Examining the Human Capital of Formal Teacher Leaders

Abstract

A growing body of work finds that instructional coaches (ICs) and teacher peer observers (POs) improve student learning, implying that policy might leverage these formal teacher leaders for student benefit. However, little is known about the observable characteristics of ICs and POs. Using unique statewide panel data from Tennessee, we describe the human capital (i.e., teaching experience, education level, effectiveness, and observation scores) of ICs and POs and the district and school settings where these formal teacher leaders work. We find that ICs and POs possess more human capital than other classroom teachers, and that these positive differences grow in magnitude as the concentration of economically disadvantaged students in a school rises. The evidence also suggests that ICs are more likely to work in districts with lowerperforming teachers while working in schools with higher-performing teachers. Where POs work is mostly a function of district characteristics.

Suggested Citation

Hunter, S., & Redding, C. (2020). Examining the Human Capital of Formal Teacher Leaders. (Tennessee Education Research Alliance Working Paper No. 2020-03).