Stawisha Instructional Leadership Institute
Kenya, 2020 - 2022
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Feb 20, 2024
Last modified
Feb 25, 2024
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- Data files
- 1_Lesson_Obs_Baseline_APBET
- 2_Instructional_Leadership_Baseline_APBET
- 3_School_Leaders_Remote_Coaching_APBET
- 4_Lesson_Observation_Coaching_APBET
- 5_Instructional_Leadership_Competency_Rubric_APBET
-
6_Leaders of
Learning
Baseline_APBET - 7_Leaders_of_Learning_Endline_APBET
- 8_School_Reopening_Recovery_Baseline_APBET
- 9_School_Reopening_Recovery_Endline_APBET
- 10_Literacy_Assessment_APBET
- 11_Numeracy_Assessment_APBET
- 12_21st_Century_Skills_Assessment_APBET
Glow areas (Glowareas)
Data file: 3_School_Leaders_Remote_Coaching_APBET
Overview
Valid:
201
Invalid:
0
Type:
Discrete
Decimal:
0
Width:
3
Range:
1 - 200
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | . She mentioned that she has been going through when she's available and have seen something like classroom rules being implemented | 1 |
0.5%
|
| 2 | A school leader walks around the school just to see how the teachers are teaching and what is happening at school. | 1 |
0.5%
|
| 3 | Active learning strategies like discussions in class, classroom rules. | 1 |
0.5%
|
| 4 | Actively supporting teachers in implementation of different strategies, following through on our last next steps-Coaching. | 1 |
0.5%
|
| 5 | All the teachers in the school have drafted classroom rules and we are trying to reference number wherever possible | 1 |
0.5%
|
| 6 | All these classes have classroom rules | 1 |
0.5%
|
| 7 | Already conducted debriefs Discipline plan communicating expectation | 1 |
0.5%
|
| 8 | Already had mission vision and values in place | 1 |
0.5%
|
| 9 | Already implementing a lot of practices learnt | 1 |
0.5%
|
| 10 | Already implementing different strategies learnt from the last training and following through on last next steps by using active learning strategies | 1 |
0.5%
|
| 11 | Already implementing learnt practices from the last training. Following through on our last next steps. | 1 |
0.5%
|
| 12 | Already implementing most of the practices learnt during the last training, following through on our last next steps. | 1 |
0.5%
|
| 13 | Already implementing the use of active learning strategies and planning lessons from the last next steps | 1 |
0.5%
|
| 14 | Already incolved the staff in coming up with mission and vision Came up with school discipline plan | 1 |
0.5%
|
| 15 | Already practising different behaviour management strategies | 1 |
0.5%
|
| 16 | Application of think time in class | 1 |
0.5%
|
| 17 | Attended training and already implementing different strategies learnt. | 1 |
0.5%
|
| 18 | Attended training hence able to implement different practices from the training. Already planned for debriefs | 1 |
0.5%
|
| 19 | Been able to involve staff in coming up with mission and vision | 1 |
0.5%
|
| 20 | Catering for individual differences Making questions more specific to the lesson and to particular learners. | 1 |
0.5%
|
| 21 | Children are active, teacher deligating role, attention getter, Checking up and down. The teacher ask questions and encourage asking question. Ask open ended questions. | 1 |
0.5%
|
| 22 | Classroom already been developed | 1 |
0.5%
|
| 23 | Classroom rules already developed and being used in the class to moderate behaviour | 1 |
0.5%
|
| 24 | Classroom rules already developed and displayed in the class. The teacher is referencing them in the class. | 1 |
0.5%
|
| 25 | Classroom rules already displayed in the class and which were created by learners with the help of the teacher and they are getting used to them | 1 |
0.5%
|
| 26 | Classroom rules are already developed and displayed School vision mission and values was review and have shared with the learners | 1 |
0.5%
|
| 27 | Classroom rules are in place and being referenced during the lesson | 1 |
0.5%
|
| 28 | Classroom rules have already been developed | 1 |
0.5%
|
| 29 | Classroom rules have already been developed and she's using them in the class to manage behaviour | 1 |
0.5%
|
| 30 | Classroom rules or developed together with the learners | 1 |
0.5%
|
| 31 | Classroom rules were developed together with the learners | 1 |
0.5%
|
| 32 | Classroom rules what are grouped together with bananas and has already displayed on a chart in the class | 1 |
0.5%
|
| 33 | Classroom rules who developed with the learners. | 1 |
0.5%
|
| 34 | Classroom rules, rewards and consequences positively framed | 1 |
0.5%
|
| 35 | Collect data and use it to improve learning in school | 1 |
0.5%
|
| 36 | Collect data for regularly and some of the data collected is about attendance and response in class. They discuss the data with the director on actionable steps and has noticed improvement in learning and behaviour | 1 |
0.5%
|
| 37 | Develop the class rules come together in a team they came up with vision mission and values of the school | 1 |
0.5%
|
| 38 | Developed classroom and school rules | 1 |
0.5%
|
| 39 | Developed classroom rules with learners and had been applying other behaviour management strategies. School mission vision and values were developed, printed and shared with learners. | 1 |
0.5%
|
| 40 | Distribution of questions to all the learners in classroom | 1 |
0.5%
|
| 41 | Followed through on last next steps and already planning and using active learning strategies in class | 1 |
0.5%
|
| 42 | Following through on feedback from last coaching. | 1 |
0.5%
|
| 43 | Following through on feedback from the last coaching. | 1 |
0.5%
|
| 44 | Following through on last conversation next steps-planning,using active learning strategies. | 1 |
0.5%
|
| 45 | Following through on last next steps-Using active learning strategies | 1 |
0.5%
|
| 46 | Following through on our last next steps-planning lessons | 1 |
0.5%
|
| 47 | Following through on our last next steps-using active learning strategies | 1 |
0.5%
|
| 48 | Following through on the last next steps-Using active learning strategies,writing rigorous objectives. | 1 |
0.5%
|
| 49 | Following through on the last next steps-lesson planning and using active learning strategies. | 1 |
0.5%
|
| 50 | Gives learners individual attention appreciates teaching nowadays. Have high expectation on learners. Children nowadays they feel supported and enjoying learning. She distributes questions to all learners according to their different abilities. | 1 |
0.5%
|
| 51 | Giving clear instructions and use of gestures in behaviour management | 1 |
0.5%
|
| 52 | Group discussions classroom rules encouraging learners | 1 |
0.5%
|
| 53 | Group discussions, think time | 1 |
0.5%
|
| 54 | Group interaction end learners teachers relationship | 1 |
0.5%
|
| 55 | Had already began implementing techniques from the last training. | 1 |
0.5%
|
| 56 | Has a working discipline plan that has helped her manage behaviour from our last conversation. | 1 |
0.5%
|
| 57 | Has actively began implementation | 1 |
0.5%
|
| 58 | Has been able to come up with discipline plan that communicates expectation | 1 |
0.5%
|
| 59 | Has been able to come up with mission and vision | 1 |
0.5%
|
| 60 | Has been able to implement most of the strategies | 1 |
0.5%
|
| 61 | Has been implementing previously learnt strategies-Lesson planning | 1 |
0.5%
|
| 62 | Has been working on development of teaching and learning resources from our last conversation. | 1 |
0.5%
|
| 63 | Has began implementation and so far created discipline plan that communicates expectations | 1 |
0.5%
|
| 64 | Has began implementation by coming up with the discipline plan | 1 |
0.5%
|
| 65 | Has began implementation of learnt practices Knowledgeable about the different strategies learnt | 1 |
0.5%
|
| 66 | Has began implementing different practices from the last training. | 1 |
0.5%
|
| 67 | Has began implementing practices from the last training. | 1 |
0.5%
|
| 68 | Has began practicing coaching from our last next steps | 1 |
0.5%
|
| 69 | Has begun coaching teachers and debrief already planned. | 1 |
0.5%
|
| 70 | Has begun implementation of learnt practices, following through on last next steps. | 1 |
0.5%
|
| 71 | Has begun implementation of learnt practices-Class rules | 1 |
0.5%
|
| 72 | Has begun implementing practices from last training-preparing teaching and learning aids. | 1 |
0.5%
|
| 73 | Has come up with a discipline plan that communicates expectations | 1 |
0.5%
|
| 74 | Has implemented strategies learnt in previous trainings-Planning, use of active learning strategies. | 1 |
0.5%
|
| 75 | Has reviewed her discipline plan from our last coaching conversation | 1 |
0.5%
|
| 76 | Has started implementation by coming up with positively framed discipline plan | 1 |
0.5%
|
| 77 | Has started implementation by creating classroom discipline plan | 1 |
0.5%
|
| 78 | Has started implementation of learnt practices in class Was able to come up with rules with rewards and consequences Has started practising behaviour management strategies | 1 |
0.5%
|
| 79 | Have discipline plan that communicates expectations | 1 |
0.5%
|
| 80 | He created new rules for his classroom. | 1 |
0.5%
|
| 81 | He has Incorporated all the steps of the classroom discipline plan. | 1 |
0.5%
|
| 82 | He has already developed classroom rules. | 1 |
0.5%
|
| 83 | He has already organised teachers on how to review school vision mission and values | 1 |
0.5%
|
| 84 | He has been able to create various groups according to lesson objectives and support his learners. | 1 |
0.5%
|
| 85 | He has been able to support all his teachers this term. | 1 |
0.5%
|
| 86 | He is able to give all his learners opportunity to discuss in groups. | 1 |
0.5%
|
| 87 | He is intentional in ensuring that the teachers are each implementing the strategies learnt. | 1 |
0.5%
|
| 88 | He was able to bring on board all teachers to participate in creating of mission statement. | 1 |
0.5%
|
| 89 | He was able to involve learners to create some rules | 1 |
0.5%
|
| 90 | I've already been developed and displayed in a class | 1 |
0.5%
|
| 91 | Implementing practices from previous training like data collection and analysis | 1 |
0.5%
|
| 92 | Lesson planning and including the questions in it | 1 |
0.5%
|
| 93 | Lesson preparation while incorporating the questions needed in a classroom | 1 |
0.5%
|
| 94 | On track with the implementation | 1 |
0.5%
|
| 95 | Practicing use of different Active learning strategies,no opt out and writing objectives from our last next steps | 1 |
0.5%
|
| 96 | Preparing discussion questions in preparation of the lesson | 1 |
0.5%
|
| 97 | Prompt implementation of learnt practices Team player | 1 |
0.5%
|
| 98 | Prompt in attending training and coaching Already began implementing strategies from last training Following through on our previous next steps | 1 |
0.5%
|
| 99 | Prompt in attending trainings and supporting his staff. | 1 |
0.5%
|
| 100 | Prompt in implementation | 1 |
0.5%
|
| 101 | Prompt in implementation Has positively framed class rules | 1 |
0.5%
|
| 102 | Prompt in implementation of different strategies Has planned debriefs | 1 |
0.5%
|
| 103 | Prompt in supporting the other teachers in implementation | 1 |
0.5%
|
| 104 | Referencing of rules in the class | 1 |
0.5%
|
| 105 | Relationship building, support of lesson planning and implementation | 1 |
0.5%
|
| 106 | Rules are clear and positively framed Involved learners in coming up with rules Has a good understanding of behaviour management strategies | 1 |
0.5%
|
| 107 | Rules positively framed Mission vision and values formed | 1 |
0.5%
|
| 108 | SL has been offering coaching support to other teachers from our last next steps | 1 |
0.5%
|
| 109 | Scaffolding | 2 |
1%
|
| 110 | Schedule a meeting next week on Friday we are there to sit as a team and develop school vision mission various and school rules | 1 |
0.5%
|
| 111 | School Vision, mission and values have already shared with the learners. Classroom rules already developed and displayed in classrooms. | 1 |
0.5%
|
| 112 | School and classroom rules already In place and some teacher are using them | 1 |
0.5%
|
| 113 | School mission vision is already developed and written on the gate. School rules who developed and communicated to all the staff members. | 1 |
0.5%
|
| 114 | School rules have been developed. School vision mission and values who developed. | 1 |
0.5%
|
| 115 | School rules made together with the learners and she's referencing them in every situation School vision mission and values is well understood by other teachers and they're communicating the same with runners | 1 |
0.5%
|
| 116 | School rules were made together with others | 1 |
0.5%
|
| 117 | School vision mission and values already developed and shared with learners. They will have a meeting and this week to make sure that everybody in school and that understands what was trained. | 1 |
0.5%
|
| 118 | School vision mission and values have been developed | 1 |
0.5%
|
| 119 | School vision mission and values were developed | 1 |
0.5%
|
| 120 | She had a meeting with the teachers where they discussed about classroom rules which are already drafted and is played in classes | 1 |
0.5%
|
| 121 | She had been grouping learners | 1 |
0.5%
|
| 122 | She has been able to follow up with the teachers to to see to it that teaching and behaviour strategies have been implemented. | 1 |
0.5%
|
| 123 | She has been able to group all his learners in grade 4 to 6 according to ability. | 1 |
0.5%
|
| 124 | She has been able to organise her learners according to their ability and is supporting them better. | 1 |
0.5%
|
| 125 | She has developed classroom rules. | 1 |
0.5%
|
| 126 | She has drafted classroom rules with the learners | 1 |
0.5%
|
| 127 | She has stopped corporal punishment and uses encouraging language the learners | 1 |
0.5%
|
| 128 | She has tried to implement behaviour that promotes learning. For instance asking asking learners to write down there are rules before having an activity. During the group work she encourages turn-taking to ensure everybody contributes | 1 |
0.5%
|
| 129 | She is able to identify and hold coaching conversations with the teachers in her school and they are free with her. | 1 |
0.5%
|
| 130 | She is able to remember and articulate the habits of discussion and the usage | 1 |
0.5%
|
| 131 | She is able to support her weak learners more efficiently in the lesson. | 1 |
0.5%
|
| 132 | She is able to use and lesson plan for group discussions in her lesson | 1 |
0.5%
|
| 133 | She is building high expectation learners by encouraging them. sharing with them what she expects them to be done in class, this has included giving them clear instructions and timelines on when activities should be finished. To make sure classes are live | 1 |
0.5%
|
| 134 | She is excited that learners are enjoying their lessons after applying couple of learning strategies like tunneltalk think-pair-share group discussions | 1 |
0.5%
|
| 135 | She mentioned that learners interest is growing | 1 |
0.5%
|
| 136 | She said she's no better on active learning strategies like | 1 |
0.5%
|
| 137 | She supports teachers once a month in class. She takes observation notes which helps her to discuss with the teacher later. | 1 |
0.5%
|
| 138 | She was able to create new rules. | 1 |
0.5%
|
| 139 | She was able to implement classroom rules in class. | 1 |
0.5%
|
| 140 | She was able to include rewards and consequences. | 1 |
0.5%
|
| 141 | She was able to refine her rules for the students. | 1 |
0.5%
|
| 142 | She was able to reflect on the importance of the school mission and values for her school | 1 |
0.5%
|
| 143 | She's differentiated the class by grouping and this group thing a lot attic but they move according to the subject she's teaching | 1 |
0.5%
|
| 144 | She's invested of learners in making of the classroom rules. | 1 |
0.5%
|
| 145 | Sl has involved learners in coming up with discipline plan | 1 |
0.5%
|
| 146 | Sl is implementing the learnt practices | 1 |
0.5%
|
| 147 | Started teaching. He has a plan on how the new teachers are going to be retrained on the new strategies | 1 |
0.5%
|
| 148 | Supporting learners during group discussions. | 1 |
0.5%
|
| 149 | Supporting learners using open ended questions. Appreciating and encouraging learners to work hard | 1 |
0.5%
|
| 150 | Supporting teachers in lesson planning | 1 |
0.5%
|
| 151 | T the rules are there on display and the teacher is referencing them | 1 |
0.5%
|
| 152 | Teacher already practising different behaviour management strategies | 1 |
0.5%
|
| 153 | Teacher has come up with classroom rules that communicate expectations | 1 |
0.5%
|
| 154 | Teacher has created discipline plans | 1 |
0.5%
|
| 155 | Teacher regularly planning the lessons | 1 |
0.5%
|
| 156 | Teachers are consistently taking lessons and also practicing some teaching and learning strategies that have already been trained | 1 |
0.5%
|
| 157 | Teachers have been lesson planning daily. The way they plan their work has greatly improved. During the classroom she has observed a lot of questions being asked by the teachers grouping learners and especially use of turn and talk. | 1 |
0.5%
|
| 158 | Teachers supporting in lesson planning | 1 |
0.5%
|
| 159 | Teamwork as the teacher can comfortably go to others and ask how to go about teaching strategy even if not those ones trained by dignitas | 1 |
0.5%
|
| 160 | The discussion has evolved and increased Alana son enjoying classroom rules and discussion protocols has improved. Learners have learnt how to respect each other's opinion. The teacher is key in facilitating learning rather than giving facts after each qu | 1 |
0.5%
|
| 161 | The rules are positively framed | 1 |
0.5%
|
| 162 | The school it has collected a lot of data and after implementing the outcome there is a lot of change. | 1 |
0.5%
|
| 163 | The school leader has been incorporating strategies like hook to catch the learners attention use of group work turn and talk checking for understanding and use of open-ended questions | 1 |
0.5%
|
| 164 | The school leader has ensured that her teachers have classroom rules | 1 |
0.5%
|
| 165 | The school leader organised rest of the teachers to review school vision mission and values | 1 |
0.5%
|
| 166 | The school rules are working very well | 1 |
0.5%
|
| 167 | The school team has been meeting regularly plan how to prepare implement the train contact. The school it has been using questioning techniques in a class and also encouraging teachers to do the same. She emphasizes on cooperative activities and motivatio | 1 |
0.5%
|
| 168 | The school vision mission and values were communicated to the rest of the teachers and also written at the gate. | 1 |
0.5%
|
| 169 | The teacher gave you several instances where he is referring to the school rules. | 1 |
0.5%
|
| 170 | The teacher has already created classroom rules with rewards and consequences. She is communicating School values to the | 1 |
0.5%
|
| 171 | The teacher has began implementation of practices learnt | 1 |
0.5%
|
| 172 | The teacher has involved learners in coming up with rules that communicate expectations | 1 |
0.5%
|
| 173 | The teacher has made rules for her class but not with learners | 1 |
0.5%
|
| 174 | The teacher is referencing the rules in the class and the learners are adapting slowly | 1 |
0.5%
|
| 175 | The teacher is regularly developing materials, uses questions to support instructions, hooks up learner at the start of the lesson. | 1 |
0.5%
|
| 176 | The teacher teacher development but not with the learners | 1 |
0.5%
|
| 177 | The team was developed classroom rules together with others and they're using them in the class | 1 |
0.5%
|
| 178 | They already developed school vision mission and values as a team. Training for other teachers in who are not in the program program | 1 |
0.5%
|
| 179 | They are planning to have a meeting with all the teachers and this is where they are going to talk about what was trained in LA while investing them in the school vision mission and values | 1 |
0.5%
|
| 180 | They have a draft of school vision mission and values which will be reviewed together in the next meeting | 1 |
0.5%
|
| 181 | They have classroom s developed and shared with learners. They have developed school vision and values | 1 |
0.5%
|
| 182 | They have school vision mission values and they have communicated to the learners. | 1 |
0.5%
|
| 183 | Use learner engagement strategies frequently in lessons. | 1 |
0.5%
|
| 184 | Use of 4ps to increase rigor | 1 |
0.5%
|
| 185 | Use of data | 1 |
0.5%
|
| 186 | Use of four ps. Use of open-ended questions | 1 |
0.5%
|
| 187 | Use of group work | 1 |
0.5%
|
| 188 | Use of open-ended question. Giving learners time to think before answering questions | 1 |
0.5%
|
| 189 | Use of open-ended questions | 1 |
0.5%
|
| 190 | Use of open-ended questions Group work discussions Reflective practice improved progressively in all the teachers | 1 |
0.5%
|
| 191 | Use of think time before learners ask questions | 1 |
0.5%
|
| 192 | Use of thumbs-up and thumbs-down in checking of understanding | 1 |
0.5%
|
| 193 | Use of use of open-ended questions | 1 |
0.5%
|
| 194 | Was able to come up with positively framed discipline plan, Mission vision and values already displayed in class, Receptive to feedback | 1 |
0.5%
|
| 195 | Willing to implement the strategies from the last training based on our conversation. | 1 |
0.5%
|
| 196 | Willing to support the other teachers in implementation of previosly learnt strategies. | 1 |
0.5%
|
| 197 | Willingness to implement learnt practices Receptive to feedback | 1 |
0.5%
|
| 198 | Writing some plan and it's implementation | 1 |
0.5%
|
| 199 | distribution of questions to all learner, shy children are gaining confidence and arousing interest in learning. | 1 |
0.5%
|
| 200 | she has been supporting learners, providing materials and giving to discussion. learner are more engaged. | 1 |
0.5%
|
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.