Strengthening Pedagogical Practices : Classroom Observation and Coaching in Mato Grosso

Overview & Synopsis

This study analyzes the design and implementation of the Programa de Fortalecimento de Práticas Pedagógicas (PFPP), a teacher professional development initiative implemented by the State Secretariat of Education of Mato Grosso in partnership with the World Bank, based on structured classroom observation (Teach) and individualized instructional coaching (Coach). Using a mixed-methods approach, the study examines behavioral, operational, and contextual factors influencing teacher and facilitator engagement during the pilot phase of the program, carried out in 2024 and involving 80 public schools across 22 municipalities. The results indicate high acceptance of the mentoring model and strong appreciation of individualized support, particularly when relationships of trust are established between mentors and teachers. However, relevant barriers persist, including low perceived usefulness of some targeted pedagogical skills, cognitive overload, operational constraints, and deeply rooted beliefs associated with status quo bias and low expectations regarding students’ potential. The findings suggest that the impact and scalability of instructional coaching programs depend on adjustments to program design, the use of behaviorally informed engagement strategies, and stronger alignment with teachers’ contextual needs.