Coaching
Guide:
A Training for
Instructional
Supervisors
Contents
Introduction
Coach Training Overview
Workshop 1
Making a Case for Coaching
The Role of a Coach
Effective Literacy Instruction in the Classroom
Observation and Feedback protocols
Organizing for Coaching
Workshop 2
Reflection and sharing
Developing Inclusive Classroom Practices
Planning demonstration lessons
Lesson Demonstration and Feedback
Organizing for Coaching
Workshop 3
Reflection and Sharing
Classroom Visits: Preparation and Field Visits
Debrief Classroom Visit
Professional Development within Schools
Organizing for Coaching
Appendix: Video Resources
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4
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10
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25
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35
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44
50
51
1
Introduction
Background:
In the diverse contexts where Save the Children (SC) and World Vision (WV) work, the people
who are charged with supporting teachers in the classroom are often themselves poorly equipped
to do so and, perhaps relatedly, largely absent from this role. A coaching component to support
the Literacy Boost (LB) teacher training program is a step towards addressing this gap by
building the capacity of school administrators and government officials to provide in-class
mentoring and guidance on literacy instruction to teachers.
A coach “partners with teachers for job-embedded professional learning that enhances teachers’
reflection on students, the curriculum, and pedagogy for the purpose of more effective decision
making” (Toll, 2014). Coaches are not supervisors: the purpose of a coach is not to ensure that a
teacher meets specific job requirements but to promote a teacher’s learning and growth (Toll,
2014). In the contexts where SC and WV implement programs, there is unlikely to be the
resources to hire a specialized coach. A more likely, sustainable scenario is that instructional
supervisors, such as head teachers and government officials, will be trained to perform a
coaching role with teachers as well.
Structure and Content
The coaching training package has been divided into three, two-day training workshops so that
the training is periodic with time in between for participants to apply their learning. Each
workshop session has all required guiding PowerPoints and handouts embedded within it.
An overview of the training content can be found on page 4. The coach training covers topics
such as the role of a coach, observation and feedback protocols, supporting inclusive classrooms,
components of effective literacy instruction, and establishing peer-to-peer learning opportunities
at schools. Since the emphasis of the training is on coaching skills, and not on literacy
instruction per se, the coach training package can easily be adapted to support any teacher
training program.
Intended participants:
Teacher instructional supervisors such as head teachers and government officials
Prerequisites
Participants of this training should have prior teaching experience and a sound knowledge of the
local curriculum. In addition, they should have already attended the Literacy Boost Training of
Trainers (ToT), or the Teacher Training ToT of the program that is being supported with
coaching if it is not Literacy Boost.
Program assessment:
2
With six days of training for coaches, the following are reasonable expected outcomes on which
to focus a program assessment:
1. Increased number and quality of classroom observation & feedback sessions (as reported
by teachers and coaches)
2. Increased teachers’ perception of feeling supported professionally (as reported by
teachers)
3. Increased number of peer-to-peer learning opportunities for teachers
These samples of surveys can be adapted to collect information from teachers and coaches before
and after the entire coach training is implemented:
Teacher Survey.docx
Coach Survey.docx
Guideines to
administer Teacher and Coach Surveys.docx
The following are desired outcomes, but they are gradual, long-term outcomes, and it would be
difficult to both measure changes in these areas as well as to attribute them to the coaching
package:
1. Improved literacy instructional practices by teachers
2. Improved ability to reflect on lessons, curriculum, and children’s needs (on the part of
teachers)
3. Improved ability to foster reflection and guide instructional practice (on the part of
coaches)
Reference:
Toll, C. A. (2014) The Literacy Coach’s Survival Guide: Essential Questions and Practical
Answers (2nd Ed) International Reading Association
3
Coach Training Overview
Workshop 1
Session
1. Making a Case
for Coaching
Day
1
2. The Role of a
Coach
3. Effective
Literacy
Instruction in
the Classroom
Resources
Key Topics
 Establish a clear, shared instructional vision
 Current teacher support practices
 Three reasons for coaching:
1. The gap between the support teachers
require and the support teachers receive
2. Low literacy learning of children in the early
grades
3. Research that shows adding coaching is
more effective in changing teachers’ practice
than the combination of theory,
demonstrations and practice
 The role of a coach and the coaching cycle
 Characteristics of a successful coach with an
emphasis on the ability to establish trust and
being willing to learn
 The difference between a coach and a supervisor
 Key components of effective literacy instruction:
1. The use of time
2. The use of materials
3. Purposeful talk
4. Direct Instruction
5. Assessment
 PowerPoints with guiding notes for each session
 Handouts for participants:
1. Print rich classroom checklist
2. Fostering class discussions
1. Observation and 
Feedback
protocols

Day
2
2. Organizing for
Coaching

Resources

Lesson observation protocols (before, during,
after)
Coaching skills:
1. Observation and note-taking
2. Listening
3. Promoting Reflection
4. Giving effective feedback
Plan for coaching and homework:
1. Meet with teachers to fill our Teacher
Professional Development Plan
2. Observe and give feedback (xx frequency)
3. Identify one common development need and
provide targeted support in this area
PowerPoints with guiding notes
Time
2.5 hours
1 hour
3.5 hours
6 hours
1 hour
4



Sample Teaching Scenarios
Handouts for participants:
1. Lesson observation
2. Effective Listening
3. Promoting reflection
4. Feedback
5. Teacher Professional Development Plan template
6. Questions for Observation
7. Observation Schedule template
Required but not provided: Videos of classroom teaching in
the local context--at least one short one (10-15 minutes) and
one longer one (a full lesson).
Workshop 2
Session
1. Reflection and
Sharing
2. Developing
Inclusive
Classroom
Practices
Day
1
Day
2
3. Planning
demonstration
lessons
Resources
1. Lesson
demonstration
and feedback
2. Organizing for
coaching
Key Topics
Reflection on practice and consideration of
implications for future coaching activities
 Who is not learning and way?
 Different modalities of teaching and learning
 Theory of multiple intelligences
 Strategies and accommodations to meet diverse
needs
 Planning inclusive, model lessons for literacy
instruction
Time
1 hour
3.5 hours
2.5 hours


PowerPoint with guiding notes
Handouts for participants:
1. MI activity checklist
2. MI activity tally sheet
3. MI activity visual chart
4. Strategies and Accommodations


Modeling inclusive, literacy lessons
Peer feedback on model lessons
6 hours

Plan for coaching and homework:
1. Observe and give feedback (xx frequency)
2. Review and update Teacher Professional
Development Plans
3. Support lesson planning. Model and co-teach
when appropriate and possible
1 hour
Workshop 3
Session
1. Reflection and
Sharing
Key Topics
Reflection on practice and consideration of
implications for future coaching activities
Time
1 hour
5
Day
1
Day
2
2. Classroom
Visits:
Preparation and
Field Visit
3. Debrief
Classroom Visit

Review goals and protocols of Classroom
Observations
Field visit to classrooms
4 hours
10
minutes

Sharing observations and feedback from
classroom visits
1 hour
50
minutes
Resources

PowerPoints with guiding notes
1. Professional
Development
Within Schools

Review Existing Professional Development
opportunities
Why invest in school-based PD
Peer-to-Peer Observations
Teacher Learning Circles
Plan for coaching and assignment:
1. Observe and give feedback (xx frequency)
2. Review and update Teacher Professional
2. Organizing for
Coaching




3.
5 hours
1 hour
Development plans
3. Establish and support at least one school-based
PD opportunity for teachers
Resources


1.
2.
3.
PowerPoints with guiding notes
Handouts for Participants:
TLC Meeting Structure
Peer Observation Tracker
TLC Tracker
6
WORKSHOP 1
DAY 1:
Introductions
After participants have introduced themselves to the group, briefly introduce this workshop as
the first in a series of three workshops.
Sample PowerPoint for ‘Coach Training Overview’:
Coach Training
overview.pptx
Expectations & Overview of the day’s agenda
Session 1: Making the Case for Coaching (2 hours 30 minutes)
Objectives for participants:
• To establish a shared understanding of good teaching
• To share current practices in teacher support
• To understand the need for coaching within current teacher support practices
Note to facilitator: The sample PowerPoint presentation can be used as a guide for the
session, but it needs to be adapted so that the examples and general content are
contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies,
and/or to discuss how the content would be applied to their context. These
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint for ‘Making a case for Coaching’:
Making the case for
coaching.pptx
Slide 3: Starting with the end in mind--What is a Coach?
Slide 4 & 5: The Complexity of “Good Teaching”
7
Objective: To establish a shared understanding of good teaching by having participants reflect on
the skills and characteristics of a good teacher.
Time: About 40 minutes
Description:
1. Before discussing coaching, establish a shared understanding of what good teaching is so
that all participants have a clear instructional vision.
2. Explain a concept map: A concept map helps to organize and represent knowledge about
a subject. It begins with a main idea or concept (in this case, “good teacher”) and then
branches out to show how that main idea can be broken down into specific topics. The
number of boxes/arrows varies according to need.
3. Group participants into threes to have them reflect on what good teaching is and then
represent their reflections with a visual diagram on flipchart paper (instead of a list).
Explain that the concept map should capture the range of skills and characteristics to be a
good teacher. [20 minutes]
4. Have groups post their visual representations around the room and give participants time
for a silent gallery walk [6 minutes]
5. Allow participants to share observations and orally synthesize a summary of
contributions. [6 minutes]
6. Share map on slide 4 to highlight the complexity of being a good teacher and the many
roles teachers play [8 minutes]
Slide 6: Model lessons and classroom, and barriers
Objective: To establish a shared understanding of a model lesson, a model classroom, and the
barriers to becoming a good teacher
Time: About 30 minutes
Advance preparation: Prepare “bus stop” signs
Description:
1. Arrange 3 bus stops around the room with the prompts written on different sheets of
flipchart paper.
2. Divide participants into three groups, one at each bus stop, and give each group 5-7
minutes at their bus stop to answer the question/prompt and record their thoughts. Then
have groups rotate until each group has visited and added input to all three bus stops.
3. Review and summarize each bus stop with the full group.
Bus stop 1: Describe a model lesson (Focus on what is happening)
Bus stop 2: What would a model classroom look like? (Focus on physical space and how it’s
used)
Bus stop 3: What are the barriers to becoming a good teacher?
*Note: This discussion can be made content specific: “model literacy lesson” (Bus stop 1) and
“model classroom to support literacy instruction” (Bus stop 2).
8
Slide 7: Teacher support-- Small group discussion
Objective: In light of the barriers that have been identified previously, to identify potential areas
of opportunity in the support teachers currently receive. (Reason 1 for coaching)
Time: 30 minutes
Advance Preparation: Summarize findings from teacher survey (if conducted)
Description:
1. In the same groups of three that they worked in earlier, give participants up to 10-15
minutes to think about the following two questions (one at a time), and record these
contributions on flipchart paper when they are shared with the full group.
• What kinds of support do teachers require to become good teachers (referencing the
characteristics, skills and expectations of a good teacher as well as the barriers to
becoming one identified in previous activities)?
• What kind of other professional development and support do teachers in the local
context receive and how frequently do they receive this support? How do you
support the professional development of teachers at your school?
[Probe to get details. For example, if teachers receive trainings, ask what topics these
trainings cover. If teachers get observed, ask who observes, for what purpose, and how
often.]
2. If a teacher survey was conducted prior to the coach training, share highlights from it to
further demonstrate the need for teacher support. [5 minutes]
3. Reason 1 for coaching: There are gaps between the support teachers require and the
support teachers receive.
Slide 8+: Why Literacy Coaching?-- Data sharing
Objective: To understand the role of the coaching training package within the context of current
low student learning outcomes
Time: 5-10 minutes
Description:
1. Review results of local literacy learning assessments. Instructional supervisors might
already observe and provide feedback to teachers and perform other coaching roles. To
explain the added value of the “coaching training”, situate the training within the context
of literacy learning specifically. Through this training, instructional supervisors will be
encouraged to support the professional development of teachers to improve student
literacy learning outcomes.
2. Reason 2 for coaching: Low literacy learning of children in the early grades
Slide 9: The Power of Coaching-- Think-Pair-Share
Objective: To understand how different elements of professional development can contribute to a
teacher’s knowledge level, skill level, and change in practice
Time: 5 minutes
Description:
9
1. Think-Pair-Share
Think: Participants read and reflect on the key messages being represented by the table
individually (1 minute)
Pair: Participants discuss their thoughts with a partner (1 minutes)
Share: The pairs share key learnings with the rest of the group and group discusses value
of coaching in addition to theory, demonstration and practice (2 minutes)
2. Reason 3 for coaching: Research shows that adding coaching is more effective in
changing teachers’ practice than the combination of theory, demonstrations and practice.
Slide 10: Summary—Why coaching?
Session 2: The Role of a Coach (1 hour)
Objectives for participants:
• To understand the role of a coach and discuss characteristics of successful coaches
• To understand the difference between coaching and supervision
Note to facilitator: The sample PowerPoint presentation can be used as a guide for the
session, but it needs to be adapted so that the examples and general content are
contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies,
and/or to discuss how the content would be applied to their context. These
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint for ‘The Role of a Coach’:
The role of a
coach.pptx
Slide 3: What is a Coach? The role of a coach
Slide 4: Examples of Coaching activities
Slide 5: The Coaching Cycle
Slide 6: Coach as “partner”—characteristics of a successful coach
10
Slide 7: Establishing Trust—Quick Write
Objective: To reflect and share ideas on the ways in which coaches can establish trust with
teachers
Time: About 15 minutes
Description:
1. Ask participants to think of somebody they trust and to individually take a few minutes to
note down the qualities of that person and the way in which that person established their
trust.
2. Invite participants to share and note contributions on Flipchart sheets.
3. Ask what coaches would need to do to establish trust with teachers. Allow sharing of
ideas and note them on chart paper as they are shared.
4. Emphasize the importance of:
 Being empathetic (teaching is a difficult and under-appreciated job)—Ask coaches to
recall their own difficult experiences as teachers and invite sharing with the full
group. Coaches need to show they understand the challenges and that they care.
 Being open and honest: explain your role, share your own struggles, admit when you
do not know. Good leaders are humble.
 Supporting teachers’ efforts: help assess students, co-teach, and help with
instructional materials development. Invest in the success of teachers’ efforts by
taking part in them.
Slide 8: Learning as a lifelong pursuit for all-- Pair sharing
Objective: To recognize that learning is a life-long pursuit and that we learn in different ways
and from different people. To understand that a willingness to learn is an important
characteristic of a coach.
Time: About 15 minutes
Description:
1. Have participants reflect on the last time they learned something new, and give them the
opportunity to share what they learned, when they learned it and how they learned it with
a partner.
2. Invite a few participants to share with the full group (depending on time available)
3. Use these shared memories to make the point that we are all learning. Nobody knows
everything, and coaches should be willing to learn from teachers.
Slide 9: Other characteristics of a successful coach
Objective: To generate additional ideas about the characteristics of a successful coach.
Time: About 10 minutes
Description:
1. Ask participants what they think are other characteristics (in addition to the ability to
establish trust and a willingness to learn) of a successful coach before sharing the content
of the slide.
11
2. List ideas on flipchart paper as participants brainstorm suggestions
3. Reveal slide contents and have participants reflect on the listed characteristics and discuss
characteristics that they do not agree with or did not think of.
Slide 10: Coaching vs. Supervision
Slide 11: How to manage being a coach and a supervisor?
Objective: Given that the role of a coach has different, and often opposing, objectives to that of a
supervisor (slide 10), participants will generate ideas about how one person can perform both
roles in the absence of a dedicated coach.
Time: About 10 minutes
Description:
1. In pairs, participants will brainstorm responses to the question: How can you build a
climate of risk-taking and relationship of trust as a supervisor? [5-7 minutes]
2. List ideas on flipchart sheets as participants share suggestions with the full group
3. Emphasize that establishing trust with the teacher is a crucial step.
Session 3: Effective Literacy Instruction in the classroom (3 hours 30 minutes)
Objective for participants: To identify and discuss key components of effective literacy
instruction in a classroom setting and ways to support them
Assumption: All participants have already attended the LB Teacher Training ToTs so they are
familiar with the content of LB Teacher Training toolkit.
Note to facilitator: The sample PowerPoint presentation can be used as a guide for the
session, but it needs to be adapted so that the examples and general content are
contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies
and/or to discuss how the content would be applied to their context. These
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint
Effective Literacy
Instruction in the Classroom.pptx
Slide 3: Identifying key components of effective instruction
12
Objective: To identify key components of literacy instruction and to identify gaps in current
teacher practices.
Time: 20 minutes
Materials: Sticky notes (one stack per table group)
Description:
1. Ask participants what the key components of effective literacy instruction in the
classroom are. Table groups of about 5 participants can generate ideas together and write
each component on a separate sticky note. [5 minutes]
2. Together with the group, organize the notes into broad categories that should include the
following: [5 minutes]
a) TIME spent on reading/writing activities
b) MATERIALS to read
c) Purposeful TALK (conversational rather than interrogational)
d) DIRECT INSTRUCTION
e) ASSESSMENT
If any of these categories were not touched on, raise the issue to the group.
3. Ask: What do you observe in a typical literacy classroom? Where are the gaps? Record
responses on Flipchart paper [10 minutes]
4. Tell participants that the rest of the session is going to focus on discussing components of
effective instruction and ways to address them.
Note to facilitator: While the five broad areas above are discussed below, the ‘effective
Literacy instruction’ session should be shaped to address the specific gaps raised in the
context. Participants may also raise additional components of effective literacy
instruction that are not discussed in the guidance notes for this section, but should be
addressed.
Slide 4: Use of Time
Objective: To discuss how the maximum amount of time can be allocated to reading and writing
during a lesson.
Time: 10 minutes
Description:
1. Ask participants to reflect on how much time is spent on children reading/writing in
classrooms they have observed—children repeating after the teacher without following a
text does not count as reading!
2. Ask participants to generate a list of things that are happening in the classroom when
children are not reading/writing: attendance taking, checking homework, teacher talking
(lecture), rote repetition etc
3. Discuss ways in which more time can be used on reading/writing compared to on other
tasks. Examples:
a. Coach can help teacher realize ratio of ‘teacher talk and student repetition’ to
‘student engagement with meaningful tasks’ and, by doing so, encourage the
teacher to do less lecturing and rote teaching
13
b. Ideally, a teacher should check homework after class, but if the teacher needs to
do so during the lesson, the teacher can check homework while students are
working on a reading/writing task [If the class is large, the teacher does not need
to check every child’s homework but can check 5-10 different students each day]
c. Teacher can create a routine of a “warm up” reading/writing task, that is related to
the day’s lesson, for students to work on as soon as class starts so the teacher has
a few minutes to do other necessary activities
d. An attendance chart like the one pictured below: if the class is small enough,
children can put up their ‘hand’ when entering the room. [children practice
recognizing their names, chart contributes to print-rich room, teacher can scan
chart for the day’s attendance and not spend time on attendance-taking]
Slide 5: Availability and use of Materials
Objective: To discuss how to make early grades literacy classrooms rich with print.
Time: 25 minutes
Materials: Print-rich classroom handout [sufficient copies for there to be one for each person]
Print_rich_classroo
m.pdf
Description:
1. Before revealing the contents of the slide, ask participants to share why materials are
important and what materials would be good to have in a classroom. [5 minutes]
2. Ask participants to reflect on the following questions for classrooms that they have
visited and will be supporting: [10 minutes]
14

Are there appropriate books in the classroom that students are able to access? A
reading corner?
 Are the materials on the wall appropriate, organized, and relevant to what children are
currently learning?
 Is student work on the wall?
 Overall, is the classroom environment print-rich?
3. Distribute the “Print-rich classroom” handout to participants, describe the checklist as a
list of possibilities to make an early grades classroom more print-rich, and invite
participants to add items to the list. [10 minutes]
Coaches should:
 Observe classrooms for print with an eye for relevance and accessibility to children.
Encourage teachers to make choices about the print they display in classrooms so that
it is relevant to classroom routines or to what children are learning or experiencing.
 Observe print with an eye for organization. “Print-rich” does not mean “print chaos”!
Materials on the wall should be posted neatly and should be organized by
topic/subject area.
 Advocate for books to be available in classrooms (Do books exist at the school, in
unused libraries or the principal’s office, that can be made available to students in
classrooms? Does the school have funds to purchase reading materials?)
 Support teachers with creating books and other materials (Guidance from the LB
Community Action toolkit on book creation

as well as pictures of samples in the “Print-rich classroom” handout embedded above)
Encourage teachers to have a changing display of student work in the classroom so
that all students have an equal opportunity to have their work displayed over the
course of the year (especially for large class sizes when it may not be possible to
display all students’ work at one time).
Optional activity if deemed necessary for the context: Making Materials
Assign participants with the task of creating a contextually appropriate sample of one of the
examples on the checklist, that they do not typically see in classrooms they visit, to take back
with them. Invite participants to share their materials with each other.
[Add at least 45 minutes to the workshop]
Slide 6: Purposeful Talk
Objective: To discuss and practice ways to enrich the talk that happens in classrooms.
Time: 40 minutes
Materials: ‘Fostering Class Discussions’ handout [one copy per participant]
15
Fostering Class
Discussions.pdf
Description:
1. Before revealing the contents of the slide, ask participants to share examples of the talk
they have heard in classrooms (Who talks? How much talking is there? What kind of talk
is there?) [5 minutes]
2. Ask participants to reflect on the following questions for classrooms that they have
visited and will be supporting, if not already discussed: [10 minutes]




Do teachers ask questions for which there are multiple appropriate responses?
How much of the talk in class follows the Initiation-Response-Evaluation pattern? [teacher
asks a question, student responds, teacher evaluates response]
How much are children engaging in learning talk? With each other?
Do children ask questions? Express opinions?
3. Ask why it is important to ask different kinds of questions to students? (keeps students
engaged, promotes participation and inclusion, fosters critical thinking and deeper
comprehension)
4. Ask participants to work in groups to think of different ways in which teachers can break
out of the Initiation-Response-Evaluation pattern of classroom talk. Ask groups to share
out, recording on Flipchart. [10 minutes].
5. Encourage participants, in their practice as coaches, to observe and note the kinds of
questions teachers ask in the classroom and to what extent students engage with the class
discussion and discussion with each other during class observations.
6. Distribute the ‘Fostering Class Discussions’ handout and go through the content, giving
an example for each suggestion that has not already been discussed and allowing time for
comments/questions. Clarify that teachers should not be expected to immediately use all
of these ways of fostering classroom discussion! Begin with open questions, wait time,
and responding positively to children, and only introduce other tips as teachers are ready
for them. Coaches should encourage any attempt to foster discussion in the classroom.
[15 minutes]
Slide 8: Open vs Closed questions--practice
Objective: To practice distinguishing between open and closed questions.
Time: 10 minutes
Description:
1. Reveal each question one at a time and ask participants to indicate whether the question
is open or closed using the hand signals introduced on the previous slide. For each
question, select a participant to explain his/her choice.
2. Point out that using hand signals like this is a way to engage all students in a classroom.
Slide 9: Generating Open Questions
16
Objective: To practice generating open questions linked to curriculum content.
Time: 25 minutes
Description:
1. Ask participants to work in pairs to select a lesson from an early grades textbook to
generate at least 5 open questions for that lesson. If done early, participants can select
another lesson [15 minutes]
2. Invite sharing of questions [5 minutes]
3. End with this question: What should a teacher do if none of the students are able to
answer a question? (Sample responses: ask the question in a different way, ask simpler
questions that will help the students to answer the more difficult question, give students
an opportunity to discuss the question in pairs first) [5 minutes]
Slide 10: Direct Instruction
Objective: To discuss and practice strategies readers and writers use that teachers can model and
demonstrate to students.
Time: 20 minutes
Description:
1. Ask participants to reflect on the following questions for classrooms that they have
visited and will be supporting: [5 minutes]


Does the teacher model and demonstrate useful strategies that good readers and writers
employ?
Is explicit teaching followed by structured practice by students?
2. Tell participants that we want to support teachers in shifting away from an assign-assess
model (assigning a task and then assessing it only benefits children who can do the task
already and not those who are struggling with it) or a copy-the-teacher model (when
children recite after the teacher or copy what the teacher has written, they are rotelearning and it is not clear who has met learning objectives). Instead, we want teachers to
model/demonstrate strategies good readers and writers use and then allow children to
practice them with guidance.
3. Ask participants to generate a list of strategies that good readers/writers use that a teacher
can model. This can be done in table groups for 5 minutes (examples below) [15
minutes]:







Blend letters/syllables to make words
Decode
Figure out the meaning of a word using context clues
Self-monitor for understanding and reread when necessary
Summarizing while reading and extracting the main points
Visualize and create images while reading
Reading fluently and with expression
Optional activity if deemed necessary for the context: Practice strategies
1. With the help of participants, model how to do each of the strategies listed using local
early grades texts when possible [15 minutes]
2. Organize participants into groups of 3 and ask each group to: [30 minutes]
17

Select a text or lesson from the early grades curriculum. (If no texts exist, these
should be created during the earlier activity on materials)
 Find places within the text/lesson where teachers could model strategies good
readers use. Make a note of these in writing to submit to facilitator for consolidation
and sharing after the workshop.
 Practice modeling the strategies within the context of the selected lesson/text
3. Invite participants to model strategies to the full group (in preparation for modeling to
teachers), following this with reflection and discussion.[30 minutes]
[Add at least 1 hour 15 minutes to the workshop]
Slides 11 & 12: Assessment
Objective: To discuss challenges to conducting classroom assessments and the role of the coach
in supporting teachers to conduct assessments
Time: 50 minutes
Description:
1. Before revealing the content of the slide, review what assessment is, different types of
assessments, examples of assessments, and why assessment is important. Participants
should be familiar with this from LB TT TOTs but the main point is that teachers need to
know students’ learning needs in order to tailor instruction to meet these needs. [5
minutes]
2. Ask participants to share their impressions on the following questions for classrooms that
they have visited and will be supporting: [5 minutes]




Does the teacher know when learning objectives of each lesson have been met?
Does the teacher assess students informally during the lesson? Is assessment included in the
lesson plan?
Does the teacher know which students are struggling and why?
Does the teacher change instructional approaches to meet students’ needs?
3. Ask for brief reflections on the cartoon: The cartoon is to prompt participants to think of
inclusive practices when assessing. Assessment (and textbooks, curricula etc) is often not
fair to students with different needs. Assessing students in different ways (not just
written tests) is more inclusive to the various needs and learning styles of children.
4. Assign participants with the task of working in groups of 4 to think about [25 minutes]:
a) The assessments that they observe teachers doing: What types of assessments are
done? How often are the assessments done? How are teachers using the assessments
to modify instruction in order to meet students’ needs?
b) What would participants like to see in the area of assessment? What realistic goals do
participants have for teachers in the classroom when it comes to assessment?
c) The barriers to assessing children regularly and meeting various students’ needs in the
local context.
d) The role of the coach in supporting teachers with meeting assessment goals. For each
barrier listed above, indicate at least one way in which a coach can support teachers.
Examples of ways in which coaches can support teachers in this area:
I. Teaching/supervising a class while the teacher assesses children
individually
18
II.
Help teachers plan an assessment—a classroom-based assessment can be
as short as a single question
III.
Review assessment results with the teacher and help the teacher plan
remediation for struggling learners
IV. Note children who are struggling during classroom observations and
share this information with teachers
V. Engage SMCs to see if community volunteers could support with
assessment by, for example, supervising a class while teachers conduct
individual assessments
VI. Promote teacher-to-teacher support for assessments
Etc.
e) Invite each group to share their top two suggestions for the ways in which coaches can
support teachers with assessments without repeating what other groups have said [10
minutes]
DAY 2
Overview of the day’s agenda
Session 1: Observation and Feedback protocols (6 hours)
Objectives for participants:
 To further develop classroom observation protocols for the context in order to promote a
relationship of trust and collaboration between teacher and observer
 To discuss and practice observation, note-taking, listening, promoting reflection, and
effective ways of giving feedback
Note to facilitator: The sample PowerPoint presentation can be used as a guide for the
session, but it needs to be adapted so that the examples and general content are
contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies
and/or to discuss how the content would be applied to their context. These
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint
Observation and
Feedback.pptx
Slide 3: Purpose of observation and feedback (for teachers and coaches)
19
Slide 4: Current observation protocols
Objective: To discuss existing classroom observation protocols for the context.
Time: 30 minutes
Description:
This is an opportunity for coaches to share current protocols around observing teachers and
giving feedback.
1. Ask participants for the current protocols around observing teachers and giving feedback.
Probe for details on how the observation is arranged and the format and process of giving
feedback. Organize contributions on three flipchart sheets: “before observation”, “during
observation”, and “post-observation”
2. If a standard observation tool is used, probe for all the details on the tool [try to obtain a
copy of this in advance, if possible]. Ask whether the teachers have access to this tool in
advance of the observation so that the expectations and rating process are not mysterious.
This would help to establish trust between the teacher and instructional supervisor.
3. Remind participants that coaching is non-evaluative and works best when there is a
relationship of trust between the teacher and head teacher. The protocol that one chooses
to follow around observing teachers and giving feedback can help to establish this trust.
Slides 5-7: Current protocols (continued)
Objective: To share and discuss considerations for before, during, and after observation and
feedback protocols
Time: 20 minutes
Materials: ‘Lesson observation’ handout [one copy per participant]
Lesson
observation.pdf
Description:
1. Offer suggestions for participants to keep in mind at each stage, if they did not already
bring them up in their discussion on current protocols. Solicit participants’
thoughts/questions on the suggestions after each slide.
2. After reviewing the suggestions on each slide, discuss whether they are feasible and
appropriate for the local context. Spend the most time on the “After an observation”
slide.
3. After each slide, refer to the relevant Flipchart of current protocols (from slide 3 activity),
and ask participants to identify changes to current protocols to promote a relationship of
trust and collaboration between teacher and observer
4. Distribute the handout with a summary of suggestions:
20
Slide 8: Coaching skills to be practiced—observation, note-taking, listening, promoting
reflection
Slide 9 & 10: Observation and note-taking
Slides 11 & 12: Question Tracking
Objective: To discuss a classroom map as a method of tracking questions during an observation
Time: 10 minutes
Description:
1. Show the sample on slide 11, and tell participants that it is a classroom map for question
tracking (O=open, C=closed, G=girl, B=boy). Observers should also try to record
questions verbatim.
2. Ask participants to review this classroom map for question tracking and share what they
observe about questions tracked in this lesson [more closed questions were asked than
open questions, more boys were called on, more children were called on at the back of
the class compared to the front.] These would be helpful trends to bring to a teacher’s
notice. In addition, by recording the questions verbatim, the coach can help the teacher
rephrase the questions to improve them.
Slide 13: Global scan
Slide 14: Observation and Note-taking--Practice with videos
Objective: To practice observing a lesson and taking notes using videos of classroom teaching.
If participants are required to give ratings, to practice giving ratings grounded in observation
data.
Time: 120 minutes
Materials: Videos of early grades literacy teaching from the local context--at least one short one
(10-15 minutes) and one longer one (a full lesson); Classroom observation instrument from the
local context
Description:
Part 1: Practice Question-Tracking and Global Scans (35 minutes)
1. Ask participants to choose between question-tracking or global scans. Ensure that there
are some participants for each.
2. Play the short video for participants to observe and take notes
3. Invite sharing, comparisons, and reflection
Part 2: Practice Global scan on full lesson (50 minutes)
21
1. Ask participants to set up their notebook page for a global scan. Clarify that it is not
possible to notice and write down everything, so participants should just do their best to
observe and note down as much as they can.
2. Play the long video for participants to observe and take notes
3. Invite sharing, comparisons, and reflection. It is likely that different people noticed
different things, and there could be disagreements.
Part 3: Rating teacher using observation data (35 minutes)
1. Ask participants to work individually to rate the teacher they observed by comparing the
data they gathered to the items on the observation instrument. Emphasize that they will
need to justify their ratings with observation data.
2. Invite sharing of ratings/justifications, comparisons, and reflection. There will be
disagreements about ratings; use these disagreements to point out that different people
can observe the same events and come up with different conclusions. Emphasize the
importance of justifying ratings with evidence from data.
Slide 15: Effective Listening-- Role plays and discussion
Objective: To generate a checklist for effective listening.
Time: 30 minutes
Materials: ‘Effective Listening’ handout (one copy per participant)
Effective
Listening.pdf
Description:
1. Place two chairs at the front of the room, and ask for as volunteer to take one of the chairs
and talk for 5 minutes on any topic.
2. In role play one, take the second chair and model poor listening (fidgeting, interrupting,
being distracted, answering the phone etc)
3. Then do a second role play and model active, effective listening (see checklist below)
4. After both role plays, ask participants to suggest elements of effective listening and list
them on chart paper.
5. Distribute the ‘Effective Listening’ handout, encouraging participants to add in anything
that was discussed but is missing from the handout
Slide 18: Promoting Reflection
Objective: To generate prompts to promote reflection based on a fictitious scenario.
Time: 20 minutes
Materials: ‘Promoting Reflection’ handout (one copy per participant)
22
Promoting
Reflection.pdf
Description
1. Ask a volunteer to read the scenario. [1 minute]
2. Group participants in pairs to generate prompts and ideas to promote reflection on the
part of the teacher in the scenario. Distribute handouts (Participants can refer to the
handout on tips to promote reflection) [10 minutes]
3. Invite participants to share and discuss ideas. [9 minutes]
Slide 19-20: What is feedback?
Slide 21: Examples of Feedback
Slide 22: Practice giving Feedback
Objective: To learn and practice effective ways of giving feedback
Time: 30 minutes
Materials: ‘Feedback’ handout (one copy per participant)
Feedback.pdf
Description:
1. After discussing what feedback is (slides 18-20), distribute the handout
2. In groups of 3, give participants 10 minutes to answer the following two questions on
each of the listed comments:


What information would a teacher have to grow professionally from each of these comments?
How might you turn these comments into effective feedback to support teacher reflection &
development? (specific, actionable, user-friendly)
3. Go through the first comment, “Good lesson!” as a full group, soliciting suggestions from
participants, to ensure that the task is understood.
Example:
Comment: “Good lesson!”
Question 1: While the teacher would know that the observer is pleased by the lesson, the
teacher would not know what, specifically, was good about the lesson, so the comment does
little to further the teacher’s professional growth. The comment is not really feedback; it is a
value judgement/evaluation of the observer.
Question 2: To promote reflection, the observer might want to ask the teacher questions like:
23
“What do you think went well in the lesson?” [Why? How do you know?]
“I noticed [specific example of good practice]. Did you realize that you were doing this? Why
did you choose to do this? What do you think might have been the effect of [good practice] on
learning or the classroom environment?
To share specific things that the observer valued, the observer can say things like:
“Children appeared very engaged during the entire lesson, and they were all eager to
participate, raising their hands to speak or volunteer. You called equally on students in the
front of the classroom and students in the back of the classroom, boys and girls”. A question
to promote reflection after this could be: “What do you think are some of the key factors that
promoted student engagement in this lesson?”
4. After 10 minutes of working in groups, debrief as a full group by have participants share
responses in a way that avoids repetition. There are multiple ways of turning the
comments into effective feedback, so allow for multiple suggestions. Notes to support
the debrief of other comments:
•
“The students were bored.” [This is a value judgement of the observer, and it could make
the teacher feel criticized and get defensive. It also does little to promote the teacher’s
professional growth. It would be better to share observations of the students (which
made the observer think the students were bored), and then ask the teacher if he/she
noticed the same things. This could be followed by questions that ask the teacher for
reflections on the observations and suggestions for a different approach. The observer
could also suggest different approaches and ask the teacher what he/she thinks of them]
•
“Use more active teaching methods” [“Active teaching methods” is jargon. There is an
assumption that the teacher understands what “active teaching methods” are and how to
use them, and it is not an assumption that the observer can make. It would be more
helpful for the observer to share specific observations that suggest a different, “active”
approach is necessary, followed by a specific suggestion for how something could have
been done in an “active” way in the particular lesson that was observed. To support a
teacher’s understanding, the observer could then give the teacher an opportunity to make
his/her own suggestions for “active teaching methods” for the observed lesson]
•
“You need to write the objectives on the board” [This is a command. It does not foster
reflection on the part of the teacher and would not help to establish a climate of mutual
trust between the teacher and observer. In addition, a teacher is more likely to change
practice if he/she understands why it is desirable to do something differently.]
Slide 23: Addressing Common Classroom Issues through feedback
Objective: To practice effective ways of giving feedback
Time: 1 hour 15 minutes
24
Materials: Different teaching scenarios on strips of paper (sufficient scenarios to have 1 per pair
of participants). The following scenarios can be used, or participants/facilitator can generate
local scenarios of common issues in classrooms based on their experiences.
Teaching
scenarios.pdf
Description:
This activity can be adapted to be about giving feedback in response to the teaching practice in
the videos that were viewed earlier.
1. Put all scenarios in a bag for each pair of participants to pick one randomly
2. Give participants 20 minutes to answer the following questions and then prepare a 3minute role play of the debriefing session:
1. Identify practices that you would want to encourage
2. Identify areas for improvement.
3. How would you encourage teachers to reflect on their practice? What questions
would you ask to promote reflective practice?
For the role play, the participants are free to make up additional details for the scenario.
3. Have each participant read their scenario and perform their role play for the group
allowing for a few comments from the audience after each role play as time permits.
Session 2: Organizing for coaching [1 hour]
Objective for participants: To develop a plan to apply learning from this workshop to coach
teachers.
Materials: ‘Teacher Professional Development plan’ handout, ‘Questions for Observation’
handout, ‘Observation Schedule’ handout [one copy of each per participant]
Description:
1. Tell participants that they will now have some time to think about how they will apply
what they have learned in this workshop to their contexts. Overarching questions for
participants to consider are:
a) What areas do you think teachers need the most support in?
b) What are you going to do to coach teachers you support (your commitment!)?
2. Assign participants with the following homework to be completed before the next
workshop, and invite feedback on feasibility (list homework on chart paper or a
PowerPoint slide):
a) Meet with teachers to explain the coaching process, establish professional goals, and
to fill out work with teachers to fill out a Teacher Professional Development Plan.
Guide teachers in creating action plans around specific, observable, achievable goals
they would like to achieve with the steps, resources and timeline required to achieve
them. :
25
Teacher PD
plan.docx
Allow teachers to have some time to think of their goals, and ensure that the goals
will support improved literacy teaching. Teachers may struggle to identify objectives to
improve their own practice if they have not yet had any experience of reflecting on their
experience and being observed for the purpose of receiving supportive feedback. The
supervisor/coach may decide to introduce goal-setting after the first lesson observation.
Note to facilitator:
 If using an adaptation of this template, take about 5-10 minutes to go over the
template, talking through how you might fill it out together as a group with a
sample objective.
b) Observe and give feedback to xx teachers (number to be suggested by participants
depending on what they anticipate will be possible) keeping in mind questions
considered during this workshop as well as any that participants think should be
added to the list:
Questions for
observation.pdf
c) Identify one particular common need that teachers have and provide targeted support
for this area
3. Invite participants to plan when and how they will be completing the tasks listed above.
Encourage them to include as many details as possible in their plans as well as to
consider including coach learning meetings during which coaches can meet to reflect and
learn together (If possible, participants can type their plans and then send a copy to the
facilitator)
4. Organization tip for participants: Suggest that participants keep a file/folder for each of
the teachers they will be supporting. This folder can contain all of the observations and
notes on the teacher so that the teacher and instructional supervisor can follow the
progress of the teacher’s professional growth. The file can also contain an observation
record like this:
Observation
Schedule.docx
5. At the end of the session, thank participants for their attendance and hard work at the
workshop, and wish them well with putting their learning into practice. Request that they
keep notes of things they tried, successes, and challenges to share at the beginning of the
next workshop. In addition, request that participants bring their folders with handouts that
were distributed during this workshop to the next workshop.
Note to facilitator: After the workshop,
26


consolidate all materials developed during the workshop and share a compilation
of these materials with all workshop participants
program staff should check in with coaches in between workshops to support
coaches, to learn more about gaps that coaches notice, and to identify the most
relevant content to address in the next workshop
27
WORKSHOP 2
DAY 1:
Expectations & Overview of the day’s agenda
Session 1: Reflection and Sharing (1 hour)
Objective for participants: To share and reflect on their experiences with coaching activities
since the previous workshop and to use these reflections to consider implications for future
coaching activities.
Description:
There are a variety of ways to facilitate a reflection. One way would be to organize participants
into groups of 3 or 4 so that every participant has a chance to share in small groups [40 minutes]
before bringing the small groups together to discuss highlights with the large group [20 minutes].

Participants can organize their reflection and sharing around the suggested assignment
after the last workshop (assignment should be posted on Flipchart or projected so that
participants can refer to it):
a) Meet with teachers to explain the coaching process, establish professional goals, and
to fill out work with teachers to fill out a Teacher Professional Development Plan
b) Observe and give feedback to xx teachers
c) Identify one particular common need that teachers have, and provide targeted support
for this area

Small group reflections can generally follow 3 steps and should touch on all parts of the
homework assignment:
1. What? This involves reviewing details of the experience. Participants can describe
what they tried to do and how they tried to do it.
2. So what? This step is more interpretive. How was the experience for each
participant? What were the successes, challenges, and lessons learned? What
evidence do you see of teachers’ learning and development?
3. Now what? Future goals and action plan. What are the implications of the lessons
learned? What should future coaching activities with teachers focus on? What do
coaches need further support in?

For full group sharing, focus on the “So what?” to talk through challenges as a group, and
the “Now what?” to use the feedback of participants to shape the content of the next steps
for coaches.
28
Session 2: Developing inclusive classroom practices (3.5 hours)
Objectives for participants:
 To understand that diverse learners in the classroom present a range of needs, and that
there are different modalities of learning and teaching
 To recognize that inclusive practices benefit all students, not just those who are
struggling, and the teacher is responsible for meeting these needs
 To know general strategies and adjustments that can be made to address the range of
needs that can exist amongst learners
 To identify locally existing resources, professional services, and support systems that
support inclusion.
Note to facilitator: The sample PowerPoint presentation can be used as a guide for the
session, but it needs to be adapted so that the examples and general content are
contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies
and/or to discuss how the content would be applied to their context. These
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint
Developing
Inclusive Classroom Practices.pptx
Slide 3: Who is not learning?
Objective: To recognize that a large proportion of children in the class are not learning, and to
understand that inclusive classroom practices are necessary to meet the learning needs of these
children.
Time: 10 minutes
Description:
Lead participants in a reflection on the graph by asking:
a) What do you notice? [Scores are not normally distributed. Large proportion of children
are struggling]
b) What do you think are some of the reasons why some children are not learning? [Record
the suggestions on Flipchart]
c) Explain that in this session, the group will further discuss why children struggle to learn
and what we can do about it
29
Slide 4: Whose responsibility is it to meet the needs of all children?
Slide 5: What is an inclusive classroom?
Slide 6: Inclusive teaching benefits all children
Objective: To understand that inclusive teaching benefits all children and not just children with
special needs.
Time: 5 minutes
Description:
1. Ask participants to examine the cartoon and explain how the cartoon reflects the key
message being conveyed by it.
2. Ask for implications for teaching. Solicit examples of adjustments teachers can make
“for struggling learners” that benefit all learners
Slide 7: Different ways of Learning
Objective: To understand that diverse learners in the classroom present a range of needs, and that
there are different modalities of learning and teaching.
Time: 5 minutes
Description:
1. Ask participants to brainstorm responses to the following questions to introduce the idea
of diverse ways of learning: How do you like to learn a new skill? By someone
explaining it to you? By reading about it in a book? By trying it yourself?
2. Highlight the fact that learning is complex and each person has different preferred ways
of learning, depending on his/her strengths and weaknesses, as a transition to an activity
on multiple intelligences
Slides 8 & 9: Theory of Multiple Intelligences Activity
Objective: To understand that diverse learners in the classroom present a range of needs and that
there are different modalities of learning and teaching.
Time: 45 minutes
Materials needed: Copies of each activity document (one per participant), coloured pencils
Description:
Note to facilitator: Briefly mention Howard Gardner’s theory of multiple intelligences in case participants
have not heard about the theory before. Gardner proposed that people learn in different ways and
have different strengths/weaknesses. Instead of thinking about intelligence as a single, general ability,
he proposed 8 different intelligences which will be explored through the next activity.
a) Have participants individually fill out the following checklist:
30
MI
activity_checklist.docx
b) Then give participants time to tally their responses and colour in the visual chart:
MI
activity_tallysheet.docx
MI activity_visual
chart.docx
c) Have each participant briefly present their chart before pinning it up for all
participants to see. Sample display:
Note: The activity checklist was aimed at an 8th grade level, western audience, so the
resulting multiple intelligences visual chart may not match participants’ perceptions of
their learning strengths and weaknesses. However, the main point to be made is that
learning is complex. How we learn can change depending on what/when we are learning
and each of us uses multiple ways to learn. People have different strengths, weaknesses
and preferences, even within a group of seemingly similar participants.
d) Discuss the implications for teaching.
o Ask: What might be the benefit of providing diverse types of learning experiences
in the classroom?
o Clarify that learning is complex and cannot be neatly categorized. The point is
not for teachers to teach to specific pathways but, the main takeaway from this
activity is that providing diverse types of learning experiences, that are purposeful
and coherent, benefits all learners.
Slide 10: Beyond the complexities of learning
31
Slide 11: What can teachers do?
Slide 12: Addressing Challenges in the Classroom--Practice
Objective: To know general strategies and adjustments that can be made to address the range of
needs that can exist amongst learners, and to recognize that inclusive practices benefit all
students, not just those who are struggling
Time: 45 minutes
Materials needed: Strategies and Accommodation reference sheet, Flipchart, markers
Description:
1. Organize participants into groups of 3
2. Assign each group 1-2 challenges from the following list (depending on how many
participants there are)
a) A child often behaves poorly
b) A child struggles to focus on tasks and is easily distracted
c) A child appears to have a hearing impairment
d) A child appears to have a visual impairment
e) A child has difficulty understanding directions
f) A child has difficulty with physical movement
g) A child takes more time than peer group to process information, complete
assignments and respond to questions
h) A child struggles with spelling (compared to peer group)
3. For each challenge that they are assigned, groups need to generate a list of
strategies/accommodations that a teacher can make to address the challenge within a
classroom of diverse learners, keeping in mind that teachers can change:
o the way they present information
o the learning environment
o time and scheduling
o expectations for how assignments are done
Each challenge with its list of strategies/accommodations should be on a separate sheet of
Flipchart paper. Groups should post their completed lists on the wall [15 minutes]
4. Gallery walk: invite participants to walk around the room to read the different lists of
strategies and accommodations [10 minutes]
5. Invite participants to reflect on and discuss the strategies/accommodations that they
generated as a group, reiterating that most of the accommodations are good for all
children. [10 minutes]
6. Hand out strategies and accommodations reference sheet for participants to adapt, add to,
and use with teachers
Strategies and
Accommodations Reference Sheet.pdf
32
Slide 13: The Teacher is not Alone—what other resources are available?
Objective: To identify locally existing resources, professional services, and support systems that
support inclusion
Time: 15 minutes
Description:
1. Remind participants that while teachers can recognize and accommodate challenges in
the classroom, they are not trained to diagnose learning disabilities in children, and they
are not experts on learning disabilities. Teachers should be encouraged to access external
resources to support their endeavour to have an inclusive classroom.
2. Ask participants to brainstorm locally existing resources, professional services, and
support systems that can support the inclusion of all children in the classroom. Record
suggestions on Flipchart paper like the sample list below:
3. Ask coaches to brainstorm a list of things that they can do to help teachers teach all
children including the struggling learners (remind them of the bi-modal graph showing a
large proportion of struggling learners), and record these suggestions on another Flipchart
sheet.
4. Refer participants to external resources for more information, such as:
UNESCO ILFE Toolkit, booklet on teaching children with disabilities:
http://unesdoc.unesco.org/images/0018/001829/182975e.pdf
Slide 14: Supporting Differences in the Classroom
33
Objective: To integrate general strategies and adjustments that can be made to address the range
of needs that can exist amongst learners into planning for lessons
Materials needed:
 Index cards with one learning challenge written on each (from the strategies and
accommodations reference sheet) so that there are 3 for each group
 Extra index cards
 A plastic bag
 Local curriculum/textbook
*Index cards can be replaced by paper
Time: 80 minutes
Description:
1. Ask participants if there are specific learning challenges that they have observed in
children in the early grades that have not yet been discussed by the group. If so, give
them an index card to write one challenge on.
2. Collect the index cards (if any) in the plastic bag and mix them with the pre-prepared
index cards.
3. Organize participants into groups of 3
4. Have each group select 3 index cards. Each card should be different, so if a group selects
a card it already has, it should return the card to the bag and pick another.
5. Assign each group with an early grades lesson from the curriculum/textbook
6. Each group has 50 minutes to create an inclusion plan for their assigned lesson for the 3
learning challenges in their classroom represented by the index cards they picked
(Pointing out that real classes will have many more learning differences). Remind groups
that presenting things in different ways (orally and visually, for example) and providing
different learning experiences (e.g., small group work, large group presentations,
projects, practice and repetition) is beneficial for all children. The plan should include:
 Learning objective(s) for the lesson
 An outline of the lesson’s activities
 A clear explanation of how each learning need/challenge (on index card) will be
addressed in the classroom for the particular lesson
 The role of the coach and external resources that will be used (if applicable)
7. Give groups 2 minutes each to share the highlights of their plan with the full group
Note to facilitator: Collect inclusion plans in writing from each group. These can be typed up
later to create a resource of lesson-specific suggestions for coaches
Session 3: Planning demonstration lessons (2.5 hours)
Objectives for participants: To develop demonstration lessons using local textbooks/curriculum
that include integrated reading and writing activities, appropriate teaching/learning aids, and
materials to enrich the print environment.
34
[Note that participants should be integrating their learning on effective literacy instructional
practices and inclusive classroom practices when developing their demonstration lessons]
Description:
1. Explain to participants that one way of supporting the development of teachers is to
model lesson planning and teaching, so in this workshop, participants will be practicing
lesson planning and modeling lessons with an emphasis on literacy instruction.
2. Organize participants into 6 groups (hopefully, this will mean there will be about 3
people in each group)
3. Each group needs to plan a demonstration lesson from the early grades curriculum that
they will do the next day. The lesson should be the same length of time as lessons for
children in the local context.
4. The lesson plan should use the local lesson-planning format and should include:
 A learning objective for children
 Integrated reading/writing activities
 Relevant teaching/learning aids (and when appropriate, related print material for the
classroom wall)
 Consideration of inclusive classroom practices
 Assessment: How will the teacher know if the learning objective has been met by
children in the class?
5. Each group should be prepared to do their model lesson on the next day, so all materials
to support the lesson should be created.
6. Lesson plans should be written (preferably typed if laptops are available) to be submitted
to the facilitator for consolidating and sharing.
DAY 2
Overview of the day’s agenda
Session 1: Lesson Demonstration and feedback (6 hours)
Objectives for participants:
 To practice modeling early grade literacy lessons
 To practice observing lessons and providing feedback, applying lessons learned in this
area from workshop 1 and from post-workshop application of skills
Description:
1. Groups should do the lessons they prepared on the previous day in the way that they
would do them with children
2. Each group will have 1 hour to: 1) do their lesson, 2) reflect on it, and then 3) hear
feedback from the rest of the group.
3. When one group is modeling a lesson, 3 groups can role play students, and 2 groups can
sit at the periphery and be the official observers using the local teacher observation tool
(with any changes to it and considerations from workshop 1)
35
4. The group roles should rotate
5. During the debrief of each lesson, both “students” and observers can share their feedback.
6. Observers should be looking for the following:
a. A learning objective for children
b. Integrated reading/writing activities
c. Relevant teaching/learning aids (and when appropriate, related print material for
the classroom wall)
d. Consideration of inclusive classroom practices
e. Assessment: How will the teacher know if the learning objective has been met by
children in the class?
Challenges should be discussed with the group.
7. If participants found the exercise of modeling and receiving feedback useful, they can
reflect on the possibility of fostering peer-to-peer observations at their schools [to be
discussed further during workshop 3]
Session 2: Organizing for coaching [1 hour]
Objective for participants: To develop a plan for supporting teachers with inclusive lesson
planning and modeling instruction strategies.
Description:
1. Share the following assignment to be completed before the next workshop, and invite
feedback on feasibility (list homework on chart paper or a PowerPoint slide):
a) Observe and give feedback to xx teachers (number to be suggested by participants
depending on what they anticipate will be possible)
b) Review Teacher Professional Development plans and update as necessary
c) Based on classroom observations, support teachers during lesson planning to ensure
effective instructional practices and meet the needs of diverse learners. Model and/or
co-teach when possible and appropriate
2. Invite participants to plan when and how they will be completing the tasks listed above.
Encourage them to include as many details as possible in their plans as well as to
consider including coach learning meetings during which coaches can meet to reflect and
learn together (If possible, participants can type their plans and then send a copy to the
facilitator)
3. At the end of the session, thank participants for their attendance and hard work at the
workshop, and wish them well with putting their learning into practice. Request that they
keep notes of things they tried, successes, and challenges to share at the beginning of the
next workshop. In addition, request that participants bring their folders with handouts that
were distributed during workshop one and two to the next workshop.
Note to facilitator: After the workshop,
 consolidate all materials developed during the workshop and share a compilation
of these materials with all workshop participants
 program staff should check in with coaches in between workshops to support
them, to learn more about gaps that coaches notice, and to identify the most
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relevant content to address in the next workshop
WORKSHOP 3
DAY 1:
Expectations & Overview of the day’s agenda
37
Session 1: Reflection and Sharing (1 hour)
Objectives for participants:
 To share and reflect on their experiences with coaching activities since the previous
workshop.
 To use these reflections to consider implications for future coaching activities
Description:
There are a variety of ways to facilitate a reflection. Similar to workshop 2, organize participants
into groups of 3 or 4 so that every participant has a chance to share in small groups before
bringing the small groups together to discuss highlights with the large group.

Participants can organize their reflection and sharing around the suggested assignment
after the last workshop. The assignment should be posted on Flipchart paper or projected
on a Powerpoint slide so that participants can refer to it:
1. Observe and give feedback to xx teachers (number suggested by participants)
2. Review Teacher Professional Development plans and update as necessary
3. Based on classroom observations, support teachers during lesson planning to
ensure effective instructional practices and meet the needs of diverse learners.
Model and/or co-teach when possible and appropriate
7. In small groups, have participants reflect on their experiences with the assignment after
workshop 2, noting key points for the “Now what?” portion of the reflection on Flipchart
paper. [30 minutes]
What? This involves reviewing details of the experience. Participants can describe
what they tried to do and how they tried to do it.
So what? This step is more interpretive. How was the experience for each
participant? What were the successes, challenges, and lessons learned? How is
teachers’ learning and development being impacted?
Now what? Future goals and action plan. What are the implications of the lessons
learned? What should future coaching activities with teachers focus on? What do
coaches need further support in?
8. “Gallery Walk”: Have groups tape their chart papers around the room. Give participants
time to silently walk around the room to look at the posters of other groups. [10 minutes]
9. For full group sharing, invite reflections on the following questions, encouraging
participation from all small groups: [20 minutes]
Reflection Questions
 How are you incorporating what you have learned in workshops 1 and 2
into your daily work with coaching and supporting teacher development?
 How has your newly acquired coaching and observation skills impacted
teachers’ learning and development?
 Are there any challenges or assumptions you would like to discuss
regarding any of the prior sessions or your coaching experiences so far?
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
Going forward, are there things that you need to do differently to support
teacher professional growth?
Session 2: Classroom Visits: Preparation and Field Visit (4 hours 10 minutes)
Objectives for participants:
 To practice classroom observations and feedback in early grades classrooms.
Note to facilitator:
The logistics for the field visit need to be organized in advance.
 The Coach Training should be located as close to schools as possible to minimize
travel time to and from schools
 There need to be sufficient early grades classrooms for a maximum of 2 coaches
to visit each classroom (more than two visitors at a time will be too disruptive),
so the number of schools will be determined based on the number classrooms
required and the number available at each school.
 Schools need to be informed of the purpose, day, and time of the visit in advance
as well as the format of the visit. Remind head teachers to explain the purpose of
the visit to the teachers who will be observed and obtain their informed consent:
1. Meet with the head teacher (15 minutes)
2. Meet with the teacher briefly (5 minutes)
3. Observe the lesson (40 minutes)
4. Reflection and Feedback with the teacher (30-45 minutes)
5. Debrief the head teacher (15 minutes)
 Request the school’s support to arrange for classes that will be observed to be
taken care of during the Reflection & Feedback sessions with the teachers so
that children do not lose class time. If the classroom observation is scheduled at
the end of the school day and the teacher was available and willing, the
Reflection & Feedback session could be scheduled after children have left for
the day.
 When possible, a small camera on a tripod can capture the lesson on video with
the teacher’s prior permission. The teacher needs to be informed about how the
videos will be used so that he/she can give informed consent. This needs to be
cleared with the school and teacher in advance. Cameras/tripods should be
obtained where permission has been granted. These videos can be used in future
Coach Trainings.
 Vehicles to transport participants to and from schools to the Coach Training site
need to be arranged
39
The sample PowerPoint presentation can be used as a guide for the session, but it needs
to be adapted so that the examples and general content are contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies
and/or to discuss how the content would be applied to their context. These
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint
Observation and
Feedback_Field Visit.pptx
Slide 3: What are the Goals of Classroom Observations?
Objective: To review the goals of classroom observations for the coach and the teachers prior to
the field visit
Time: 5 minutes
Description:
3. Ask participants what the goals of classroom observations are. Specifically, what are the
goals of classroom observations for coaches, and what are the goals of classroom
observations for teachers?
4. Think-Pair-Share
Think: Participants think about the questions and note down responses individually (1
minutes)
Pair: Participants discuss their thoughts with a partner (2 minutes)
Share: The pairs share their ideas with the rest of the group (2 minutes)
Slide 4: Review of “Questions to Consider When Observing an Early Grade Classroom”
Objective: To review the “Questions to Consider” Handout prior to classroom visits to frame
coaches thinking about the visit.
Materials: ‘Questions for observation’ handout (one copy per participant).
*Note: These worksheets were passed out during Workshop 1 and participants should have them
in their folders, but make a few extra copies just in case
Questions for
observation.pdf
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Time: 5 minutes
Description:
1. Give participants a few minutes to review the questions on the worksheet. At the bottom
of the worksheet, have participants review the additional questions they suggested during
Workshop 1 and add any that may be missing.
2. Invite participants to share any additional questions with the group and discuss.
Slide 5: Review of “Observation Protocols”
Time: 20 minutes
Objective: To review the observation protocols for before, during, and after a classroom
observation in preparation for the field visit.
Materials: Flipchart Paper (3), each with a different heading: 1) Before an Observation, 2)
During an Observation, 3) After an Observation; Markers
Description:
1. Remind participants that following established protocols for before, during and after
classroom observations helps to build trust between teachers and coaches, so these
protocols will be reviewed prior to the field visit.
2. Divide participants into three groups and give each group one of the three pre-prepared
flipchart papers and a marker
3. Have each group brainstorm and list the important elements to remember during the stage
of the observation process assigned to the group. [10 minutes]
4. Invite each group to choose one or two people to present. After each presentation, give
the other participants time to respond with any additional key points that were not raised.
[10 minutes]
Slide 6: Review in Pairs--Effective Feedback to Teachers
Time: 15 minutes
Objective: To review elements of effective feedback for post-classroom observation meetings
with teachers.
Description: Participants will review what effective coaching feedback is prior to their scheduled
classroom observation.
1. Have participants work with a partner to think through what effective feedback is and is
not. [10 minutes]
2. Invite participants to share with the full group. Record key ideas on Flipchart paper
before sharing the contents of the slide [5 minutes].
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Slide 7: Classroom visits
Objective: To practice classroom observations and feedback in early grades classrooms.
Time: 3.5 hours
Materials: Classroom observations tools (one per participant), Flipchart with school assignments
for participants, vehicles to transport coaches to and from schools, cameras & tripods where
approval to use them has been obtained in advance
Description:
1. Participants will travel to nearby school sites to observe a classroom lesson in pairs and
practice their coaching skills. Go through the plan for the school visit:
a. Travel to schools (30-40 minutes)
b. Meet with the head teacher (15 minutes): Head teachers will be expecting the
coaches and will already be prepared for the visit, but a brief preliminary meeting
is an appropriate formality.
c. Meet with the teacher briefly (5 minutes): Teachers should know in advance about
the visit and its purpose. During this brief meeting, coaches can ask teachers for
the learning objectives of their lessons and if there is anything in particular the
teachers would like the coaches to observe. Five minutes is not sufficient time to
conduct a proper pre-observation meeting with the teacher. Teachers will already
be missing class time with their students by participating in the reflection and
feedback session, so the pre-observation meeting has been kept minimal.
d. Observe the lesson (40 minutes)
e. Reflection and Feedback with the teacher (30-45 minutes): Since two coaches
observed each class, coaches should decide ahead of time how they will cofacilitate the reflection & feedback session with the teacher
f. Debrief the head teacher (15 minutes)
g. Travel back from schools (30-40 minutes)
Session 3: Classroom Visit Debrief (1 hour 50 minutes)
Objectives for participants:
 To debrief classroom visits by sharing observations and feedback
 To identify trends in teachers needs and collectively develop specific strategies to support
these needs
 To identify their strengths as coaches as well as their areas for growth
Note to facilitator: The sample PowerPoint presentation can be used as a guide for the
session, but it needs to be adapted so that the examples and general content are
contextually relevant.
 Activities during the presentation allow participants to reflect, practice strategies,
and/or to discuss how the content would be applied to their context. These
42
activities and other parts where participants are engaged during the presentation
are explained below in the order in which they appear in the PowerPoint
presentation.
Sample PowerPoint
Debrief classroom
visits.pptx
Slide 3: Pair comparisons
Objective: For participants who observed the same classroom to have the opportunity to compare
and contrast their observations and impressions.
Time: 35 minutes
Description:
1. Participants should sit with the partner who observed the same lesson
2. Each participant should individually complete their Observation Tool using their notes
(and rate the teacher if this is part of the tool) [10 minutes]
3. Pairs should then compare and contrast their notes as well as how they filled out the
observation tool. While they will already have a sense of similarities and differences
from their Reflection and Feedback session with the teacher, they now have the
opportunity to do a detailed comparison. [15 minutes]
4. Peer feedback: Participants should be encouraged to share observations they made about
their partner during the Reflection & Feedback session with the teacher [10 minutes]
Slide 4: Full group discussion
Objectives for participants: To debrief classroom visits by sharing observations and feedback
with the full group. To identify trends in teachers needs and collectively develop specific
strategies to support these needs
Time: 50 minutes
Description:
1. Facilitate a group discussion that is guided by participants’ interests. Use the following
questions to guide the discussion when appropriate:
a. Report on pair comparisons
b. What did the teacher do well?
c. What was important to discuss after the observation?
d. What suggestions did you make for the teacher?
e. What are the teacher’s needs for professional development?
[If time allows and participants have a compelling scenario to share and discuss for which
video was collected, share video snippets.]
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2. Record trends that emerge in teachers’ professional development needs on Flipchart
paper and solicit suggestions for how coaches can help to meet these needs.
Slide 5: Journaling--Self-reflection
Objective: Participants will identify their strengths as coaches as well as their areas for growth
Time: 15 minutes
Description:
1. Invite participants to independently journal about their experiences in the field in their
notebooks using these questions as writing prompts: [10 minutes]
a. Did you take notes with concrete examples of classroom instruction and children
participation?
b. Did you focus on student learning and how this was happening? Give examples
c. Were you able to promote reflection on the part of the teacher? Give examples
d. What did you do well as a coach?
e. What did you learn as a coach from this experience?
f. What are your areas of challenge as a coach?
2. Allow participants to share any of their reflections with the full group if they would like
to [5 minutes]
DAY 2
Overview of the day’s agenda
Session 1: Professional development within schools (5 hours)
Objectives for participants:
 To discuss contextually appropriate opportunities for professional development within
schools (for example, the formation of Teacher Learning Circles or peer observations).
 To understand the role of instructional leaders in creating these opportunities for teachers.
Note to facilitator:
The sample PowerPoint presentation can be used as a guide for the session, but it needs
to be adapted so that the examples and general content are contextually relevant.
 Activities, Discussions and group planning during the presentation allow trainers
to practice strategies and/or to discuss how they would be applied to their
context. These activities and other parts where participants are engaged during
the presentation are explained below in the order in which they appear in the
PowerPoint presentation.
44
Sample PowerPoint for Professional Development Within Schools:
Professional
Development Within Schools.pptx
Slide 3: What is Professional Development (PD)?
Objective: To activate participants’ prior knowledge on what professional development is
Time: 5 minutes
Description:
1. Invite participants to share words/phrases that they think of when they hear “professional
development” and generate a list of these on flipchart paper
2. Use participants’ thoughts to discuss what professional development is.
3. Invite participants to share some examples of PD. If not done so already by participants,
share some examples from the list below (in particular, share examples (a) to (e) which
are likely to be more realistic for the context than (f) to (h):
a. trainings/workshops
b. engaging in informal dialogue with peers on how to improve teaching
c. observation visits to other schools
d. mentoring and/or peer observation and coaching
e. participation in a Teacher Learning Circle
f. education conferences
g. qualification programme (e.g. a degree programme or courses)
h. research, or reading professional literature
Slide 4: Professional Development Review
Objective: To identify existing opportunities for professional development that are available to
teachers as well as barriers for teacher involvement
Time: 1 hour
Advance preparation: Prepare “bus stop” signs
Description:
4. Arrange 4 bus stops around the room with the prompts written on different sheets of
flipchart paper.
5. Divide participants into four groups, ensuring that each group has representatives from
schools and the ministry of education, and assign each group to one bus stop. Give each
group 5-7 minutes at their bus stop to answer the question/prompt and record their
thoughts. Then have groups rotate until each group has visited and added input to all
four bus stops.
6. Review and summarize each bus stop with the full group.
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Bus stop 1: Policy: What is the system or policy established by the MOE or school to support
PD? Is it implemented? How much of Professional Development is led and managed within
schools?
Bus stop 2: Opportunities: What kinds of professional development opportunities are
available for teachers? It may not be called “professional development”, so think of any
opportunities teachers have to develop their skills and knowledge
Bus stop 3: Topics: What are the topics that Professional Development activities focus on?
Bus stop 4: Barriers/Challenges: What are the barriers or challenges to teacher participation?
(Suggest solutions to each barrier)
7. With guidance from participants, put a star by the items on the Bus stop 2 list that are PD
opportunities within schools (organized by schools and available to teachers at schools)
8. Invite ideas from the group on the advantages of having school-based opportunities for
professional development [increased accessibility for teachers, more sustainable,
empowering—teachers are sources of expertise for each other].
Slide 5: Reasons to invest in school-based PD
Slide 6: Brainstorm--Investing in School-based PD
Objective: To reflect on the 70-20-10 framework (slide 5) and think about why only 10% of
learning happens through formal training
Time: 5 minutes
Description:
Ask participants to generate possible reasons to explain why only about 10% of learning (in this
case, learning of teachers) happens through formal training. Then discuss the contents of the
slide (if not already discussed by participants).
Slide 7: Two school-based PD activities will be discussed in detail--Peer Observation and
Teacher Learning Circles
Slides 8 & 9: What is peer observation and how is it done?
Slide 10: Benefits of Peer Observations--Reflection
Objective: To reflect on the benefits of organizing peer observations in schools
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Time: 20 minutes
Description:
1. Organize participants into pairs and have them reflect on the benefits of organizing peer
observations in their contexts. [10 minutes]
2. Discuss pair reflections and generate a group list of benefits on flipchart paper by calling
on a different person in each group to share one until there are no more different
contributions. [10 minutes]
Slide 11: Challenges of Peer Observations--Reflection
Objectives:
To reflect on the challenges of organizing peer observations in schools and to identify
requirements for successful implementation.
To practice proposing the idea of peer observations in a way that would convince teachers to
want to participate.
Time: 1 hour 5 minutes
Description:
1. In pairs, have participants reflect on the challenges of organizing peer observations in
their contexts. For every challenge that is listed, participants need to suggest possible
solutions [10 minutes]
2. Discuss pair reflections and generate group list of challenges (with suggestions) on
flipchart paper by calling on a different person in each group to share one until there are
no more different contributions. [10 minutes]
3. Keeping in mind the list of challenges, ask participants to think of all the requirements for
the successful implementation of peer observations. [15 minutes]
For example:
 Teachers need to understand what peer observation is (and is not) and how it will
work—the coach plays a role in explaining and promoting the activity
 Teachers who are observing another lesson will need someone to cover their lesson
(perhaps the head teacher could do this?)
 Teachers will need to be trained on how to give effective feedback
 As with the coach-teacher relationship, trust is foundational to an effective teacherteacher peer relationship (brainstorm effective ways to establish this climate of trust)
4. Individual task: If you had to propose the idea of “peer observations” to the teachers at
your school, how would you do so to convince teachers to be willing to try them?
Prepare what you would say to the teachers you would work with [15 minutes]
5. Role play: Ask for one or two volunteers to role play their prepared proposals with the
group in the same way they would do so with teachers. The group can ask questions and
offer feedback. [15 minutes].
47
Slide 12: What is a TLC?
Objective: To activate prior knowledge about TLCs
Time: 10 minutes
Description:
1. Ask participants: What is a TLC? Have you ever been a part of one? Do they exist at the
schools you support (even if they are called something different)?
2. Review the description and characteristics of TLCs as participants share.
Slide 13: Characteristics of a TLC
Slide 14: Overview of a suggested TLC structure
Slide 15: Suggested TLC structure—Activities 1, 2, and 3
Slide 16-18: Suggested TLC structure—Activity 4
Slide 19: Suggested TLC structure—Activities 5 & 6
After going through all suggested activities for a TLC, distribute the following handout that
summarizes the suggested TLC structure:
TLC Meeting
Structure.pdf
Slide 20: Pair work--Plan TLC topics
Objective: To plan sample TLCs based on teachers’ needs
Time: 1 hour 10 minutes
Description:
TLCs should be led by teachers, but it would be helpful to have some suggestions or samples to
model the process for teachers. The one stage of the suggested TLC sequence that changes is
stage 4, “New Learning about a chosen topic”, so participants will focus on generating samples
for this step.
1. In pairs, participants should: [30 minutes]
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a. Reflect on the needs of teachers in your schools
b. Select two different topics for TLCs based on these needs
c. Plan the content and format for these two TLC topics
If there is access to laptops, participants can type up their assignments and then share
them with the facilitator to collate and share with the group later.
2. Invite participants to present. Each pair will only have 5 minutes to share, so they can
choose to share key ideas for both topics or share more detail about a single topic. [40
minutes]
Slide 21: Steps to implement TLCs
Slide 22: Role play--Explaining TLCs
Objective: To practice proposing the idea of TLCs in a way that would convince teachers to want
to participate.
Time: 30 minutes
Description:
1. Individual task: If you had to propose the idea of “TLCs” to the teachers at your school,
how would you do so to convince teachers to be willing to try them? Prepare what you
would say to the teachers you would work with [15 minutes]
2. Role play: Ask for one or two volunteers to role play their prepared proposals with the
group in the same way they would do so with teachers. The group can ask questions and
offer feedback to strengthen the explanation/proposal. [15 minutes]
Slide 23: Other school-based PD opportunities
Objective: To consider other school-based PD opportunities that are feasible in the context
beyond Peer Observations and TLCs
Time: 15 minutes
Description: Invite participants to think about and discuss other school-based PD opportunities
that can be available in this context.
Slide 24: Role of the coach/leader in establishing and supporting school-based PD
Session 2: Organizing for Coaching (1 hour)
Objective: To develop a plan for classroom visits and the creation of at least one opportunity for
teacher-to-teacher professional development within schools
49
Time: 1 hour
Materials: Copies of the tracker tools (1 per participant)
Description:
4. Share the following assignment, and invite feedback on feasibility (list homework on
flipchart paper or a PowerPoint slide):
d) Observe and give feedback to xx teachers (number to be suggested by participants
depending on what they anticipate will be possible)
e) Review Teacher Professional Development plans and update as necessary
f) Establish and support at least one school-based PD opportunity for teachers
5. Invite participants to plan when and how they will be completing the tasks listed above.
Encourage them to include as many details as possible in their plans as well as to
consider including coach learning meetings during which coaches can meet to reflect and
learn together (If possible, participants can type their plans and then send a copy to the
facilitator).
6. Distribute the following tools to track Peer Observations and TLCs:
Peer observation
tracker.docx
TLC tracker.docx
7. At the end of the session, thank participants for their attendance and hard work at this
workshop and over the course of the 3-workshop coaching training, and wish them well
with putting their learning into practice.
Note to facilitator: After the workshop,
 consolidate all materials developed during the workshop and share a compilation
of these materials with all workshop participants
 program staff should check in with coaches in between workshops to support their
efforts.
Evaluation and Closing
Appendix: Video Resources
Workshop 2
1) Video (English): Differentiated Instruction, Ghana Teacher Training, Sesame Street
Production
https://www.youtube.com/watch?v=SjqA_LKT0GA
This video illustrates how students learn differently, and the teacher’s role in helping to
differentiate instruction to accommodate different learning styles and needs including:
a. Get to know each pupil, including interests and strengths
b. Vary teaching approaches/strategies
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c. Group children by ability
d. Group children by interests
Workshop 3
Professional Development:
2) Video (English): Re-Thinking Learning, The 70:20:10 Framework
https://www.youtube.com/watch?v=t6WX11iqmg0&feature=youtu.be
This video illustrates the 70/20/10 principle and emphasizes the most effective learning
and development happens on the job: 70% during on the job, 20% during coaching and
mentoring, and 10% from formal training.
3) Video (English): Classroom Observation Strategies, Peer Observations
https://www.youtube.com/watch?v=c_W6tb35r3M
This video demonstrates teachers observing each other’s practice and learning from one
another, including offering constructive feedback to peers.
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