Instructional coaching has been identified as an important feature of effective teacher professional development in many highly resourced country contexts. As such, Reading within Reach (REACH), in collaboration with the Global Reading Network (GRN), organized a panel titled "Coaching to improve early grade reading: Emerging evidence on effectiveness and sustainability," which took place at the annual conference of the Comparative and International Education Society (CIES) in April 2019.
The purpose of this panel was 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 research and presentations capture coaching programs from diverse countries from Western to Eastern Africa, including Senegal, Nigeria, Kenya and Madagascar:
1. Coaching to improve early grade reading: Emerging evidence on effectiveness and sustainability (Alison Pflepsen, REACH and the Global Reading Network, URC, email@example.com)
2. A scalable model for teacher pedagogical mentorship: Evidence from Madagascar (Voahirana Razafindrabe, Ministry of National Education, Madagascar, and Nathalie Louge, FHI 360, firstname.lastname@example.org)
3. Locally-driven monitoring: A practical approach to improving and sustaining coaching practice in EGR in Northern Nigeria (Mark Hamilton, Creative Associates, email@example.com)
4. Instructional coaching and literacy improvement at national scale: Lessons from Kenya’s Tusome early grade reading activity (Tim Slade, RTI International, firstname.lastname@example.org)
5. Coaching vs. collecting: Early evidence from Senegal’s Lecture Pour Tous early grade reading program (Jennifer Swift-Morgan, Chemonics International, email@example.com)
The panel complements the REACH/GRN resource on coaching, Coaching in Early Grade Reading Programs: Evidence, Experiences and Recommendations.