learning job skills from colleagues at work evidence from a...

Learning Job Skills from Colleagues at Work Evidence from a Field Experiment Using Teacher Performance Data Guest Lecture by Eric Taylor Assistant Professor, Harvard Graduate School of Education Monday, October 16, 2017 12:00 – 1:15 pm, Education 2010 Abstract: We study on-the-job learning among classroom teachers, especially learning skills from coworkers. Using data from a field experiment, we document meaningful improvements in teacher job performance when high- and low-skilled teachers working at the same school are paired and asked to work together on improving their skills. Pairs are matched on specific skills measured in prior evaluations. Each pair includes a target teacher who scores low in one or more of nineteen skills, and a partner who scores high in (many of) the target teacher’s deficient skills. Student test scores improved by 0.12 standard deviations in the low-skilled target teachers’ classrooms. These improvements in teacher job performance persisted, and perhaps grew, in the year after treatment. Empirical tests suggest the improvements are likely the result of target teachers learning skills from their partner. Eric Taylor is an assistant professor at the Harvard Graduate School of Education. Eric studies the economics of education, with a particular interest in employer-employee interactions between schools and teachers—hiring and firing decisions, job design, training, performance evaluation. His work has been published in the American Economic Review, Journal of Human Resources, and Journal of Public Economics; and featured in Slate, Time, The Washington Post, and Education Week. Eric was a Spencer Dissertation Fellow in 2014, and was recognized for Excellence in Teaching and Mentoring by the Stanford GSE in 2013.

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Page 1: Learning Job Skills from Colleagues at Work Evidence from a …education.uci.edu/uploads/7/2/7/6/72769947/bb_taylor.pdf · 2019. 12. 5. · Learning Job Skills from Colleagues at

LearningJobSkillsfromColleaguesatWorkEvidencefromaFieldExperimentUsingTeacherPerformanceData

GuestLecturebyEricTaylorAssistantProfessor,HarvardGraduateSchoolofEducation

Monday,October16,201712:00–1:15pm,Education2010

Abstract:We studyon-the-job learningamongclassroom teachers, especially learning skillsfromcoworkers.Usingdatafromafieldexperiment,wedocumentmeaningfulimprovementsinteacherjobperformancewhenhigh-andlow-skilledteachersworkingatthesameschoolarepairedandaskedtoworktogetheronimprovingtheirskills.Pairsarematchedonspecificskillsmeasuredinpriorevaluations.Eachpairincludesatargetteacherwhoscoreslowinoneormoreofnineteenskills,andapartnerwhoscoreshigh in (manyof) the target teacher’sdeficient skills. Student test scores improved by 0.12 standard deviations in the low-skilledtargetteachers’classrooms.Theseimprovements inteacherjobperformancepersisted,andperhapsgrew,intheyearaftertreatment.Empiricaltestssuggesttheimprovementsarelikelytheresultoftargetteacherslearningskillsfromtheirpartner.

Eric Taylor is an assistant professor at the Harvard GraduateSchool of Education. Eric studies theeconomicsof education,with a particular interest in employer-employee interactionsbetweenschoolsandteachers—hiringandfiringdecisions,jobdesign, training, performance evaluation. His work has beenpublishedintheAmericanEconomicReview,JournalofHumanResources, and Journal of Public Economics; and featured inSlate,Time,TheWashingtonPost,andEducationWeek.EricwasaSpencerDissertationFellowin2014,andwasrecognizedforExcellence in Teaching andMentoring by the StanfordGSE in2013.

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