Stawisha Instructional Leadership Institute Homabay
Kenya, 2020 - 2021
Get MicrodataCreated on
Feb 20, 2024
Last modified
Feb 20, 2024
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- Data files
- 2_Instructional_Leadership_Baseline_HB
- 4_Instructional_Leadership_Competency_Rubric_HB
- 5_School_Reopening_Recovery_Baseline_HB
- 7_Literacy_Assessment_HB
- 8_Numeracy_Assessment_HB
- 10_Lesson_Observation_HB
- 11_Instructional_Leadership_Endline_HB
- 12_EO_Coaching_HB
- 3_Lesson_Observation_Coaching_HB
- 6_School_Reopening_Recovery_Endline_HB
- 9_21st_Century_Skills_Assessment_HB
- 1_Lesson_Observation_Baseline_HB
Section Notes3 (AI)
Data file: 3_Lesson_Observation_Coaching_HB
Overview
Valid:
114
Invalid:
33
Type:
Discrete
Decimal:
0
Width:
2
Range:
1 - 76
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | Active class | 2 |
1.4%
|
| 2 | All learnerd catered for | 1 |
0.7%
|
| 3 | All learners catered for | 1 |
0.7%
|
| 4 | Approaching expectations | 2 |
1.4%
|
| 5 | Cbc aspects infused | 1 |
0.7%
|
| 6 | Class discussion | 1 |
0.7%
|
| 7 | Correcting their responses | 1 |
0.7%
|
| 8 | Dicussions | 1 |
0.7%
|
| 9 | Disciplined class | 1 |
0.7%
|
| 10 | Discussions | 1 |
0.7%
|
| 11 | Does individualized feedback | 1 |
0.7%
|
| 12 | Effective learner involvement | 1 |
0.7%
|
| 13 | Engage all learners | 1 |
0.7%
|
| 14 | Feedback | 3 |
2%
|
| 15 | Feedback given | 1 |
0.7%
|
| 16 | Feedback individually | 1 |
0.7%
|
| 17 | Follow the tusome book as giudedd | 1 |
0.7%
|
| 18 | Formative feedback appropriately given | 1 |
0.7%
|
| 19 | Give attention to all learners | 1 |
0.7%
|
| 20 | Give formative feedback | 1 |
0.7%
|
| 21 | Good alignment | 1 |
0.7%
|
| 22 | Good classroom teacher | 1 |
0.7%
|
| 23 | Good feedback given | 1 |
0.7%
|
| 24 | Good formative feedback | 4 |
2.7%
|
| 25 | Good lesson presented | 1 |
0.7%
|
| 26 | Good sibject teacher | 1 |
0.7%
|
| 27 | Good work | 3 |
2%
|
| 28 | Have learners in groups | 1 |
0.7%
|
| 29 | Have mechanism to cater for all learners | 1 |
0.7%
|
| 30 | In the Kiswahili lesson, there was a mix of ngeli and the teacher corrected them while challenging learners to learn the correct words and ngeli | 1 |
0.7%
|
| 31 | Individual feedback | 12 |
8.2%
|
| 32 | Individual feedback given during the lesson | 1 |
0.7%
|
| 33 | Individualized feedback | 19 |
12.9%
|
| 34 | Individualized feedback is provided | 1 |
0.7%
|
| 35 | Individualized feedback provided | 1 |
0.7%
|
| 36 | Individualized feedback to all learners is evident | 1 |
0.7%
|
| 37 | Individul ized feedback | 1 |
0.7%
|
| 38 | Learners of all abilitias embraced | 1 |
0.7%
|
| 39 | Learners with challenges catered for | 1 |
0.7%
|
| 40 | No mentioning names when givingoing feedback | 1 |
0.7%
|
| 41 | Practise addressing learner's individual needsdividual | 1 |
0.7%
|
| 42 | Privide individual feedback | 1 |
0.7%
|
| 43 | Provision of individualized feedback | 1 |
0.7%
|
| 44 | Recap the previos work | 1 |
0.7%
|
| 45 | Reward learner responses | 1 |
0.7%
|
| 46 | Rewarding learners | 1 |
0.7%
|
| 47 | Teacher acknowledges learner responses and corrects those who respond incorrectly by saying good trial but not yet. She knows all learners by name | 1 |
0.7%
|
| 48 | Teacher corrects wrong answers and uses the correction procedure | 1 |
0.7%
|
| 49 | Teacher is keen to provide individual feedback | 1 |
0.7%
|
| 50 | Teacher knows learners by name, translates English words in dholuo for vocabulary words. Shows locally available materials and how they can be used as money making projects | 1 |
0.7%
|
| 51 | Teacher knows learners by names and corrects those who volunteer to showcase | 1 |
0.7%
|
| 52 | Teacher knows most learners by name although sometimes he says, yes, at the back! He corrects some responses and moves on without correcting others | 1 |
0.7%
|
| 53 | Teacher moved around supporting learners. Teacher gave general feedback about certain problems. He did not mention individual names. | 1 |
0.7%
|
| 54 | Teacher uses correction procedure. There's need to circle back to learners who got it wrong the first time | 1 |
0.7%
|
| 55 | Teachers focuses on correction procedure but only to a select few | 1 |
0.7%
|
| 56 | The teacher checks for understanding by asking questions often. He only continues after ensuring all learners are shared on the same understanding | 1 |
0.7%
|
| 57 | The teacher circulated across the tables and offers corrections where need be | 1 |
0.7%
|
| 58 | The teacher engages all learners to respond to questions. He knows his learners by name and redirects wrong classification of fertilizers. He quickly engages the whole class to distinguish the difference between natural and artificial manure | 1 |
0.7%
|
| 59 | The teacher is keen to give redirections , times group activities and allows additional support for struggling learners | 1 |
0.7%
|
| 60 | The teacher is very intentional in circulating to ensure all learners are on task | 1 |
0.7%
|
| 61 | The teacher is very intentional to ensure that she checks for understanding and provides feedback before moving on | 1 |
0.7%
|
| 62 | The teacher know her learners by name and they are seated in groups for most of the activities. The groups however do not seem to be intentional as learners at the back changed desks at will whenever the teacher wasn't looking | 1 |
0.7%
|
| 63 | The teacher knows learners by name, gives struggling ones enough time to complete demos and gives immediate feedback to correct problems solved wongly while asking learners to also contribute | 1 |
0.7%
|
| 64 | The teacher offers immediate feedback to whole class and individual learners | 1 |
0.7%
|
| 65 | The teacher picks learners of different abilities to participate. He knows them by name | 1 |
0.7%
|
| 66 | The teacher provides balanced opportunities or all learners to take turns in participating | 1 |
0.7%
|
| 67 | The teacher references learners by name, corrects those who mispronounce words starting with herufi l..L | 1 |
0.7%
|
| 68 | The teacher seems to call specific learners by name and other by saying " at the back please" | 1 |
0.7%
|
| 69 | The teacher translates in Swahili and dholuo for learners who do not understand English words | 1 |
0.7%
|
| 70 | The teachers asks alot of open-ended questions and gives clear directions for the activity. There is a smooth transition from class to the field | 1 |
0.7%
|
| 71 | There is no lesson plan to prove some of the learner Centred methodologies above, but also the teacher is more teacher Centred and lectures most of the time | 1 |
0.7%
|
| 72 | Undividualised feedback provided | 1 |
0.7%
|
| 73 | Use direct instruction model | 1 |
0.7%
|
| 74 | Use of more teaching aids. | 1 |
0.7%
|
| 75 | Use of text books | 1 |
0.7%
|
| 76 | Visiting groups | 1 |
0.7%
|
| Sysmiss | 33 |
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.