Structuring Effective 1-1 Support : Technical Guidance Note

Teachers in low- and middle-income countries often lack the knowledge to improve student achievement and exhibit weak cognitive skills and ineffective teaching practices. Teacher professional development (TPD) programs that are embedded as part of...

Full description

Bibliographic Details
Main Authors:	Wilichowski, Tracy, Popova, Anna
Format:	Brief
Language:	English English
Published:	World Bank, Washington, DC 2022
Subjects:	GLOBAL PARTNERSHIP FOR EDUCATION STUDENT LEARNING OUTCOME QUALITY OF INSTRUCTION TEACHER PROFESSIONAL DEVELOPMENT (TPD) TEACHING SKILLS STUDENT ACHIEVEMENT TEACHER TRAINING TEACHER COACHING INTERVENTION EDUCATION POLICY SUPPORT TO TEACHERS EDUCATION CASE STUDY
Online Access:	http://documents.worldbank.org/curated/en/302121614665652823/Technical-Guidance-Note http://hdl.handle.net/10986/38002

id	okr-10986-38002
recordtype	oai_dc
spelling	okr-10986-380022022-09-14T05:10:44Z Structuring Effective 1-1 Support : Technical Guidance Note Wilichowski, Tracy Popova, Anna GLOBAL PARTNERSHIP FOR EDUCATION STUDENT LEARNING OUTCOME QUALITY OF INSTRUCTION TEACHER PROFESSIONAL DEVELOPMENT (TPD) TEACHING SKILLS STUDENT ACHIEVEMENT TEACHER TRAINING TEACHER COACHING INTERVENTION EDUCATION POLICY SUPPORT TO TEACHERS EDUCATION CASE STUDY Teachers in low- and middle-income countries often lack the knowledge to improve student achievement and exhibit weak cognitive skills and ineffective teaching practices. Teacher professional development (TPD) programs that are embedded as part of a larger comprehensive capacity development strategy and include ongoing individualized feedback have shown large positive effects on teachers' instruction, and, subsequently, on student learning outcomes. However, what this comprehensive professional development entails in practice has not been systematically documented. The questions are who in the system is best placed to support teachers; how many teachers should these individuals support; how often should these individuals visit teachers; and how long should these individuals observe and provide feedback. This technical guidance note provides explicit guidance for policymakers on how to structure the delivery of a successful in-service TPD coaching intervention. This note also can be used by Task Team Leaders (TTLs) to establish dialogue with their clients and to inform project preparation and supervision. 2022-09-13T18:52:49Z 2022-09-13T18:52:49Z 2021 Brief http://documents.worldbank.org/curated/en/302121614665652823/Technical-Guidance-Note http://hdl.handle.net/10986/38002 English en COACH; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Knowledge Notes :: Education Notes
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English English
topic	GLOBAL PARTNERSHIP FOR EDUCATION STUDENT LEARNING OUTCOME QUALITY OF INSTRUCTION TEACHER PROFESSIONAL DEVELOPMENT (TPD) TEACHING SKILLS STUDENT ACHIEVEMENT TEACHER TRAINING TEACHER COACHING INTERVENTION EDUCATION POLICY SUPPORT TO TEACHERS EDUCATION CASE STUDY
spellingShingle	GLOBAL PARTNERSHIP FOR EDUCATION STUDENT LEARNING OUTCOME QUALITY OF INSTRUCTION TEACHER PROFESSIONAL DEVELOPMENT (TPD) TEACHING SKILLS STUDENT ACHIEVEMENT TEACHER TRAINING TEACHER COACHING INTERVENTION EDUCATION POLICY SUPPORT TO TEACHERS EDUCATION CASE STUDY Wilichowski, Tracy Popova, Anna Structuring Effective 1-1 Support : Technical Guidance Note
relation	COACH;
description	Teachers in low- and middle-income countries often lack the knowledge to improve student achievement and exhibit weak cognitive skills and ineffective teaching practices. Teacher professional development (TPD) programs that are embedded as part of a larger comprehensive capacity development strategy and include ongoing individualized feedback have shown large positive effects on teachers' instruction, and, subsequently, on student learning outcomes. However, what this comprehensive professional development entails in practice has not been systematically documented. The questions are who in the system is best placed to support teachers; how many teachers should these individuals support; how often should these individuals visit teachers; and how long should these individuals observe and provide feedback. This technical guidance note provides explicit guidance for policymakers on how to structure the delivery of a successful in-service TPD coaching intervention. This note also can be used by Task Team Leaders (TTLs) to establish dialogue with their clients and to inform project preparation and supervision.
format	Brief
author	Wilichowski, Tracy Popova, Anna
author_facet	Wilichowski, Tracy Popova, Anna
author_sort	Wilichowski, Tracy
title	Structuring Effective 1-1 Support : Technical Guidance Note
title_short	Structuring Effective 1-1 Support : Technical Guidance Note
title_full	Structuring Effective 1-1 Support : Technical Guidance Note
title_fullStr	Structuring Effective 1-1 Support : Technical Guidance Note
title_full_unstemmed	Structuring Effective 1-1 Support : Technical Guidance Note
title_sort	structuring effective 1-1 support : technical guidance note
publisher	World Bank, Washington, DC
publishDate	2022
url	http://documents.worldbank.org/curated/en/302121614665652823/Technical-Guidance-Note http://hdl.handle.net/10986/38002
_version_	1764488301214957568

Structuring Effective 1-1 Support : Technical Guidance Note

Similar Items