Stawisha Instructional Leadership Institute
Kenya, 2020 - 2022
Get MicrodataCreated on
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
Grow areas (Growareas)
Data file: 3_School_Leaders_Remote_Coaching_APBET
Overview
Valid:
201
Invalid:
0
Type:
Discrete
Decimal:
0
Width:
3
Range:
1 - 184
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | . | 2 |
1%
|
| 2 | A school leader to attend trainingd regularly | 1 |
0.5%
|
| 3 | Active learning strategies example turn and talk and the discussion. Support in group work by listening in. | 1 |
0.5%
|
| 4 | All teachers are yet to be supported in coming up with discipline plans | 1 |
0.5%
|
| 5 | Any available for coaching every time and also attend training regularly this will ensure that she gets all the content necessary for classroom culture and learners engagement. | 1 |
0.5%
|
| 6 | Apply other teaching techniques that were trained | 1 |
0.5%
|
| 7 | As a team they are going to sit down together and come up with school vision mission and values | 1 |
0.5%
|
| 8 | As s school team they are going to sit down and develop school vision mission and values. | 1 |
0.5%
|
| 9 | Building high expectations in class room | 1 |
0.5%
|
| 10 | Check for understanding | 1 |
0.5%
|
| 11 | Collect and use data to improve learning | 1 |
0.5%
|
| 12 | Communicate and support the school team to come up with a school rules and classroom rules | 1 |
0.5%
|
| 13 | Communicate school vision mission and values to the learners in the language that they can understand | 1 |
0.5%
|
| 14 | Continue applying classroom rules consistently | 1 |
0.5%
|
| 15 | Continue applying other strategies that we learnt like differentiated learning | 1 |
0.5%
|
| 16 | Continue implementing classroom rules and other behavior management strategies | 1 |
0.5%
|
| 17 | Continue investing learners on the school mission vision and values. | 1 |
0.5%
|
| 18 | Continuously support learners to apply the knowledge they have learnt in class. | 1 |
0.5%
|
| 19 | Data collection and implementation. | 1 |
0.5%
|
| 20 | Data collection, | 1 |
0.5%
|
| 21 | Develop classroom rules | 1 |
0.5%
|
| 22 | Develop classroom rules and as you review school rules engage learners. | 1 |
0.5%
|
| 23 | Develop school vision mission and values, school and classroom rules | 1 |
0.5%
|
| 24 | Differentiated instruction especially in questioning techniques | 1 |
0.5%
|
| 25 | Discipline plan not communicating expectation | 1 |
0.5%
|
| 26 | Discipline plan not communicating expectations | 1 |
0.5%
|
| 27 | Discipline plans do not communicate expectation | 1 |
0.5%
|
| 28 | Display and communicate classroom rules, vision mission and values to learners, teachers and parents | 1 |
0.5%
|
| 29 | Display the school vision mission and values and communicate regularly to the learners | 1 |
0.5%
|
| 30 | Emphasized the importance of using the classroom rules in the class. Make sure the rules communicate what the teachers want the learners to do and they should be between 3 to 5 | 1 |
0.5%
|
| 31 | Engaging learners facilitating discussions using questions in the class especially during group work. Giving think time during questioning time | 1 |
0.5%
|
| 32 | Ensure there is clear instruction in group discussions | 1 |
0.5%
|
| 33 | Finish working on school vision mission and values and write it on the wall and share learners | 1 |
0.5%
|
| 34 | For learners active strategies also consistently use pair and share, and turn and talk etc | 1 |
0.5%
|
| 35 | Give learners time to think after asking a question about weight of their answers. | 1 |
0.5%
|
| 36 | Has already developed classroom rules displayed them and she is referencing them throughout the day | 1 |
0.5%
|
| 37 | Has not been able to do regular planning | 1 |
0.5%
|
| 38 | He has been experiencing time as a big challenge. | 1 |
0.5%
|
| 39 | He is still not able to choose specific rules that are of importance to learners | 1 |
0.5%
|
| 40 | He is yet to document these best practices. He will however plan to to this in the next support. | 1 |
0.5%
|
| 41 | He should work on learners understanding the importance of the classroom rules. | 1 |
0.5%
|
| 42 | He still struggles with lesson planning. | 1 |
0.5%
|
| 43 | He was not able to follow consistently. | 1 |
0.5%
|
| 44 | He will be available next meeting | 1 |
0.5%
|
| 45 | He will continue to support other teachers on discipline plan | 1 |
0.5%
|
| 46 | He's planning to make learning activity real Allison class and couraging learners to follow the rules and having a reward system for the ones who have followed them | 1 |
0.5%
|
| 47 | Help learners to understand the school vision mission and values | 1 |
0.5%
|
| 48 | Here to sit down this Friday and review school vision mission and Values | 1 |
0.5%
|
| 49 | How to increase rigor in classroom | 1 |
0.5%
|
| 50 | I need to support the school director in achieving the school purpose | 1 |
0.5%
|
| 51 | Increasing rigor especially on building high expectation in class | 1 |
0.5%
|
| 52 | Learners are showing confidence and enjoying what the teacher is teaching | 1 |
0.5%
|
| 53 | Lesson planning and active learning strategies including formative assessment | 1 |
0.5%
|
| 54 | Making sure all the learners our understanding concepts by the end of the lesson | 1 |
0.5%
|
| 55 | Mission,vision and values not yet communicated to different stakeholders | 1 |
0.5%
|
| 56 | Need to have a plan on how to start implementing the the strategies trained in the new class | 1 |
0.5%
|
| 57 | Need to provide resources for teachers to plan. | 1 |
0.5%
|
| 58 | Need to support some teachers in communicating expectations as they come up with the discipline plans | 1 |
0.5%
|
| 59 | No reflections were given | 1 |
0.5%
|
| 60 | None | 8 |
4%
|
| 61 | None. | 1 |
0.5%
|
| 62 | Planning and implementation of rigorous strategies in the class | 1 |
0.5%
|
| 63 | Questioning as the lesson progresses | 1 |
0.5%
|
| 64 | Questioning techniques | 1 |
0.5%
|
| 65 | Questions need to be prepared in advance. | 1 |
0.5%
|
| 66 | Reduce the cross room rules to around five | 1 |
0.5%
|
| 67 | Refuse him and other teachers they have a lot to work on in questioning increasingly rigour and differentiated instructions | 1 |
0.5%
|
| 68 | Review one rule one of the rules so that can be used in diverse areas. | 1 |
0.5%
|
| 69 | Review the class rules to be more specific | 1 |
0.5%
|
| 70 | Review the classroom rules language | 1 |
0.5%
|
| 71 | Review the rules and allow learners to contribute. | 1 |
0.5%
|
| 72 | Rules are not communicating expectations | 1 |
0.5%
|
| 73 | Rules framed negatively | 1 |
0.5%
|
| 74 | SL to debrief with other members of staff | 1 |
0.5%
|
| 75 | School leader to work as a team and work to understand the school vision and values | 1 |
0.5%
|
| 76 | School leader yet to debrief with other staff members | 1 |
0.5%
|
| 77 | School rules already in place | 1 |
0.5%
|
| 78 | School vision mission and values yet to be developed | 1 |
0.5%
|
| 79 | She is still struggling on time when students start discussing. | 1 |
0.5%
|
| 80 | She is still working on how to make the groups more effective and lively . | 1 |
0.5%
|
| 81 | She is yet to fully understand how to use homogeneous and heterogeneous groups. | 1 |
0.5%
|
| 82 | She mentioned that she needs more time to know how to lesson plan and incorporate strategies like questioning | 1 |
0.5%
|
| 83 | She needs to be supported in how to create consistent rules and rewards for learners. | 1 |
0.5%
|
| 84 | She needs to consistently avail herself for leadership academy and professional development sessions | 1 |
0.5%
|
| 85 | She needs to include other staff in future designing. | 1 |
0.5%
|
| 86 | She rarely teaches and therefore does not have direct daily knowledge on some practices | 1 |
0.5%
|
| 87 | She still is not aware how to use the rules consistently. | 1 |
0.5%
|
| 88 | She still needs more support in understanding how to reinforce them | 1 |
0.5%
|
| 89 | She still needs support in implementing the rules in class. | 1 |
0.5%
|
| 90 | She will engage the learners in reviewing the classroom rules | 1 |
0.5%
|
| 91 | She will invest learners in reviewing the rules | 1 |
0.5%
|
| 92 | She will still continue practicing and using questioning to foster learning | 1 |
0.5%
|
| 93 | She's yet to display them on the wall | 1 |
0.5%
|
| 94 | Should attend training for ease of implementation and support. | 1 |
0.5%
|
| 95 | Should attend training frequently for ease of implementation and support. | 1 |
0.5%
|
| 96 | Should attend training regularly for ease of implementation | 3 |
1.5%
|
| 97 | Should attend training regularly for ease of implementation Should keep his teachers informed on the different training dates | 1 |
0.5%
|
| 98 | Should attend training regularly for ease of implementation of different practices. | 1 |
0.5%
|
| 99 | Should attend training regularly for ease of implementation. | 5 |
2.5%
|
| 100 | Should attend training regularly for ease of implementation. Attendance rate is so low. | 1 |
0.5%
|
| 101 | Should attend training regularly for effective implementation of different practices | 1 |
0.5%
|
| 102 | Should attend training regularly so as to support other teachers effectively. | 1 |
0.5%
|
| 103 | Should attend training regurlarly for ease in implementation. | 1 |
0.5%
|
| 104 | Should attend trainings in order to implement different strategies effectively | 1 |
0.5%
|
| 105 | Should attend trainings in order to support teachers effectively. | 1 |
0.5%
|
| 106 | Should attend trainings promptly in order to support teachers effectively. | 1 |
0.5%
|
| 107 | Should attend trainings regularly to support teachers effectively. | 1 |
0.5%
|
| 108 | Should encourage other teachers to attend trainings promptly as they are lugging behind. | 1 |
0.5%
|
| 109 | Should plan regurlarly | 1 |
0.5%
|
| 110 | Should revisit last training materials as she is still struggling to understand. | 1 |
0.5%
|
| 111 | Sl yet to start implementing other learnt practices | 1 |
0.5%
|
| 112 | Still beeds practice in coming up with rigorous objectives | 1 |
0.5%
|
| 113 | Support lesson planning making sure that learner engagement strategies are including question | 1 |
0.5%
|
| 114 | Support teachers on how to implement collaborative activities within the lessons | 1 |
0.5%
|
| 115 | Support teachers to support are not in the program | 1 |
0.5%
|
| 116 | Supporting other teachers by having reflective meetings on how they are implementing the strategies trained | 1 |
0.5%
|
| 117 | Supporting teachers to make sure that their lesson planning daily | 1 |
0.5%
|
| 118 | Teacher is yet to begin communicating vision mission and values to learners | 1 |
0.5%
|
| 119 | Teachers apply learner centred strategies consistently. | 1 |
0.5%
|
| 120 | The classrooms rules are too many need to be reduced between 3 to5 | 1 |
0.5%
|
| 121 | The discipline plan does not communicate expectation | 1 |
0.5%
|
| 122 | The rest of the team to make sure that all the trianed strategies are being applied. | 1 |
0.5%
|
| 123 | The rules do not communicate expectation | 1 |
0.5%
|
| 124 | The school leader has been struggling on how to engage learners who take time to get or understand concepts. | 1 |
0.5%
|
| 125 | The school leader is to sit down with the whole team and put down or what I've been trained and come up with a plan on how they're going to execute it in school and classes. | 1 |
0.5%
|
| 126 | The school leader will review the rules together with the teachers and learners. School vision mission and values to will involve learners | 1 |
0.5%
|
| 127 | The school rules need to be revised so that they can have a positive language using the criteria that we give during the training | 1 |
0.5%
|
| 128 | The school vision mission and values were communicated to the rest of the teachers and also written at the gate. | 1 |
0.5%
|
| 129 | The teacher need to know how to engage learners throughout the lesson | 1 |
0.5%
|
| 130 | The teacher start using scuffolding more regularly. | 1 |
0.5%
|
| 131 | The teacher will apply all the rules and if they are not bringing out the intended outcome she will revise them | 1 |
0.5%
|
| 132 | There are no school values and discipline plan | 1 |
0.5%
|
| 133 | They need to sit down with the teachers and discuss on how to build high expectations | 1 |
0.5%
|
| 134 | They will work in a team to develop school vision mission and values then share with learners and other stakeholders | 1 |
0.5%
|
| 135 | They will work with other teachers to develop classroom rules. | 1 |
0.5%
|
| 136 | They're going to work with other teachers to develop school-wide rules | 1 |
0.5%
|
| 137 | Think time, encourage learners | 1 |
0.5%
|
| 138 | To involve learners in reviewing a class rules | 1 |
0.5%
|
| 139 | To review school vision mission values as a team | 1 |
0.5%
|
| 140 | To support the school team draught school mission vision and values | 1 |
0.5%
|
| 141 | To work bad a team and review the school vision and mission | 1 |
0.5%
|
| 142 | Use of closed and open ended questions depending on what the teacher want to be achieved. | 1 |
0.5%
|
| 143 | Use of data to influence instructions and learners behaviour management | 1 |
0.5%
|
| 144 | Use of questioning techniques for example think time | 1 |
0.5%
|
| 145 | Use of reflective practice at the end of the lesson. | 1 |
0.5%
|
| 146 | Use of student facing language Pictures and school leader relationship Lesson planning support | 1 |
0.5%
|
| 147 | Use questions to increase and engagement to increase rigour | 1 |
0.5%
|
| 148 | Using material development. | 1 |
0.5%
|
| 149 | Walkthrough of the content that was covered during April leadership academy | 1 |
0.5%
|
| 150 | We agreed that she needs to take a lesson even if it is one. | 1 |
0.5%
|
| 151 | We agreed that they're going to work with Fatuma a colleague to go through the content that was trained in the leadership academy in July | 1 |
0.5%
|
| 152 | We discussed how to implement the increasing rigour strategies | 1 |
0.5%
|
| 153 | We discussed we discussed on how to invest learners in the development of classroom rules. | 1 |
0.5%
|
| 154 | What together setting to make sure that all the classes have the classroom rules and the teachers are referencing them in the lesson | 1 |
0.5%
|
| 155 | Work and train other teachers on how to develop classroom rules, how to use them implement them in a class. | 1 |
0.5%
|
| 156 | Work together with the rest of the schools mates on how the rules are supposed to be implemented in the class making the learners feel the ownership. | 1 |
0.5%
|
| 157 | Work with the other teachers also to know the importance of grassroots and how to use them in the listen | 1 |
0.5%
|
| 158 | Work with the team to develop school rules and school vision mission and values | 1 |
0.5%
|
| 159 | Yet ro devrief with other staff | 1 |
0.5%
|
| 160 | Yet to begin implementing most of the practices from the training. | 1 |
0.5%
|
| 161 | Yet to begin implementing other practices-regurlarly planning | 1 |
0.5%
|
| 162 | Yet to begin using questioning techniques in class | 1 |
0.5%
|
| 163 | Yet to come up with a discipline plan | 1 |
0.5%
|
| 164 | Yet to come up with discipline plans | 1 |
0.5%
|
| 165 | Yet to come up with the classroom discipline plan | 1 |
0.5%
|
| 166 | Yet to come up with values | 2 |
1%
|
| 167 | Yet to communicate school vision mission and values to learners | 1 |
0.5%
|
| 168 | Yet to communicate vision mission and values in her class | 1 |
0.5%
|
| 169 | Yet to communicate vision mission and values to learners | 1 |
0.5%
|
| 170 | Yet to debrief with other staff | 2 |
1%
|
| 171 | Yet to debrief with other staff who did not attend the training. | 1 |
0.5%
|
| 172 | Yet to debrief with the other staff. | 1 |
0.5%
|
| 173 | Yet to display mission vision and values in class | 1 |
0.5%
|
| 174 | Yet to display mission vision and values in her class | 1 |
0.5%
|
| 175 | Yet to finish debriefing other staff members | 1 |
0.5%
|
| 176 | Yet to hold debriefs with other staff | 1 |
0.5%
|
| 177 | Yet to implement other practices from the last training | 1 |
0.5%
|
| 178 | Yet to share with the learners school mission vision and values | 1 |
0.5%
|
| 179 | Yet to start communicating school mission vision and values to learners | 1 |
0.5%
|
| 180 | Yet to start communicating vision mission and values | 2 |
1%
|
| 181 | Yet to start communicating vision mission and values to learners | 1 |
0.5%
|
| 182 | Yet to start implementing strategies from last training | 1 |
0.5%
|
| 183 | You look for o one of the colleagues who enter training and help her to refine the class rules and how to effectively use them with learners | 1 |
0.5%
|
| 184 | she will give clear instruction and breack doen content in small bits | 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.