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School Improvement Coaches (SICs) will be formed to help teachers in schools needing support the most
Expert and senior teachers play coaching role to coach other teachers in schools needing support
the most Individual coaching sessions are one-on-one sessions between coachee and coach Coaches also conduct group sessions occur in groups of 5-10 persons (e.g. demonstrations, lesson planning)

What?

Why?

School Improvement Programme requires support to be provided initially to the schools ranked in

the bottom rankings bands, and subsequently to more schools in the system Specific teacher and school needs (i.e. low ranking schools) are better addressed through focused in-school coaching sessions Currently Guru Cemerlang (expert teachers) are taken out of schools one day a week to coach others, which does not provide for flexibility to support other schools

Who?

Cascading model Master coaches to train and supervise SICs School improvement coaching (SICs) deliver coaching to teachers from bottom ranked schools Senior teachers from these schools will be present in these sessions to learn and also provide continued support

How?

1st phase - Master Coaches from IAB and IPG lecturers to be trained 2nd phase - SIC First visit to school development of KPIs 3rd phase SIC Second visit to school Initiation progress 4th phase SIC third visit to school evaluation of progress and further action plan

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Components

Specialist Teacher Coachs Coaching Model

Objective Research

1. Goal Setting 2. Teacher determines the

goal , selects activities to achieve goals, plan and teach

Schools to achieve goals (students, school,

NKRA)

Teachers to develop further expertise in

subject content, teaching strategies, uses of technologies, and other essential elements in teaching to high standards.

3. Alignment with NKRA 4. Implementation of Best

Instructional Practices

To develop reflective thinking in coachees Teachers and coaches to share an experience

that facilitates the direction of learning conversation.

5. Inquiry and reflection to

guide learning

6. Classroom visits 7. Focused Conversations 8. On-going and Job

Embedded - structure and schedule for support from school

To learn focused conversation To provide for intensive, on -going, in-depth

support Approach Learning Focus Plan that is shared with the coach. Coach visits to share learning experience, consultations and collaboration Supervision of coaches by SIP team

Bellingham School District, Professional Growth Option Cognitive Coaching (pg 146 Costa and Garmston) Mentoring Matters: Practical Guide To Learning Focused Relationships (pg 114-115 Lipton and Wellman ) The Learning Network Richard C. Owen Publishing A New Vision For Staff Development. (Dennis Sparks and Stephanie Hirsh, pg. 5& 6) Building a New Structure For School Leadership, Richard F. Elmore. Getting to Scale with Good Education Practice, Richard F. Elmore. Schools That Work, Richard Allington How People Learn: Bridging Research and Practice. John Bransford editor, National Academy Press