select other teachers to mentor at their own school. The teachers mentored by the fellows participate in meetings and workshops throughout the school year.
The findings are based on the 2011-12 through 2013-14 school years for fellows and the teachers they mentor located in New Orleans and Kansas City, Mo. Over the study period, there were 255 fellows and 916 teachers mentored. The RAND study focused on teachers that researchers were able to match to state databases for student assessment test scores, which included 75 fellows and 438 mentored teachers.
“Since the leader development program may influence students of the fellows or the other teachers they mentor, our team examined achievement outcomes from students across this wider group,” said Kata Mihaly, the report’s lead author and an economist at RAND, a nonprofit research organization.
These early findings of the program are mixed, but suggest that the program shows promise in improving student achievement. Fellows who taught mathematics in New Orleans had a statistically significant positive effect on student achievement.
However, the analysis did not find statistically significant findings for other subjects taught by fellows in New Orleans or Kansas City. Teachers mentored by fellows had a positive impact on student mathematics and social studies achievement in New Orleans.
The analysis also examined whether teachers are more likely to stay in the same school or stay teaching in high-poverty schools after participating in the program. Program teachers remained in high-poverty schools at rates that were similar to or higher than that of other teachers in the district.
Researchers note the current results are based on few years of data and on a small sample of teachers, and results may change when there are more fellows and mentored teachers included in future studies. Prior to the evaluation being completed, Leading Educators expanded the fellowship program, with opportunities to participate in Memphis, Tenn., and Washington, D.C.
Support for this research was provided by Carnegie Corporation of New York, the Charles and Lynn Schusterman Family Foundation, and the Walton Family Foundation.
The report, “Examining the Early Impacts of the Leading Educators Fellowship on Student Achievement and Teacher Retention,” is available at www.rand.org. Other authors of the study are Benjamin Master and Cate Yoon.
Material from a press release was used in this report