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
Next steps (BJ)
Data file: 3_Lesson_Observation_Coaching_HB
Overview
Valid:
147
Invalid:
0
Type:
Discrete
Decimal:
0
Width:
3
Range:
1 - 120
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | Always have recapitulation | 1 |
0.7%
|
| 2 | Always plan to ensure the materials you will need are sufficient | 1 |
0.7%
|
| 3 | Articulate sounds well | 1 |
0.7%
|
| 4 | Behaviour Management techniques | 1 |
0.7%
|
| 5 | CSO to share Stawisha resources as the teacher is new to Stawisha | 1 |
0.7%
|
| 6 | CSO to support throughout the term on more learner engagement strategies | 1 |
0.7%
|
| 7 | Cbc aspects not infused | 1 |
0.7%
|
| 8 | Check prediction | 1 |
0.7%
|
| 9 | Class work given | 1 |
0.7%
|
| 10 | Coach recommends review of notes on effective questioning techniques for learners | 1 |
0.7%
|
| 11 | Coaching conversation on own reflections | 1 |
0.7%
|
| 12 | Coaching conversation to share teacher's reflections on lesson planning. IL to support school to implement discipline plans at the school | 1 |
0.7%
|
| 13 | Coaching feedback on lesson planning as she had no lesson plan | 1 |
0.7%
|
| 14 | Coaching support | 2 |
1.4%
|
| 15 | Colaboration | 1 |
0.7%
|
| 16 | Communicate lesson objectives to learners | 2 |
1.4%
|
| 17 | Create class rules | 1 |
0.7%
|
| 18 | Create class rules | 2 |
1.4%
|
| 19 | Create class rules and use them to manage the class eg keep the class clean | 1 |
0.7%
|
| 20 | Create class rules, address all off task behaviour | 1 |
0.7%
|
| 21 | Create class rules. Use more learner engagement strategies e.g group work | 1 |
0.7%
|
| 22 | Developing more teaching aids. | 1 |
0.7%
|
| 23 | Discipline Plan, inadequate preparation of the professional records | 1 |
0.7%
|
| 24 | Engage all learners | 1 |
0.7%
|
| 25 | Engage learners more | 1 |
0.7%
|
| 26 | Engage learners, create class rule | 1 |
0.7%
|
| 27 | Ensure learners follow instructions e.g in turn and talk | 1 |
0.7%
|
| 28 | Ensure lesson plan is dated, and fully filled(learning area, roll, grade, time) | 1 |
0.7%
|
| 29 | Follow the lesson plan | 1 |
0.7%
|
| 30 | Follow-up on whether the lesson plan is on phone. Then how does the IL check and rubber stamp or keep records? | 1 |
0.7%
|
| 31 | Good work | 2 |
1.4%
|
| 32 | Guide learners to work on groups as you observe | 1 |
0.7%
|
| 33 | Have all the necessary learning aids | 1 |
0.7%
|
| 34 | Have charts and teach using lesson plan | 1 |
0.7%
|
| 35 | Have learning aids and professional records | 1 |
0.7%
|
| 36 | Have lesson plan and charts | 1 |
0.7%
|
| 37 | Have lesson plan and charts before the lesson | 1 |
0.7%
|
| 38 | Have lesson plans and classroom rules | 1 |
0.7%
|
| 39 | Have professiomal records | 1 |
0.7%
|
| 40 | Have recotds | 1 |
0.7%
|
| 41 | Have teaching aids. | 1 |
0.7%
|
| 42 | Have the right aids | 1 |
0.7%
|
| 43 | Ict used | 1 |
0.7%
|
| 44 | Identifying a cidentfy a conducive classroom for learning | 1 |
0.7%
|
| 45 | Improve on class control | 1 |
0.7%
|
| 46 | Improve on work and activity | 1 |
0.7%
|
| 47 | Inadequate teaching resources, development of the discipline plan | 1 |
0.7%
|
| 48 | Include reflections, extensions and remarks in lesson plan | 1 |
0.7%
|
| 49 | Infuse cbc aspects | 1 |
0.7%
|
| 50 | Infuse more CBC elements | 1 |
0.7%
|
| 51 | Lesson plan and make available teaching aids. | 1 |
0.7%
|
| 52 | Lesson planning techniques | 1 |
0.7%
|
| 53 | Make lesson plan | 1 |
0.7%
|
| 54 | Make the classroom interactive | 1 |
0.7%
|
| 55 | Make use of realia | 1 |
0.7%
|
| 56 | Making class rules | 1 |
0.7%
|
| 57 | Making of class rules and lesson planning. | 1 |
0.7%
|
| 58 | Making of teaching aids. | 2 |
1.4%
|
| 59 | Making several learning aids | 1 |
0.7%
|
| 60 | More practice on the same | 1 |
0.7%
|
| 61 | Move around the classroom, create class rules | 1 |
0.7%
|
| 62 | Offer Support Coaching | 2 |
1.4%
|
| 63 | Offer Support coaching | 1 |
0.7%
|
| 64 | Offer caching support on how to develop discipline plan | 1 |
0.7%
|
| 65 | Offer coaching support | 18 |
12.2%
|
| 66 | Offer coaching support during school Visitations | 1 |
0.7%
|
| 67 | Offer coaching support on the grow areas | 1 |
0.7%
|
| 68 | Offer coaching support to the Teacher | 1 |
0.7%
|
| 69 | Offer coaching support to the grow areas | 1 |
0.7%
|
| 70 | Offer coaching support to the teacher | 1 |
0.7%
|
| 71 | Offer support coaching | 3 |
2%
|
| 72 | PLC to discuss learner engagement for large classes like this one toensure all learners are learning and actively meaningfully engaged | 1 |
0.7%
|
| 73 | Preparation of other professional records | 1 |
0.7%
|
| 74 | Preparation of teaching aids | 2 |
1.4%
|
| 75 | Prepare for alternatives in case of power failure | 1 |
0.7%
|
| 76 | Prepare lesson plans | 2 |
1.4%
|
| 77 | Prepare teaching aids using locally available materials. | 1 |
0.7%
|
| 78 | Provide adequate books | 1 |
0.7%
|
| 79 | Provide adequate learning resources | 1 |
0.7%
|
| 80 | Provide enough books | 1 |
0.7%
|
| 81 | Put learners to work in groups | 1 |
0.7%
|
| 82 | Refer to classroom management techniques for larger classes | 1 |
0.7%
|
| 83 | Reference resources on learner engagement and giving directions | 1 |
0.7%
|
| 84 | Resource sharing on learner engagement | 1 |
0.7%
|
| 85 | Review Stawisha notes on learner engagement, emotional intelligence and wellbeing. An educators state of wellbeing directly affects learners behavior or actions | 1 |
0.7%
|
| 86 | Review importance of learner engagement activities | 1 |
0.7%
|
| 87 | Review learner engagement strategies | 1 |
0.7%
|
| 88 | Review lesson planning and active learner engagement startegies | 1 |
0.7%
|
| 89 | Review material development resources | 1 |
0.7%
|
| 90 | Review stwisha notes on lesson planning and setting Smart objectives | 1 |
0.7%
|
| 91 | Share active learning strategies or reference this from Stawisha resources | 1 |
0.7%
|
| 92 | Share knowledge with other teachers | 1 |
0.7%
|
| 93 | Share report with Philip's coach, Sam | 1 |
0.7%
|
| 94 | Share resources related to CBC lesson planning | 1 |
0.7%
|
| 95 | Sourcing for material to make teaching aids. | 1 |
0.7%
|
| 96 | Summarized the lesson | 1 |
0.7%
|
| 97 | Summary necessary | 1 |
0.7%
|
| 98 | Summary to be done | 1 |
0.7%
|
| 99 | Support on teaching aids preparation | 1 |
0.7%
|
| 100 | Take learners through oral work | 1 |
0.7%
|
| 101 | Teach using charts | 1 |
0.7%
|
| 102 | Teacher reviews setting rigorous and smart objectives | 1 |
0.7%
|
| 103 | Teacher to adequately prepare & avail t/aids before the lesson commences | 1 |
0.7%
|
| 104 | Time management | 1 |
0.7%
|
| 105 | To Coaching Support the teacher | 1 |
0.7%
|
| 106 | To Offer support Coaching | 1 |
0.7%
|
| 107 | To implement as guided by the coach | 1 |
0.7%
|
| 108 | To offer coaching support to the teacher | 1 |
0.7%
|
| 109 | To prepare all the materials early enough before the lesson begins. | 1 |
0.7%
|
| 110 | Update lesson plans | 1 |
0.7%
|
| 111 | Use charts | 1 |
0.7%
|
| 112 | Use learning aids | 1 |
0.7%
|
| 113 | Use more group work | 1 |
0.7%
|
| 114 | Use more learner engagement strategies, create class rules | 1 |
0.7%
|
| 115 | Use of think /pair/ share; use of activities that will cater for different intelligences | 1 |
0.7%
|
| 116 | Use of think/ pair /share | 1 |
0.7%
|
| 117 | Use of turn and talk | 1 |
0.7%
|
| 118 | Work given to the learners | 1 |
0.7%
|
| 119 | Wrap up the work | 1 |
0.7%
|
| 120 | prepare more learning materials | 1 |
0.7%
|
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.