CIES 2019 Formal Panel Session - Coaching to Improve Early Grade Reading Instruction: Evidence on Effectiveness and Sustainability
- A Scalable Model for Teacher Pedagogical Mentorship: Evidence from Madagascar - Voahirana Razafindrabe, Ministry of National Education, Madagascar, Nathalie Louge, FHI 360
- Locally-Driven Monitoring: A Practical Approach to Improving and Sustaining Coaching Practice in EGR in Northern Nigeria, Mark Anthony Hamilton, Creative Associates International, Daniel Fwanshishak, Creative Associates International
- Instructional Coaching and Literacy Improvement at National Scale: Lessons From Kenya’s Tusome Early Grade Reading Activity - Timothy Slade, RTI International, Kim Darnell, University of California, Berkley School of Information, Lucy Wambari, RTI International, Alex Dauenhauer, University of California, Berkeley School of Information
- Balancing Coaching and Collecting: Early Learning from Senegal on Instructional Coaching for Improved Early Grade Reading - Jennifer Swift-Morgan, Chemonics InternationalThe purpose of this panel is to share new applied research on instructional coaching aimed at improving teachers’ instruction of early grade reading in low- and middle-income country contexts.
The purpose of this panel is to share new applied research on instructional coaching aimed at improving teachers’ instruction of early grade reading in low- and middle-income country contexts. The presentations capture coaching programs from diverse countries from Western to Eastern Africa, including Senegal, Nigeria, Kenya and Madagascar. The research explores a range of issues regarding the effectiveness of coaching in these and other similar contexts, including:
- The effectiveness of utilizing certain personnel (e.g., school directors) as coaches
- The use of appropriate protocols and instruments to support coaches in feasibly and reliably monitoring teachers and providing them with useful feedback
- Implications of using ICT and data to support coaches and coaching efforts
- Findings on the quality of teacher instruction from coach-collected lesson observations.
Because the programs for which the research was conducted aim to embed coaching in government systems for teacher professional development, the sustainability of instructional coaching is a key issue addressed in all presentations.
Wednesday, April 17, 2019 - 13:30 to 15:00
Hyatt Regency San Francisco
Level -1, Pacific F
Link to Registration Page: