Please fill out this short user survey of only 3 questions in order to help us improve the site. We appreciate your feedback!
Cluster randomized trial of teacher coaching: Evidence from Lebanon's COACHing model
Last registered on January 05, 2021


Trial Information
General Information
Cluster randomized trial of teacher coaching: Evidence from Lebanon's COACHing model
Initial registration date
January 04, 2021
Last updated
January 05, 2021 6:58 AM EST

This section is unavailable to the public. Use the button below to request access to this information.

Request Information
Primary Investigator
FHI 360
Other Primary Investigator(s)
PI Affiliation
The World Bank
Additional Trial Information
On going
Start date
End date
Secondary IDs
This study seeks to evaluate the causal impacts of a newly developed and adopted reforms to teacher coaching and teaching approaches by the Ministry of Education and Higher Education’s (MEHE) Department of Guidance and Counseling (Direction de l’orientation primaire et secondaire-DOPS). The MEHE-DOPS reformed the approaches in core subjects in public schools in alignment with the newly adopted teacher core competencies framework that focuses on introducing teachers to facilitation moves, deliberate practice, re-voice, and other elements of student-focused pedagogy. Training on the model was delivered to a group of coaches by New York University (NYU) between December 2019 and February 2020 and implementation is expected to begin December 2020 and January 2021 in a randomly selected set of schools with coaches and teachers of English, French, and Science in Grades 4 through 8. The evaluation is designed as a cluster-randomized controlled trial with treatment assignment at the coach level, 54 treatment coaches and 54 control coaches. The treatment coaches are then assigned to two schools where they observe two teachers with an average class size of 20 students. Further, the evaluation is structured with a pre- and post-treatment period for each coach who are tracked longitudinally throughout the evaluation. Control coaches, for the duration of this evaluation, will follow 'business as usual' assignments.
External Link(s)
Registration Citation
Azzi-Huck, Kaliope and Wael Moussa. 2021. "Cluster randomized trial of teacher coaching: Evidence from Lebanon's COACHing model." AEA RCT Registry. January 05. https://doi.org/10.1257/rct.6981-1.0.
Experimental Details
Intervention Start Date
Intervention End Date
Primary Outcomes
Primary Outcomes (end points)
1. Coach content knowledge on cross-curricular core practices and related strategies
2. Coach satisfaction and perceptions of coaching sessions and strategy utility
3. Teacher satisfaction with coaching and perceptions of strategy utility
4. Coach perceptions of teacher core practices
Primary Outcomes (explanation)
Outcomes will be constructed as indices using Principal Components Analysis of variables collected from coach, teacher, and classroom observation surveys.
Secondary Outcomes
Secondary Outcomes (end points)
Secondary Outcomes (explanation)
Experimental Design
Experimental Design
This study employs a cluster-randomized controlled trial of 54 treatment coaches and 54 control coaches. Coaches are then assigned to two schools, two teachers per school, and approximately 20 students per teacher (classroom).
Experimental Design Details
Not available
Randomization Method
Randomization done via Stata.
Randomization Unit
The unit of randomization is the coach.
Was the treatment clustered?
Experiment Characteristics
Sample size: planned number of clusters
54 Coaches per treatment status. 108 total coaches.
Sample size: planned number of observations
Total of 432 teachers and 8640 students.
Sample size (or number of clusters) by treatment arms
54 treatment coaches and 54 control coaches.
Minimum detectable effect size for main outcomes (accounting for sample design and clustering)
IRB Name
IRB Approval Date
IRB Approval Number