Enhancing Secondary School Instruction and Student Achievement: Replication and Extension of the My Teaching Partner-Secondary Intervention

Abstract

My Teaching Partner-Secondary (MTP-S) is a web-mediated coaching intervention, which an initial randomized trial, primarily in middle schools, found to improve teacher–student interactions and student achievement. Given the dearth of validated teacher development interventions showing consistent effects, we sought to both replicate and extend these findings with a modified version of the program in a predominantly high school population, and in a more urban, sociodemographically diverse school district. MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students. Gains were robust across subject areas and equivalent to moving the average student from the 50th to the 59th percentile in achievement scores. Results suggest that MTP-S can enhance student outcomes across diverse settings and implementation modalities.

My Teaching Partner-Secondary: A Video-Based Coaching Model

“…Findings from a second RCT of MTP-S replicated and extended the achievement findings in a predominantly high school population from a more urban, socio-demographically diverse school district than the first trial (Allen, Hafen, Gregory, Mikami, & Pianta, 2015). MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students (Allen et al, 2015).…”

“…MTP-S produced substantial gains in student achievement across 86 secondary school classrooms involving 1,194 students (Allen et al, 2015). In addition, after one year of coaching, MTP-S teachers had no significant disparities in discipline referral between African American students and their classmates, compared to teachers in the control condition, for whom racial discipline gaps remained (Gregory, Allen, Mikami, Hafen, & Pianta, 2015).…”

“…MTP-S was found to improve students’ peer interactions (Mikami et al, 2011), engagement (Gregory et al, 2014), and achievement (Allen et al, 2011; Allen et al, 2015) for students from a range of racial/ethnic groups and socioeconomic statuses. In this way, the program serves many groups through its promotion of positive outcomes.…”

Focus Area Policy Brief. Teacher & Mentor Relationships

“…MyTeachingPartner™ (MTP) demonstrates considerable evidence for success with flexible implementation. Independent research of the MTP program provide evidence that the program is effective in improving student-teacher interactions in both elementary and secondary settings, and implementation of MTP is associated with higher student gains in achievement and improved emotional climate in the classroom (Allen et al, 2015).…”

Using Kindergarten Entry Data to Guide Teachers' Skills, Beliefs, Self-Efficacy, and Practices through Instructionally Focused, Data-Driven Consultation

“…Given the benefits of providing more sessions, future evaluations could consider utilizing a remote consultation approach to raise dosage but maintain costeffectiveness. Similar PD models delivered via telecommunication have been demonstrated to produce positive effects at both the teacher-(Artman-Meeker, Hemmeter, & Snyder, 2014;Downer, Kraft-Sayre, & Pianta, 2009) and student-level (Allen, Hafen, Gregory, Mikami, & Pianta, 2015;Cabell & Downer, 2011). These results indicate that the dosage of IFDDC could be increased in a relatively low-cost manner without sacrificing effects.…”