Dignitas-APBET-01 Dignitas Project African Population & Health Research Centre 2024-01-03 NADA Stawisha Instructional Leadership Institute Dignitas-APBET-01 Dignitas Limited Copyright © Dignitas, 2024 NADA wellspring philanthropic fund Other Household Survey [hh/oth] Through Stawisha Program, Dignitas offers training and coaching to empower schools and educators (School Leaders & Emerging Teacher Leaders) in marginalized communities to transform students' opportunities with a focus on three levers of transformation; instructional leadership, classroom culture and learner engagement. The Program is designed to transform School Leaders' and Teacher Leaders' mindsets, tools and practices. School Leaders and Teacher Leaders teachers go through termly Leadership Academies, monthly Professional Development Workshops, Coaching, and Professional Learning Communities (PLCs) for a period of one year. Leadership Academies are intensive classroom-based training summits that introduce ideas and concepts that empower educators to be inspiring leaders and excellent teachers. The aim is to shift beliefs, attitudes and values so that educators see the potential in their schools and students. The Academies lay the foundation for educators to take charge of improving their schools and catalyzes school improvement efforts. Professional Development Workshops provide targeted development opportunities for both school leaders and teachers that build on the foundation created in the Academies with intense modelling and practice. Coaching provides personalized, in-class mentoring to the educators. It focuses on practical application of skills and concepts learned in training to ensure they are implemented in the classroom. Individualized coaching also ensures that each teacher receives support specific to his or her needs and abilities. Professional Learning Communities help educators to routinize sustainable reflective practice towards whole school improvement. Stawisha is currently being implemented in two locations; Dandora and Homabay. There are two cohorts learning concurrently in each location; the 2020-2021 and 2021-2022 Cohorts. This is because Stawisha Program delivery was affected by schools' closures in 2020 as a result of Covid-19 pandemic. However, the Dandora and Homabay 2020-2021 Cohorts went through a covid-related initiative; Leaders of Learning, to promote wellbeing and learning during the pandemic. Same year (2020), the 2020-2021 Cohorts went through School Reopening & Recovery trainings to ensure schools were well prepared for reopening and learning recovery. In Dandora, there are 20 APBET schools and 98 School Leaders in the 2020-2021 Cohort and 21 APBET schools and 84 School Leaders in the 2021-2022 Cohort. In Homabay, there are 20 public schools and 80 Schools Leaders in the 2020-2021 Cohort and 22 public schools and 88 School Leaders in the 2021-2022 Cohort. Note: The data provided in this template is only for Dandora Cohort. KENYA Dandora, Nairobi, Kenya Schools, Individual learners, Classrooms In Dandora, there are 20 APBET schools and 98 School Leaders in the 2020-2021 Cohort and 21 APBET schools and 84 School Leaders in the 2021-2022 Cohort. Lesson Observation - Collect information of teachers' classroom practices. Instructional Leadership coaching - Collect information of Instructional Leaders' practices. School Leaders Coaching - Collect information from School Leaders (teachers and Instructional Leaders) on practice implementation in the school as well as strengths and areas of development. Lesson Observation - Contains in-person coaching data for teachers. Instructional Leadership Competency Rubric - Contains in-person coaching and performance data for Instructional Leaders; performance data is for 8 Instructional Leadership competencies. Leaders of Learning baseline - Contains information on household wellbeing, covid-19 effects, and status of learning during the pandemic. Data collected from the 2020-2021 cohort only. Leaders of Learning endline - The dataset contains information on household wellbeing, covid-19 effects, and status of learning during the pandemic. Data collected from the 2020-2021 cohort only. School Reopening & Recovery Baseline Data - The dataset contains information on preparedness of schools for reopening. Data collected from the 2020-2021 cohort only. School Reopening & Recovery Endline Data - The dataset contains information on preparedness of schools for reopening. Data collected from the 2020-2021 cohort only. Literacy Assessment Data - Collected using the UWEZO Kenya Tool. Only Grade 2 and 5 learners were assessed. Numeracy Assessment Data - Collected using ICAN. Only Grade 2 and 5 learners were assessed. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 21st Century Skills Assessment Data - Contains learner assessment data on soft skills; collaboration, self-efficacy, creativity, learning to learn, problem solving, and imagination. Only Grade 5 learners were assessed. Face-to-face [f2f] Dignitas Limited The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses. 1_Lesson_Obs_Baseline_APBET The dataset contains baseline information of teachers' classroom practices. Data collected from both 2020-2021 and 2021-2022 cohorts 120 33 2_Instructional_Leadership_Baseline_APBET The dataset contains baseline information of Instructional Leaders' practices. Data collected from both 2020-2021 and 2021-2022 cohorts 37 15 3_School_Leaders_Remote_Coaching_APBET 1. The dataset contains information from School Leaders (teachers and Instructional Leaders) on practice implementation in the school as well as strengths and areas of development. Data collected from both 2020-2021 and 2021-2022 cohorts 201 12 4_Lesson_Observation_Coaching_APBET 1. The dataset contains in-person coaching data for teachers. Data collected from both 2020-2021 and 2021-2022 cohorts 227 56 5_Instructional_Leadership_Competency_Rubric_APBET The dataset contains in-person coaching and performance data for Instructional Leaders; performance data is for 8 Instructional Leadership competencies; relationship building, implementation, PLC, modelling expectations, collecting and recording data, data collection and analysis, coaching and feedback, and planning. Data collected from both 2020-2021 and 2021-2022 cohorts 60 18 6_Leaders of Learning Baseline_APBET The dataset contains information on household wellbeing, covid-19 effects, and status of learning during the pandemic. Data collected from the 2020-2021 cohort only. 101 28 7_Leaders_of_Learning_Endline_APBET 1. The dataset contains information on household wellbeing, covid-19 effects, and status of learning during the pandemic. Data collected from the 2020-2021 cohort only. 61 19 8_School_Reopening_Recovery_Baseline_APBET 1. The dataset contains information on preparedness of schools for reopening. Data collected from the 2020-2021 cohort only. 15 53 9_School_Reopening_Recovery_Endline_APBET The dataset contains information on preparedness of schools for reopening. Data collected from the 2020-2021 cohort only. 19 56 10_Literacy_Assessment_APBET The dataset contains literacy data; collected using the UWEZO Kenya Tool. Only Grade 2 and 5 learners were assessed. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 407 8 11_Numeracy_Assessment_APBET The dataset contains numeracy data; collected using ICAN. Only Grade 2 and 5 learners were assessed. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 407 32 12_21st_Century_Skills_Assessment_APBET 1. The dataset contains learner assessment data on soft skills; collaboration, self-efficacy, creativity, learning to learn, problem solving, and imagination. Only Grade 5 learners were assessed. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 377 26 School ID School ID School ID School ID School ID 120 70 215 141.233 63.613 Cohort Cohort Cohort Cohort Cohort 120 1 2020 - 2021 2 2021 - 2022 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 120 1 195-129 2 195-67 3 195-85 4 196-102 5 196-115 6 196-55 7 197-31 8 198-134 9 198-86 10 199-123 11 199-140 12 199-17 13 200-107 14 200-24 15 200-71 16 201-27 17 201-50 18 201-7 19 202-128 20 202-139 21 202-87 22 203-10 23 203-11 24 203-94 25 204-23 26 204-75 27 204-77 28 205-103 29 205-63 30 205-80 31 206-121 32 206-151 33 207-101 34 207-117 35 207-142 36 208-20 37 208-61 38 208-69 39 209-122 40 209-4 41 209-48 42 210-100 43 210-38 44 210-8 45 211-113 46 211-28 47 211-42 48 212-106 49 212-131 50 212-9 51 213-37 52 213-5 53 213-92 54 214-109 55 214-149 56 214-51 57 215-137 58 215-78 59 215-79 60 70-116 61 70-22 62 70-97 63 71-104 64 71-105 65 71-33 66 71-49 67 72-130 68 72-148 69 72-16 70 72-18 71 72-32 72 73-138 73 73-54 74 73-76 75 75-145 76 75-146 77 75-36 78 75-53 79 76-6 80 77-114 81 77-147 82 77-150 83 77-52 84 78-118 85 78-132 86 78-3 87 78-91 88 79-111 89 79-143 90 79-81 91 80-141 92 80-70 93 81-136 94 81-152 95 81-45 96 81-82 97 82-43 98 82-64 99 82-65 100 82-96 101 83-1 102 83-133 103 83-74 104 83-99 105 84-144 106 85-110 107 85-15 108 85-66 109 86-119 110 86-127 111 86-21 112 86-83 113 86-84 114 87-34 115 87-41 116 87-44 117 87-60 118 88-125 119 88-13 120 88-19 Grade Grade Grade Grade Grade 120 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 PG 10 PP1 11 PP2 Subject Subject Subject Subject Subject 120 1 C.R.E 2 CRE 3 Color Sorting 4 Creative Art 5 Creative Arts 6 English 7 English (sounds) 8 Enviromental 9 Environmental 10 Home science 11 Hygiene 12 Hygiene & Nutrition 13 Hygiene and Nutrition 14 Hygiene and nutrition 15 Kiswahili 16 Kiswahili. 17 Language 18 Math 19 Mathematical Activities 20 Mathematics 21 Mathematics (put together) 22 Maths 23 Number work 24 Numbers 25 Reading 26 Reading sounds 27 Religious Studies 28 SST 29 Science 30 Science and Technology 31 Social studies Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? teachers and learners 120 1 Yes 2 no 3 No Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan teachers and learners 70 50 1 2 learner_centred_methodologies, reflections 3 lesson_plan_fo 4 lesson_plan_fo, learning_outco, different_learner_activity, teaching_and_l, learner_centred_methodologies, reflections, lesson_plan_si 5 lesson_plan_fo, learning_outco, teaching_and_l 6 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections 7 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_si 8 lesson_plan_fo, lesson_plan_si 9 lesson_plan_fo, reflections 10 lesson_plan_fo, reflections, learner_centred_methodologies, learning_outco, teaching_and_l 11 lesson_plan_fo, teaching_and_l, learner_centred_methodologies, lesson_plan_si 12 lesson_plan_si 13 lesson_plan_si, reflections 14 none_of_the_ab 15 reflections 16 teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections 17 teaching_and_l, reflections Sysmiss Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan teachers and learners 111 9 1 2 Doesn't have one 3 Forgot it at home 4 Forgot to carry her lesson plan 5 He forgot it at home. 6 He has never prepared one 7 He has not been having because of new transition with new students since opening and he said he has new student who can't read well I saw a chart of letters/ sound on the wall which is for him so theteacher minds slow learner's but is working on it. 8 He hasn't created one 9 I have not yet prepared for now. 10 It was not updated 11 Left at home 12 Left at home.she wasn't aware it is needed 13 Left it at home 14 Left it in the office 15 Never prepared one 16 New teacher and she doesn't have. She teaches using text book. 17 No lesson plan 18 No lesson plan and teacher had combined grade 1 and 2 19 No reason 20 No reason given 21 No reason. 22 Not updated 23 Only schemes of work were available 24 She didn't not prepare the lesson plan because she had some family issues 25 She does not document her lesson plan 26 She does not have the right book to document the information 27 She doesn't use one 28 She forgot to carry it 29 She has mastered the lesson 30 She has no explanation 31 She has no reason 32 She has not make it. She uses text book for teaching 33 She has not prepare a lesson plan.sge use to teach grade 1 and now she is teaching pp1 34 She has not prepared since january 35 She is working to create one 36 She is yet to create one 37 She said she had a lesson plan just not written yet. 38 She said she has mastered the lesson 39 She said she has mastered the topic 40 She said that she left it at home. 41 She says she does not document her lesson plan 42 She says the director has not supplied her with the lesson plans 43 Since the begining of the term the teacher has not prepared because since they came back they were weak and now they have to be taught for them to be in line and catch up with every student. 44 Teacher claims he had ordered the lesson plan and it will be brought next week 45 Teacher said because of new students and transition she has not prepared lesson plan . 46 Teacher said she doesn't have because of new students and the transition from covid students had forgotten most of the things including reading hence she had to start from scratch to make students almost same level. 47 Teacher said she has not been having and uses text book. 48 Teacher said she has not updated the lesson plan since midterm. She didn't have it either. 49 Teacher says she always write the lesson plan in her book and she has misplaced it. 50 Teacher says she has not written it today. 51 Teacher says she was covering up for an absent teacher so did have time to create a lesson plan. 52 Teacher used a notebook instead of a lesson plan 53 Teacher used the textbook only 54 Teacher uses scheme of works 55 The lesson plan he had was last updated in January, and not stamped or signed either. 56 The teacher has not received the cbc lesson plan. 57 The teacher uses textbook to guide learners 58 There was a scheme of work only 59 They are still following 8-4-4 system 60 They have not made one. 61 They use schemes of work 62 They were doing revision and he say they don't carry lesson plan during revision.he had left it in the office 63 Tr.said she uses text books from tusome Sysmiss 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.2a: Teacher provides opportunities for learners to take responsibility 1.1.2a: Teacher provides opportunities for learners to take responsibility 1.1.2a: Teacher provides opportunities for learners to take responsibility 1.1.2a: Teacher provides opportunities for learners to take responsibility 1.1.2a: Teacher provides opportunities for learners to take responsibility teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1.1a: Teacher incorporates engaging learning techniques during the lesson 2.1.1a: Teacher incorporates engaging learning techniques during the lesson 2.1.1a: Teacher incorporates engaging learning techniques during the lesson 2.1.1a: Teacher incorporates engaging learning techniques during the lesson 2.1.1a: Teacher incorporates engaging learning techniques during the lesson teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1.2c: Teacher incorporates group work and tasks that increase Student Talk Tim 2.1.2c: Teacher incorporates group work and tasks that increase Student Talk Tim 2.1.2c: Teacher incorporates group work and tasks that increase Student Talk Tim 2.1.2c: Teacher incorporates group work and tasks that increase Student Talk Tim 2.1.2c: Teacher incorporates group work and tasks that increase Student Talk Tim teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1.2d: Learners work in pairs, groups and/or interact with each other throughou 2.1.2d: Learners work in pairs, groups and/or interact with each other throughou 2.1.2d: Learners work in pairs, groups and/or interact with each other throughou 2.1.2d: Learners work in pairs, groups and/or interact with each other throughou 2.1.2d: Learners work in pairs, groups and/or interact with each other throughou teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.2.1a: Teacher asks questions that increase rigor and encourage cognitive strug 2.2.1a: Teacher asks questions that increase rigor and encourage cognitive strug 2.2.1a: Teacher asks questions that increase rigor and encourage cognitive strug 2.2.1a: Teacher asks questions that increase rigor and encourage cognitive strug 2.2.1a: Teacher asks questions that increase rigor and encourage cognitive strug teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson teachers and learners 120 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teacher Talk Time Teacher Talk Time Teacher Talk Time Teacher Talk Time Teacher Talk Time teachers and learners 120 30 100 66.816 13.754 Learner Talk Time Learner Talk Time Learner Talk Time Learner Talk Time Learner Talk Time teachers and learners 120 70 33.184 13.754 Lesson Observation Time Lesson Observation Time Lesson Observation Time Lesson Observation Time Lesson Observation Time teachers and learners 120 10 11 12 14 15 16 17 18 19 20 21 Cohort Cohort Cohort Cohort Cohort 37 1 2020 - 2021 2 2021 - 2022 School ID School ID School ID School ID School ID 37 70 215 150.568 63.509 Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID 37 1 195-46 2 196-14 3 197-72 4 198-73 5 199-112 6 200-12 7 201-40 8 202-95 9 203-59 10 204-26 11 205-29 12 206-62 13 207-35 14 208-124 15 209-57 16 210-8 17 211-25 18 212-88 19 213-135 20 214-56 21 215-153 22 70-22 23 71-104 24 72-47 25 73-76 26 74-58 27 75-30 28 78-108 29 79-120 30 80-98 31 81-90 32 83-68 33 84-93 34 85-2 35 86-126 36 87-39 37 88-89 1.1 School leader observes and provides feedback to teachers in the school 1.1 School leader observes and provides feedback to teachers in the school 1.1 School leader observes and provides feedback to teachers in the school 1.1 School leader observes and provides feedback to teachers in the school 1.1 School leader observes and provides feedback to teachers in the school 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.2 School leader reviews student learning and behavior data in order to support 1.2 School leader reviews student learning and behavior data in order to support 1.2 School leader reviews student learning and behavior data in order to support 1.2 School leader reviews student learning and behavior data in order to support 1.2 School leader reviews student learning and behavior data in order to support 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.3 School leader leverages PLCs to foster teacher collaboration that enhances s 1.3 School leader leverages PLCs to foster teacher collaboration that enhances s 1.3 School leader leverages PLCs to foster teacher collaboration that enhances s 1.3 School leader leverages PLCs to foster teacher collaboration that enhances s 1.3 School leader leverages PLCs to foster teacher collaboration that enhances s 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1 School leader reviews lesson plans before hand and provides feedback as need 2.1 School leader reviews lesson plans before hand and provides feedback as need 2.1 School leader reviews lesson plans before hand and provides feedback as need 2.1 School leader reviews lesson plans before hand and provides feedback as need 2.1 School leader reviews lesson plans before hand and provides feedback as need 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.2 School leader models and supports engaging pedagogical methodologies that su 2.2 School leader models and supports engaging pedagogical methodologies that su 2.2 School leader models and supports engaging pedagogical methodologies that su 2.2 School leader models and supports engaging pedagogical methodologies that su 2.2 School leader models and supports engaging pedagogical methodologies that su 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.3 School leader models and follows up on how to develop teaching and learning 2.3 School leader models and follows up on how to develop teaching and learning 2.3 School leader models and follows up on how to develop teaching and learning 2.3 School leader models and follows up on how to develop teaching and learning 2.3 School leader models and follows up on how to develop teaching and learning 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.4 School leader models and support use of formative assessments to promote stu 2.4 School leader models and support use of formative assessments to promote stu 2.4 School leader models and support use of formative assessments to promote stu 2.4 School leader models and support use of formative assessments to promote stu 2.4 School leader models and support use of formative assessments to promote stu 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.5 School leader models and supports the use of Blooms taxonomy 2.5 School leader models and supports the use of Blooms taxonomy 2.5 School leader models and supports the use of Blooms taxonomy 2.5 School leader models and supports the use of Blooms taxonomy 2.5 School leader models and supports the use of Blooms taxonomy 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.1 School leader has documented and implemented child protection guidelines 3.1 School leader has documented and implemented child protection guidelines 3.1 School leader has documented and implemented child protection guidelines 3.1 School leader has documented and implemented child protection guidelines 3.1 School leader has documented and implemented child protection guidelines 37 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.2 School leader models and supports teachers to develop classroom discipline 3.2 School leader models and supports teachers to develop classroom discipline 3.2 School leader models and supports teachers to develop classroom discipline 3.2 School leader models and supports teachers to develop classroom discipline 3.2 School leader models and supports teachers to develop classroom discipline 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.3 School leader builds trusting relationships with teachers and students 3.3 School leader builds trusting relationships with teachers and students 3.3 School leader builds trusting relationships with teachers and students 3.3 School leader builds trusting relationships with teachers and students 3.3 School leader builds trusting relationships with teachers and students 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.4 School leader creates and communicates student academic and behavioral goals 3.4 School leader creates and communicates student academic and behavioral goals 3.4 School leader creates and communicates student academic and behavioral goals 3.4 School leader creates and communicates student academic and behavioral goals 3.4 School leader creates and communicates student academic and behavioral goals 37 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Coaching Month Coaching Month Coaching Month Coaching Month Coaching Month 201 1 august 2 july 3 may Coach ID Coach ID Coach ID Coach ID Coach ID 201 13 14 15 Cohort Cohort Cohort Cohort Cohort 201 1 2020 - 2021 2 2021 - 2022 School ID School ID School ID School ID School ID 201 70 215 152.647 62.285 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 201 1 195-168 2 195-67 3 195-85 4 196-102 5 196-115 6 196-14 7 196-55 8 197-190 9 198-185 10 198-189 11 198-73 12 198-86 13 199-123 14 199-140 15 199-17 16 199-183 17 200-107 18 200-12 19 201-27 20 201-40 21 201-50 22 201-7 23 202-128 24 202-139 25 202-175 26 202-95 27 203-10 28 203-59 29 203-94 30 204-23 31 204-26 32 204-75 33 204-77 34 205-103 35 205-194 36 205-63 37 205-80 38 206-151 39 206-156 40 206-184 41 206-62 42 207-101 43 207-117 44 207-191 45 207-35 46 208-124 47 208-20 48 208-61 49 208-69 50 209-4 51 209-57 52 210-8 53 211-25 54 211-28 55 211-42 56 212-106 57 212-131 58 212-88 59 213-135 60 213-37 61 213-5 62 213-92 63 214-109 64 214-149 65 214-51 66 214-56 67 215-153 68 215-182 69 215-78 70 70-157 71 70-170 72 70-179 73 71-155 74 71-33 75 72-130 76 72-18 77 72-32 78 73-138 79 73-161 80 73-76 81 74-166 82 74-173 83 75-145 84 75-146 85 75-30 86 75-36 87 75-53 88 76-171 89 76-174 90 76-6 91 76-83 92 77-114 93 77-154 94 77-176 95 77-187 96 78-158 97 78-186 98 79-172 99 79-181 100 80-167 101 82-160 102 82-180 103 82-193 104 82-43 105 82-65 106 83-1 107 83-159 108 83-178 109 83-68 110 84-144 111 84-177 112 84-93 113 85-15 114 85-2 115 85-66 116 86-119 117 86-188 118 86-21 119 87-34 120 87-39 121 87-44 122 87-60 123 88-13 124 88-162 125 88-169 126 88-19 127 88-89 128 89-163 Coaching Focus Coaching Focus Coaching Focus Coaching Focus Coaching Focus 201 1 CC 2 CC, IL 3 CC, LE 4 IL 5 IL, LE 6 LE 7 LE, CC 8 LE, CC, IL Specific topic of discussion Specific topic of discussion Specific topic of discussion Specific topic of discussion Specific topic of discussion 201 1 Active learning strategies questioning techniques 2 Active learning strategies questioning techniques and increasing 3 Active learning strategies questioning techniques and increasing rigour 4 Active learning strategies questioning techniques and increasing rigour questioning 5 Active learning strategies questioning techniques and increasing rigour questioning techniques 6 Active learning strategies questioning techniques and increasing rigour. 7 Active learning strategies, questioning techniques and increasing rigour 8 Active learning strategies, questioning techniques and increasing rigour. 9 Classroom Discipline plan. School Vision and values 10 Classroom discipline plan and rules 11 Classroom discipline plan. 12 Classroom rules and school mission and values 13 Classroom rules, school vision and values 14 Classroom rules, school vision mission and values 15 Classroom rules, vision mission and values 16 Data collect, lesson planning support, active learning strategies questioning techniques and increasing rigour 17 Data use, lesson planning, active learning strategies questioning techniques and increasing rigour. 18 Discipline plan 19 Discipline plan, mission vision amd values 20 Discipline plans 21 Group discussion and learner engagement 22 Increasing rigour questioning techniques and active learning strategies. 23 Increasing rigour, questioning techniques and checking on commitment to the program 24 Learner centered learning. 25 Learner engagement in the lesson 26 Learner engagement in the lesson. 27 Learning strategies, questioning and increasing rigour. 28 Lesson planning active learning strategies questioning techniques and increasing rigour 29 Lesson planning support, use of data, active learning strategies questioning techniques and increasing rigour 30 Lesson planning, data use active learning strategies questioning techniques and increasing rigour 31 Mission Vision and Values,discipline plan 32 Mission vision amd values and discipline plan 33 Mission vision amd values,discipline plan 34 Mission vision and values 35 Mission vision and values and discipline plan 36 Mission vision and values and discipline plans 37 Mission vision and values, discipline plan 38 Mission vision and values,discipline plan 39 Mission vision and values,discipline plans 40 Mission vision values,discipline plans 41 Mission, vision values and classroom culture 42 Planning and implementation 43 Planning and implementation. 44 Questioning techniques, rigor, active learning strategies 45 Questioning techniques, rigor, active learning strategies, teaching and learning resources. 46 Questioning techniques, rigor, active learning strategies. 47 Questioning techniques,rigor,active learning strategies, 48 Relationship building School vision mission on values School and classroom culture 49 Relationship building school and classroom culture school vision mission and values 50 Relationship building school vision mission values school and classroom rules 51 Relationship building School mission vision and values Classroom rules 52 Relationship building School mission, vision and values. School and classroom rules 53 Relationship building School vision mission and values Classroom rules 54 Relationship building School vision mission and values Classroom rules 55 Relationship building school vision mission and values 56 Relationship building school vision mission and values and classroom rules 57 Relationship building school vision mission and values and school rules 58 Relationship building, school vision mission and values and school rules 59 Relationship building, school vision mission and values, class rules 60 Relationship building. School and classroom rules 61 Relationship building. Classroom management. School vision mission and values 62 Relationship building. Classroom rules. School vision mission and values 63 Relationship building. School vision mission and values. Classroom rules. 64 Relationship building. School vision mission and values. School and classroom rules 65 Relationship building. School vision mission and values. School rules and classroom rules 66 Rigor, active learning strategies, questioning techniques, Attendance 67 Rigor,questioning techniques,active learning strategies 68 Rigor,questioning techniques,active learning strategies. 69 School and classroom discipline plan 70 School discipline plan 71 School discipline plan and school Mission vision and values. 72 School mission and vision School discipline plan 73 School mission and vision and classroom rules 74 School mission and vision and values 75 School mission vision and School rules. 76 School rules and Vision mission and values 77 School rules and classroom rules, school vision mission and values 78 School vision and classroom discipline plan. 79 School vision mission and values and school rules 80 School vision mission and values and school rules they 81 School vision mission and values, 82 School vision mission and values, class rules 83 School vision mission and values, classroom rules 84 School vision mission and values, school rules 85 School vision mission and values. Classroom and school rules 86 School vision mission and values. School and classroom rules 87 School vision mission values. Relationship building. school rules 88 Supporting teachers in planning and implementation. 89 Use of group activities in the lesson. 90 Vision mission and values,discipline plan 91 lesson planning and use of data. Active learning strategies questioning techniques and increasing rigour 92 relationship building, classroom rules and Vision mission and values Practice change Practice change Practice change Practice change Practice change 201 1 4ps that were taught has improved are responding to questions. Use of scaffolding motivating learners has continually aroused the interest on what is learnt in glass 2 A school leader has been writing questions in the lesson plan. Use of different types of questions to allow learners to contribute fully and wildly 3 A school leader has organised with other teachers on how to review school vision mission and values. Classroom rules have already been created and being implemented in the class 4 According to the teacher her lesson planning has improved. Major classroom rules with the learners which included rewards and consequences. After the training the team met briefly the other teacher on what we learnt and then reviewed the school vision mis 5 Active learning strategies,rigorous objectives, use of open ended questions. 6 Already came up with discipline plan,communicating vision mission amd values 7 Already implementing the use of open ended questions. 8 Already involved the learners in coming up with discipline plan that is framed positively. Mission vision and values being communicated to learners 9 And how far are you being communicated to the rest of the teachers. 10 As a school leader she organised mini teachers trainin you are to be trained. Now every to the classroom rules rewards and consequences. 11 Brenda has been able to use group discussion twice 12 Came up with classroom discipline plan,practicing differentiated instruction 13 Came up with the school discipline plan, mission vision and values 14 Came up with vision and mission 15 Came up with vision and mission after training 16 Chess lesson planning better. The classes were created together with the learners and she's using them to improve learning and behaviour management class. 17 Children are active, teacher deligating role, attention getter, Checking up and down. The teacher ask questions and encourage asking question. 18 Classroom rules already developed and discipline in the class has improved. Learners we were very excited to come up with the rules. They have developed school vision mission and values but yet to be shared with their learners 19 Classroom rules already developed and displayed in the class. The teacher is referencing them in the class. 20 Classroom rules were developed and displayed in the class. The teacher plus others in the program they have trained the rest of the team in school on how to develop school and classroom rules. They are in the process of showing them how to use them in cla 21 Classroom rules why developed together with learners After the training other teachers were taking through what was trained Did you check your Instances where she has been using everything the positive which is part of behavior management strategy 22 Classrooms were developed with learners where the teacher ask them to tell what they would like to stop doing or happening in a class and out of that the came up with the rules. A teacher also mentioned that learners behaviour I picking too. 23 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 24 Communicating mission vision and values to learners Came up with discipline plans Debrief took place 25 Created classroom rules together with the learners. Had a mini training with the rest of the teachers to equip them with what was learnt in the LA. They have already developed school rules. Where to meet this Friday to discuss how they are going to be imp 26 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. 27 Discipline plan made and displayed in class, vision mission and values being communicated to learners 28 Displayed mission vision and values in class, came up with classroom discipline plan 29 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. 30 Giving clear instructions and use of gestures in behaviour management 31 Has already began using different questioning techniques in his class,has planned debrief. 32 Has been able to engage his learners better in the lesson development 33 Has began giving learners positive feedback and praise,has come up with the classroom rules that communicate expectations 34 Has classroom discipline plan though does not communicate expectations Communicating vision mission and values 35 Has come up with class rules rewards and consequences together with the learners Practising different behaviour management strategies 36 Has created a debrief schedule. 37 Has started using different behaviour management strategies 38 He gained a lot which about lesson planning and she's applying everyday. school rules were made by the school team. 39 He has been able to draft new classroom rules and is consistently using them in his class. 40 He has been able to schedule time for each of his teachers in order to support them. 41 He has created a new discipline plan. 42 He is grouping by mixed ability that has anybody to learn is to understand and getting content faster in the discussions in class. The teacher encourages learners by recognising the effort they have made especially when they make errors or mistakes. 43 He is now able to use homogeneous and heterogeneous groups well. 44 He supports learners using different individual active learning strategies. He has managed to create learning safe space where they can express themselves freely. 45 He was able to create rules for his learners. 46 Her classes are now all grouped up since he tea he's several classes. 47 I started collecting data and has been using it for discussions with teachers and also with parents. This has improved communication especially the parents who have not been paying school fees and also with the teachers especially when it comes to arrival 48 Implementing different behaviour management strategies in class,has class rules with reward and consequences. 49 James intentionally plans support for his teachers. 50 Learner centred methodology she has been a prime is improving especially the struggling learners. She has seen their interest and motivation in learning drawing though it has just been a short time since the training 51 Lesson planning. 52 Madam Helen has been able to make changes in the way she teaches by involving learners more in the lesson through habits of discussion 53 Made classroom rules in collaboration with the learners 54 Making teaching and learning resources,using active learning strategies. 55 Making together with the learners teaching and learning resources. 56 None 57 None SL did not attend the training. 58 None never attended the last training 59 None school leader did not attend the training. 60 None the SL did not attend the last training 61 None the SL never attended the last training. 62 None the SL never attended training. 63 None, the teacher never attended the training 64 None. SL did not attend the training and has not been briefed yet. 65 None. Sl never attended the training. 66 None. Sl never attended training. 67 None. Teacher never attended the training and debrief has not taken place. 68 None. The SL never attended the training. 69 None. The SL never attended training. 70 One she has started including materials enhanced licence and also have spared time to create more. She felt that this is one of the key areas that she has improved especially part of scaffolding. 71 Pairing learners has improved activeness of the learners. 72 Positive classroom involvement, she has change teaching approach. She involve learners in the lesson. Mostly oral questioning- introducing the and checking for understanding, pair and share. 73 Positive we just finished drafting school vision mission and values. They have a plan in place as they will be meeting every Monday Wednesday and Friday to talk about the train strategies and in the next meeting they will look at how to use classroom rule 74 Practising differentiated instructions,have come up with rules rewards and consequences 75 Previously he did not have classroom rules rewards consequences and after developing them they are really contributing to a learning process of the learners. School vision mission and values already painted on the gate. 76 Reviewed mission vision and values 77 Reviewed mission vision and values,already came up with school discipline plan 78 Reviewed school mission vision and values, supported teachers in coming up with discipline plans 79 Reviewed school mission vison and values,debriefed all teachers,conducting walkthroughs,developed school discipline plan 80 School Vision, mission and values have already shared with the learners. Classroom rules already developed and displayed in classrooms. 81 School leader has come up with mission and vision Has school discipline plan 82 School leader has involved the learners in coming up with discipline plan 83 School leader has made sure that the implementation of a different areas after the training are being applied. All the classes have the rules on display. The plan is in place to meet this week and discuss and mostly probably to draught mission vision and 84 School rules were made by the all the teachers. Very big change in behaviour management in the class especially because of use of classroom rules. Grouping children according to different attributes have made planning enjoyable and manageable 85 School vision mission and values well I created by team of teachers. 86 School vision mission and values were drafted and shared with a learners. This week on Saturday they have a training on different teaching and learning techniques that were trained 87 School vision mission and values were reviewed by all teachers and then refined by the four way in the training. They are to plan on how to invest learners and parents in the vision of the school. Classroom rules were made with learners 88 School vision mission and values. Classroom who who developed with piranhas 89 She developed classroom rules on her own 90 She followed up to see that other school vision mission and values have implemented. Teachers applying the classroom rules. 91 She has been able to create new rules for her learners. 92 She has been able to embrace a new way of disciplining learners. 93 She has been able to use group activities and peer learning. 94 She has been applying differentiated learning and she has observed learners feeling more accommodated. Application of behaviour management strategies is making learning more lively. 95 She has been learning on content that was facilitated first leadership academy. 96 She has been preparing lesson plan regularly and she feels more organised than before. The best part for the lesson delivery is the summary. The classroom rules already been developed and the learners are already aware about them. She refers to them durin 97 She has been supporting teachers to you collect data in class and use it to improve behaviour and learning in class 98 She has been using different types of questions and she has observed that open-ended question help learners think deeper on what they are learning. They engage actively and they are enjoying being part of the learning. 99 She has improved on an application of questions in the lesson and this has reduced teacher talk time and learners are given more time to share. She has found value in mixing open and close ended questions 100 She has observed and supported teachers in using opponent question group discussions including the struggling ones. 101 She has set the class in groups and started giving them work using open ended questions. 102 She has tried to implement high expectation in class by giving adequate materials to the learners and also giving them questions to discuss on their own and come up with answers. the class has become more rigorous. 103 She has tried to music group thing in the lesson. She is using materials that she found in the class. 104 She is a better teacher because of the training we had in April. She can be able to maintain a good relationship with learners because of behaviour management strategies learnt. She no longer uses corporal punishment and the class of bulls are working ver 105 She is appreciated becoming better... Developed classroom rules and their displays in the class and she mentioned she is using them during lessons. 106 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 107 She is the school director and has already held a meeting with teacher a to see how the implementation is going on. 108 She mentioned that learners feel safe and equal. She has been giving me almost equal opportunity for learners to share in their groups and also in whole class grouping 109 She mentioned that she can be able to identify different learning styles. And she's trying to give different assignments to cater for the styles. 110 She now understands the importance of consequences 111 She started taking lessons in class. She has moved in a new environment and she is settling well. She has a big number of teachers who are new 112 She understands and use classroom rules to manage behaviour. An example of a classroom they have made a always be smart 113 She was able to understand the value of school mission and vision for her learners. 114 She's not teaching this term she is more engaged in administrative work 115 Since the training the school leaders applying learning strategies which has built confidence in children and they have been enjoying 116 Sl has began using open ended questions, allowing think time. 117 Sl has involved the learners in coming up with discipline plans,using active learning strategies in class 118 Sl has reviewed mission vision and values, created school discipline plan 119 Supporting teachers in implementing different strategies from the last training. 120 Supporting the teachers to implement active learning strategies and questioning techniques 121 Teacher following through on last next step by using active learning strategies and planning. 122 Teacher has began lesson planning She has reviewed her classroom discipline plan with learners, practising different behaviour management strategies 123 Teacher has classroom rules,mission vision and values displayed in class,planning his lessons 124 Teacher has come up with classroom rules 125 Teacher has come up with classroom rules that communicate expectations 126 Teacher has created discipline plan 127 Teacher has involved the learners in coming up with discipline plan 128 Teacher it include a lot of open-ended questions. Earlier she used to have closed ended questions and mostly focused on checking for understanding. She has also been writing questions especially for group discussions and this has made learning more focuse 129 Teacher practising alternative behaviour management strategies 130 Teacher using open ended questions during the lesson. 131 Teacher using open ended questions in class to increase rigor. 132 Teacher using open ended questions in class. 133 Teachers have improved on how the person plan because they have a better understanding of introduction at the middle and conclusion reflection and summary 134 The SL has created a discipline plan 135 The developed school mission vision and values together with the other teachers they have already developed the school calendar. The classroom rules are underdeveloped and posted in the class. Learners are enjoying being in school because of the teacher 136 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 137 The instructional leader occasionally prepares for example planning. He makes sure that teachers are lesson planning 138 The leader met the teachers and they reviewed the school mission and added new ideas. 139 The metaphor team last week and reviewed the classroom rules that were made coming week that all the classes will have classroom rules displayed. School vision mission and values are our client undrafted and they'll be put on the wall at the entrance by n 140 The school has already developed school vision mission and values, they are written and displayed on the wall. They have been working together as a team agreeing how to implement the trianed strategies 141 The school initially had the mission vision and values and school leader still find them relevant school leader is yet to start implementing other practices 142 The school leader already had a school Mission statement but has since edited it and added more information. 143 The school leader has been able to allocate time for support to her teachers 144 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 145 The school leader has been supporting teachers by walking to class with them to see lesson plan implementation. Sometimes the teachers observe each other to learn how to implement some of the strategies trained. Planning is done everyday. Friday the teac 146 The school leader has been supporting teachers on lesson planning and he has become a role model because he plans consistently. There is school have laid down a plan on how to implement everyday what they have learnt. In all the classes running has become 147 The school leader has come up with discipline plan 148 The school leader has noticed that the teachers have adopted active learning strategies like group learners turn taking checking for understanding they are asking learners to show their thumbs up thumbs down 149 The school leader is keen to cater for individual differences where he gives group work turn and talk in a class bear and share individual work encouraging learners among other best practices methods. Questions used to be general but now they are plan in 150 The school leader mentioned that she has been working on questioning techniques whereby she has been asking question even to this learners were shy and this is building there confidence 151 The school leader site I have already developed rules rewards and consequences for example listen when the teacher is talking. They have also developed school rules example do you surf phones in the class. 152 The school leader support teacher in lesson planning and also works with them in the lesson just to see the lesson plan being implemented. She offers support to on material making and development. She has a system of motivating teachers where they usually 153 The school leaders said he is excited that the teachers are enjoying teaching and learners too 154 The school team has already drafted school rules and ready for communication to the learners and parents 155 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 156 The school usually sits as a team and discuss what need to be implemented. 157 The sl has been using 4ps regularly and it's helping in behavior management and answering. Of questions. The teacher makes materials before the lesson 158 The teacher already came up with classroom rules 159 The teacher appreciated how learners are energized after the training. This is because of applying different teaching and learning strategies in behaviour management like positive framing assuming the best using least invasive behaviour intervention. 160 The teacher develop a classroom rules 161 The teacher has been able to get more learners to participate in the classroom 162 The teacher has been engaging learners actively through group discussions, pair and share. Checks for understanding encouraging learners and appreciating efforts made 163 The teacher has been using group discussions supporting groups using questions in class time. 164 The teacher has been using open-ended questions helping learners to discuss and get solutions on their own 165 The teacher has been using questioning and mostly what has worked well is open ended questions especially during group works. She has been using 4ps and which time has improved learners response to questions as the answers are of better quality 166 The teacher has began planning lessons and practising different behaviour management strategies 167 The teacher has involved learners in coming up with rules that communicate expectations 168 The teacher has stopped using the cane after learning new behaviour management strategy 169 The teacher intiated discussion on making rules, rewards and consequences the learning and learning has been very smooth. She is in grade three, has support the CBC system. She discouraged learners who look down soon others. 170 The teacher is regularly developing materials, uses questions to support instructions, hooks up learner at the start of the lesson. 171 The teacher is using open-ended questions and these questions are prepared early before the lesson starts 172 The teacher today in the training last time and appreciated how to increase rigor in classroom. She has taken up her teaching by supporting learners especially during group work and giving clear instructions. 173 The teacher uses 4ps and most slow struggling learners are showing a lot of improvement. Checking for understanding. Scaffolding during group time. 174 The teacher uses group discussion to increase rigor and how to support learners by developing good rapport after learning about scaffolding she has experienced a big change in children after applying the techniques as you can see them working independentl 175 The teacher was excited to have gone through the training and I appreciate the kind of teamwork the training has brought in their school. They have been able to work together to understand classroom and school rules. Each of the teachers drafted the years 176 The teachers been using open ended questions and this has increased engagement in the lesson. Learners are enjoying activities in lessons 177 The teachers have reviewed their old school Mission statement. 178 They developed a school vision mission and values reviewed as a team and then have communicated to all the classes. According to the teacher children in upper classes they have a a basic understanding now and the teachers will continue communicating every 179 They had planned a meeting with the school team to induct them on how to the come up with rules Vision and mission statement 180 They have already had a meeting to review the rules according to the success criteria that you have given in the training. Vision mission and values is written on the gate parents know about it. They have the school rules already and all the staff members 181 They have already reviewed mission Vision and values. It has been written and visible to all the teachers. 182 They have revised vision mission and values and changed the terms so that they can be scared as to why the stakeholders they have communicated to the learners. They have already printed and posted them in their classes every Monday morning they're communi 183 They made the rules together with learners, and they have following them without problems or challenges. Displayed in the class and she's using them in all situations. 184 Training has been very successful I'm at sheilant a lot about grassroots management this has helped hardly develop classroom rules together with learners. One of the most exercises it's use of consequences and rewards when managing the behavior 185 Training has improved her practice. She is less than planning every day and this has made teaching more enjoyable and exciting to follow the rules as they keep on reminding others about them. They have school rules already developed and on Monday they too 186 Use of open-ended questions and this has been proved especially with a man is that do not engage consistently in classroom activities 187 Uses open ended questions in class, allows think time. 188 Using different questioning techniques during the lesson. 189 Using questioning techniques like open ended questions, offering support to learners,planning,using active learning strategies. 190 With the learners be developed classroom. School rules they have rules that are managed how parents interact with their learners in the school it should pass through the office before going to the class. 191 distribution of questions to all learner, shy children are gaining confidence and arousing interest in learning. 192 from the follow up he has done Teaching approach has improved, planning is better as many are preparing and writing lesson plan. Relation building is improving between learners and teachers. 193 she has been supporting learners, providing materials and giving to discussion. learner are more engaged. Support groups using questions. Glow areas Glow areas Glow areas Glow areas Glow areas 201 1 . She mentioned that she has been going through when she's available and have seen something like classroom rules being implemented 2 A school leader walks around the school just to see how the teachers are teaching and what is happening at school. 3 Active learning strategies like discussions in class, classroom rules. 4 Actively supporting teachers in implementation of different strategies, following through on our last next steps-Coaching. 5 All the teachers in the school have drafted classroom rules and we are trying to reference number wherever possible 6 All these classes have classroom rules 7 Already conducted debriefs Discipline plan communicating expectation 8 Already had mission vision and values in place 9 Already implementing a lot of practices learnt 10 Already implementing different strategies learnt from the last training and following through on last next steps by using active learning strategies 11 Already implementing learnt practices from the last training. Following through on our last next steps. 12 Already implementing most of the practices learnt during the last training, following through on our last next steps. 13 Already implementing the use of active learning strategies and planning lessons from the last next steps 14 Already incolved the staff in coming up with mission and vision Came up with school discipline plan 15 Already practising different behaviour management strategies 16 Application of think time in class 17 Attended training and already implementing different strategies learnt. 18 Attended training hence able to implement different practices from the training. Already planned for debriefs 19 Been able to involve staff in coming up with mission and vision 20 Catering for individual differences Making questions more specific to the lesson and to particular learners. 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. 22 Classroom already been developed 23 Classroom rules already developed and being used in the class to moderate behaviour 24 Classroom rules already developed and displayed in the class. The teacher is referencing them in the class. 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 26 Classroom rules are already developed and displayed School vision mission and values was review and have shared with the learners 27 Classroom rules are in place and being referenced during the lesson 28 Classroom rules have already been developed 29 Classroom rules have already been developed and she's using them in the class to manage behaviour 30 Classroom rules or developed together with the learners 31 Classroom rules were developed together with the learners 32 Classroom rules what are grouped together with bananas and has already displayed on a chart in the class 33 Classroom rules who developed with the learners. 34 Classroom rules, rewards and consequences positively framed 35 Collect data and use it to improve learning in school 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 37 Develop the class rules come together in a team they came up with vision mission and values of the school 38 Developed classroom and school rules 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. 40 Distribution of questions to all the learners in classroom 41 Followed through on last next steps and already planning and using active learning strategies in class 42 Following through on feedback from last coaching. 43 Following through on feedback from the last coaching. 44 Following through on last conversation next steps-planning,using active learning strategies. 45 Following through on last next steps-Using active learning strategies 46 Following through on our last next steps-planning lessons 47 Following through on our last next steps-using active learning strategies 48 Following through on the last next steps-Using active learning strategies,writing rigorous objectives. 49 Following through on the last next steps-lesson planning and using active learning strategies. 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. 51 Giving clear instructions and use of gestures in behaviour management 52 Group discussions classroom rules encouraging learners 53 Group discussions, think time 54 Group interaction end learners teachers relationship 55 Had already began implementing techniques from the last training. 56 Has a working discipline plan that has helped her manage behaviour from our last conversation. 57 Has actively began implementation 58 Has been able to come up with discipline plan that communicates expectation 59 Has been able to come up with mission and vision 60 Has been able to implement most of the strategies 61 Has been implementing previously learnt strategies-Lesson planning 62 Has been working on development of teaching and learning resources from our last conversation. 63 Has began implementation and so far created discipline plan that communicates expectations 64 Has began implementation by coming up with the discipline plan 65 Has began implementation of learnt practices Knowledgeable about the different strategies learnt 66 Has began implementing different practices from the last training. 67 Has began implementing practices from the last training. 68 Has began practicing coaching from our last next steps 69 Has begun coaching teachers and debrief already planned. 70 Has begun implementation of learnt practices, following through on last next steps. 71 Has begun implementation of learnt practices-Class rules 72 Has begun implementing practices from last training-preparing teaching and learning aids. 73 Has come up with a discipline plan that communicates expectations 74 Has implemented strategies learnt in previous trainings-Planning, use of active learning strategies. 75 Has reviewed her discipline plan from our last coaching conversation 76 Has started implementation by coming up with positively framed discipline plan 77 Has started implementation by creating classroom discipline plan 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 79 Have discipline plan that communicates expectations 80 He created new rules for his classroom. 81 He has Incorporated all the steps of the classroom discipline plan. 82 He has already developed classroom rules. 83 He has already organised teachers on how to review school vision mission and values 84 He has been able to create various groups according to lesson objectives and support his learners. 85 He has been able to support all his teachers this term. 86 He is able to give all his learners opportunity to discuss in groups. 87 He is intentional in ensuring that the teachers are each implementing the strategies learnt. 88 He was able to bring on board all teachers to participate in creating of mission statement. 89 He was able to involve learners to create some rules 90 I've already been developed and displayed in a class 91 Implementing practices from previous training like data collection and analysis 92 Lesson planning and including the questions in it 93 Lesson preparation while incorporating the questions needed in a classroom 94 On track with the implementation 95 Practicing use of different Active learning strategies,no opt out and writing objectives from our last next steps 96 Preparing discussion questions in preparation of the lesson 97 Prompt implementation of learnt practices Team player 98 Prompt in attending training and coaching Already began implementing strategies from last training Following through on our previous next steps 99 Prompt in attending trainings and supporting his staff. 100 Prompt in implementation 101 Prompt in implementation Has positively framed class rules 102 Prompt in implementation of different strategies Has planned debriefs 103 Prompt in supporting the other teachers in implementation 104 Referencing of rules in the class 105 Relationship building, support of lesson planning and implementation 106 Rules are clear and positively framed Involved learners in coming up with rules Has a good understanding of behaviour management strategies 107 Rules positively framed Mission vision and values formed 108 SL has been offering coaching support to other teachers from our last next steps 109 Scaffolding 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 111 School Vision, mission and values have already shared with the learners. Classroom rules already developed and displayed in classrooms. 112 School and classroom rules already In place and some teacher are using them 113 School mission vision is already developed and written on the gate. School rules who developed and communicated to all the staff members. 114 School rules have been developed. School vision mission and values who developed. 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 116 School rules were made together with others 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. 118 School vision mission and values have been developed 119 School vision mission and values were developed 120 She had a meeting with the teachers where they discussed about classroom rules which are already drafted and is played in classes 121 She had been grouping learners 122 She has been able to follow up with the teachers to to see to it that teaching and behaviour strategies have been implemented. 123 She has been able to group all his learners in grade 4 to 6 according to ability. 124 She has been able to organise her learners according to their ability and is supporting them better. 125 She has developed classroom rules. 126 She has drafted classroom rules with the learners 127 She has stopped corporal punishment and uses encouraging language the learners 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 129 She is able to identify and hold coaching conversations with the teachers in her school and they are free with her. 130 She is able to remember and articulate the habits of discussion and the usage 131 She is able to support her weak learners more efficiently in the lesson. 132 She is able to use and lesson plan for group discussions in her lesson 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 134 She is excited that learners are enjoying their lessons after applying couple of learning strategies like tunneltalk think-pair-share group discussions 135 She mentioned that learners interest is growing 136 She said she's no better on active learning strategies like 137 She supports teachers once a month in class. She takes observation notes which helps her to discuss with the teacher later. 138 She was able to create new rules. 139 She was able to implement classroom rules in class. 140 She was able to include rewards and consequences. 141 She was able to refine her rules for the students. 142 She was able to reflect on the importance of the school mission and values for her school 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 144 She's invested of learners in making of the classroom rules. 145 Sl has involved learners in coming up with discipline plan 146 Sl is implementing the learnt practices 147 Started teaching. He has a plan on how the new teachers are going to be retrained on the new strategies 148 Supporting learners during group discussions. 149 Supporting learners using open ended questions. Appreciating and encouraging learners to work hard 150 Supporting teachers in lesson planning 151 T the rules are there on display and the teacher is referencing them 152 Teacher already practising different behaviour management strategies 153 Teacher has come up with classroom rules that communicate expectations 154 Teacher has created discipline plans 155 Teacher regularly planning the lessons 156 Teachers are consistently taking lessons and also practicing some teaching and learning strategies that have already been trained 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. 158 Teachers supporting in lesson planning 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 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 161 The rules are positively framed 162 The school it has collected a lot of data and after implementing the outcome there is a lot of change. 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 164 The school leader has ensured that her teachers have classroom rules 165 The school leader organised rest of the teachers to review school vision mission and values 166 The school rules are working very well 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 168 The school vision mission and values were communicated to the rest of the teachers and also written at the gate. 169 The teacher gave you several instances where he is referring to the school rules. 170 The teacher has already created classroom rules with rewards and consequences. She is communicating School values to the 171 The teacher has began implementation of practices learnt 172 The teacher has involved learners in coming up with rules that communicate expectations 173 The teacher has made rules for her class but not with learners 174 The teacher is referencing the rules in the class and the learners are adapting slowly 175 The teacher is regularly developing materials, uses questions to support instructions, hooks up learner at the start of the lesson. 176 The teacher teacher development but not with the learners 177 The team was developed classroom rules together with others and they're using them in the class 178 They already developed school vision mission and values as a team. Training for other teachers in who are not in the program program 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 180 They have a draft of school vision mission and values which will be reviewed together in the next meeting 181 They have classroom s developed and shared with learners. They have developed school vision and values 182 They have school vision mission values and they have communicated to the learners. 183 Use learner engagement strategies frequently in lessons. 184 Use of 4ps to increase rigor 185 Use of data 186 Use of four ps. Use of open-ended questions 187 Use of group work 188 Use of open-ended question. Giving learners time to think before answering questions 189 Use of open-ended questions 190 Use of open-ended questions Group work discussions Reflective practice improved progressively in all the teachers 191 Use of think time before learners ask questions 192 Use of thumbs-up and thumbs-down in checking of understanding 193 Use of use of open-ended questions 194 Was able to come up with positively framed discipline plan, Mission vision and values already displayed in class, Receptive to feedback 195 Willing to implement the strategies from the last training based on our conversation. 196 Willing to support the other teachers in implementation of previosly learnt strategies. 197 Willingness to implement learnt practices Receptive to feedback 198 Writing some plan and it's implementation 199 distribution of questions to all learner, shy children are gaining confidence and arousing interest in learning. 200 she has been supporting learners, providing materials and giving to discussion. learner are more engaged. Grow areas Grow areas Grow areas Grow areas Grow areas 201 1 . 2 A school leader to attend trainingd regularly 3 Active learning strategies example turn and talk and the discussion. Support in group work by listening in. 4 All teachers are yet to be supported in coming up with discipline plans 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. 6 Apply other teaching techniques that were trained 7 As a team they are going to sit down together and come up with school vision mission and values 8 As s school team they are going to sit down and develop school vision mission and values. 9 Building high expectations in class room 10 Check for understanding 11 Collect and use data to improve learning 12 Communicate and support the school team to come up with a school rules and classroom rules 13 Communicate school vision mission and values to the learners in the language that they can understand 14 Continue applying classroom rules consistently 15 Continue applying other strategies that we learnt like differentiated learning 16 Continue implementing classroom rules and other behavior management strategies 17 Continue investing learners on the school mission vision and values. 18 Continuously support learners to apply the knowledge they have learnt in class. 19 Data collection and implementation. 20 Data collection, 21 Develop classroom rules 22 Develop classroom rules and as you review school rules engage learners. 23 Develop school vision mission and values, school and classroom rules 24 Differentiated instruction especially in questioning techniques 25 Discipline plan not communicating expectation 26 Discipline plan not communicating expectations 27 Discipline plans do not communicate expectation 28 Display and communicate classroom rules, vision mission and values to learners, teachers and parents 29 Display the school vision mission and values and communicate regularly to the learners 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 31 Engaging learners facilitating discussions using questions in the class especially during group work. Giving think time during questioning time 32 Ensure there is clear instruction in group discussions 33 Finish working on school vision mission and values and write it on the wall and share learners 34 For learners active strategies also consistently use pair and share, and turn and talk etc 35 Give learners time to think after asking a question about weight of their answers. 36 Has already developed classroom rules displayed them and she is referencing them throughout the day 37 Has not been able to do regular planning 38 He has been experiencing time as a big challenge. 39 He is still not able to choose specific rules that are of importance to learners 40 He is yet to document these best practices. He will however plan to to this in the next support. 41 He should work on learners understanding the importance of the classroom rules. 42 He still struggles with lesson planning. 43 He was not able to follow consistently. 44 He will be available next meeting 45 He will continue to support other teachers on discipline plan 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 47 Help learners to understand the school vision mission and values 48 Here to sit down this Friday and review school vision mission and Values 49 How to increase rigor in classroom 50 I need to support the school director in achieving the school purpose 51 Increasing rigor especially on building high expectation in class 52 Learners are showing confidence and enjoying what the teacher is teaching 53 Lesson planning and active learning strategies including formative assessment 54 Making sure all the learners our understanding concepts by the end of the lesson 55 Mission,vision and values not yet communicated to different stakeholders 56 Need to have a plan on how to start implementing the the strategies trained in the new class 57 Need to provide resources for teachers to plan. 58 Need to support some teachers in communicating expectations as they come up with the discipline plans 59 No reflections were given 60 None 61 None. 62 Planning and implementation of rigorous strategies in the class 63 Questioning as the lesson progresses 64 Questioning techniques 65 Questions need to be prepared in advance. 66 Reduce the cross room rules to around five 67 Refuse him and other teachers they have a lot to work on in questioning increasingly rigour and differentiated instructions 68 Review one rule one of the rules so that can be used in diverse areas. 69 Review the class rules to be more specific 70 Review the classroom rules language 71 Review the rules and allow learners to contribute. 72 Rules are not communicating expectations 73 Rules framed negatively 74 SL to debrief with other members of staff 75 School leader to work as a team and work to understand the school vision and values 76 School leader yet to debrief with other staff members 77 School rules already in place 78 School vision mission and values yet to be developed 79 She is still struggling on time when students start discussing. 80 She is still working on how to make the groups more effective and lively . 81 She is yet to fully understand how to use homogeneous and heterogeneous groups. 82 She mentioned that she needs more time to know how to lesson plan and incorporate strategies like questioning 83 She needs to be supported in how to create consistent rules and rewards for learners. 84 She needs to consistently avail herself for leadership academy and professional development sessions 85 She needs to include other staff in future designing. 86 She rarely teaches and therefore does not have direct daily knowledge on some practices 87 She still is not aware how to use the rules consistently. 88 She still needs more support in understanding how to reinforce them 89 She still needs support in implementing the rules in class. 90 She will engage the learners in reviewing the classroom rules 91 She will invest learners in reviewing the rules 92 She will still continue practicing and using questioning to foster learning 93 She's yet to display them on the wall 94 Should attend training for ease of implementation and support. 95 Should attend training frequently for ease of implementation and support. 96 Should attend training regularly for ease of implementation 97 Should attend training regularly for ease of implementation Should keep his teachers informed on the different training dates 98 Should attend training regularly for ease of implementation of different practices. 99 Should attend training regularly for ease of implementation. 100 Should attend training regularly for ease of implementation. Attendance rate is so low. 101 Should attend training regularly for effective implementation of different practices 102 Should attend training regularly so as to support other teachers effectively. 103 Should attend training regurlarly for ease in implementation. 104 Should attend trainings in order to implement different strategies effectively 105 Should attend trainings in order to support teachers effectively. 106 Should attend trainings promptly in order to support teachers effectively. 107 Should attend trainings regularly to support teachers effectively. 108 Should encourage other teachers to attend trainings promptly as they are lugging behind. 109 Should plan regurlarly 110 Should revisit last training materials as she is still struggling to understand. 111 Sl yet to start implementing other learnt practices 112 Still beeds practice in coming up with rigorous objectives 113 Support lesson planning making sure that learner engagement strategies are including question 114 Support teachers on how to implement collaborative activities within the lessons 115 Support teachers to support are not in the program 116 Supporting other teachers by having reflective meetings on how they are implementing the strategies trained 117 Supporting teachers to make sure that their lesson planning daily 118 Teacher is yet to begin communicating vision mission and values to learners 119 Teachers apply learner centred strategies consistently. 120 The classrooms rules are too many need to be reduced between 3 to5 121 The discipline plan does not communicate expectation 122 The rest of the team to make sure that all the trianed strategies are being applied. 123 The rules do not communicate expectation 124 The school leader has been struggling on how to engage learners who take time to get or understand concepts. 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. 126 The school leader will review the rules together with the teachers and learners. School vision mission and values to will involve learners 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 128 The school vision mission and values were communicated to the rest of the teachers and also written at the gate. 129 The teacher need to know how to engage learners throughout the lesson 130 The teacher start using scuffolding more regularly. 131 The teacher will apply all the rules and if they are not bringing out the intended outcome she will revise them 132 There are no school values and discipline plan 133 They need to sit down with the teachers and discuss on how to build high expectations 134 They will work in a team to develop school vision mission and values then share with learners and other stakeholders 135 They will work with other teachers to develop classroom rules. 136 They're going to work with other teachers to develop school-wide rules 137 Think time, encourage learners 138 To involve learners in reviewing a class rules 139 To review school vision mission values as a team 140 To support the school team draught school mission vision and values 141 To work bad a team and review the school vision and mission 142 Use of closed and open ended questions depending on what the teacher want to be achieved. 143 Use of data to influence instructions and learners behaviour management 144 Use of questioning techniques for example think time 145 Use of reflective practice at the end of the lesson. 146 Use of student facing language Pictures and school leader relationship Lesson planning support 147 Use questions to increase and engagement to increase rigour 148 Using material development. 149 Walkthrough of the content that was covered during April leadership academy 150 We agreed that she needs to take a lesson even if it is one. 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 152 We discussed how to implement the increasing rigour strategies 153 We discussed we discussed on how to invest learners in the development of classroom rules. 154 What together setting to make sure that all the classes have the classroom rules and the teachers are referencing them in the lesson 155 Work and train other teachers on how to develop classroom rules, how to use them implement them in a class. 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. 157 Work with the other teachers also to know the importance of grassroots and how to use them in the listen 158 Work with the team to develop school rules and school vision mission and values 159 Yet ro devrief with other staff 160 Yet to begin implementing most of the practices from the training. 161 Yet to begin implementing other practices-regurlarly planning 162 Yet to begin using questioning techniques in class 163 Yet to come up with a discipline plan 164 Yet to come up with discipline plans 165 Yet to come up with the classroom discipline plan 166 Yet to come up with values 167 Yet to communicate school vision mission and values to learners 168 Yet to communicate vision mission and values in her class 169 Yet to communicate vision mission and values to learners 170 Yet to debrief with other staff 171 Yet to debrief with other staff who did not attend the training. 172 Yet to debrief with the other staff. 173 Yet to display mission vision and values in class 174 Yet to display mission vision and values in her class 175 Yet to finish debriefing other staff members 176 Yet to hold debriefs with other staff 177 Yet to implement other practices from the last training 178 Yet to share with the learners school mission vision and values 179 Yet to start communicating school mission vision and values to learners 180 Yet to start communicating vision mission and values 181 Yet to start communicating vision mission and values to learners 182 Yet to start implementing strategies from last training 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 184 she will give clear instruction and breack doen content in small bits Next steps Next steps Next steps Next steps Next steps 201 1 Application Questioning techniques especially during group work 2 Apply the three strategies of increasing rigour. 3 As a team to organize two weeks interval meetings 4 reflection and planning how to implement the learnt strategies 4 Avail herself for their next trainings without fail. To work with Dinna and discuss questioning techniques and how to increase rigor 5 Building high expectations in classroom 6 Check for understanding 7 Collect and use data to improve both learning and behaviour of learners and teachers 8 Come up with classroom rules together with the learners. Draught vision mission values as a team, share with the learners and other stakeholders 9 Communicate school vision mission and values to the learners in the language that they can understand 10 Communicate vision mission and values to learners in the language that they can understand. 11 Connect and use data to improve school culture and learning support 12 Continue applying classroom rules consistently 13 Continue communicating to the learners about the values of the rules in the class. Apply other trained strategies like developing lesson plan differentiated learning among others 14 Continue implementing classroom rules and other behavior management strategies 15 Continue working to increase ringer and planning for questions ahead of the lessons. 16 Continuously support learners to apply the knowledge they have learnt in class. 17 Develop School and classroom rules. Train other teachers on how to develop vision mission and values. 18 Develop classroom rules and as you review school rules engage learners. 19 Develop implementation plan with specific timelines. 20 Develop school vision mission and values. Share with the learners and parents too 21 Develop the other teachers school rules and draft school mission Vision and values 22 Development of questions, distribution of rigorous questions in the lesson. 23 Devil school mission vision and values by next week Friday 24 Differentiate instructions especially when while giving activities to learners . 25 Differentiate questions in the lesson. 26 Display the classroom rules and reference then on time 27 Display the school vision mission and values and communicate regularly to the learners 28 Don't have a team and develops a vision mission and values by next week Friday 29 Ensuring that the teachers are well supported in a class and also provision of materials 30 Finish working on school vision mission and values and write it on the wall and share learners 31 Follow-up School review on mission vision and values 32 Give learners time to think after asking a question and assess the quality of answers weather have improved 33 Have a conversation with teachers to understand if there is an issue. Encourage them to consistently use learner centred methods that we have already learnt 34 Have a meeting with the rest of the school team to agree on what strategies needs to be focused on and work towards the achievement. 35 Have a way of communicating the school mission 36 Have a work plan on how she's going to learn the new strategies and implement them in class. To communicate regularly with the coach to ensure she's at the same level with the team 37 Have classroom rules disengagement strategies questioning techniques increasing rigor. 38 Have regular meetings with the team and the rest of the teachers that are not in the program to make sure if they are at the same level of understanding and implementation of the new strategies 39 Have the children participate in developing of classroom rules. Make them positive and reduce them between 3 to 5 40 He will be able to continue to engage his learners more in these groups especially heterogeneous groups. 41 He will be able to document all the support that he provides to his teachers. 42 He will continue to support his learners using the group work discussions 43 He will continue to support other teachers on classroom rules 44 He will edit and change some of the rules. 45 He will help learners understand the rules. 46 He will inform the coach at what level they're in by the end of next two weeks 47 He will involve the learners to understand the rules better. 48 He will move on to giving feedback more frequently to his teachers. 49 Help learners to understand the school vision mission and values 50 How to increase rigor in the classroom 51 How to increase rigor in the classroom nothing on developing high expectations and helping me learn is to demonstrate what they have learnt 52 Implement class rules encourage learners to participate in the lesson especially answering questions, use learner engagement strategies and apply differentiated instructions to cater for individual differences. 53 Implement frequently and more strategically engagement strategies like group work to speed up understanding of different concepts to avoid drilling children 54 Increase rigor is planning to apply gradual release differentiated instruction and questioning techniques 55 Increasing rigour. 56 Intentionally collect data and use it to improve teachers learners and school environment 57 Make sure that the Vision mission and values is written in a place where anyone coming to school can read it 58 My plan of making sure that every lesson is practical and will continue making in developing materials 59 Organise teachers Ann arbor meeting on how to implement effectively or what was learnt during the LA training 60 Pair with George to highlight what was trained last time and look at the data and think of how the data can be used to improvement the school 61 Post the classroom rules and Vision mission and values on WhatsApp. Continue applying other teaching and behaviour strategies that were learnt together with if the ones being applied now 62 Questioning techniques 63 Reduce the rules to five work with the team on how to communicate school vision mission and values in other grades 64 Restart using checking for understanding strategies 65 Review school vision mission and values and 66 Review school vision mission and values and share with the coach next week 67 Review school vision mission and values if this week 68 Review the class rules to be more specific Share the vision statements with stakeholders 69 Review the rules so that I can focus on what he wants now has to be doing. 70 Review the rules with learners 71 Review the school vision mission and values before sharing with other stakeholders 72 SL to continue practicing the use of different questioning techniques,rigor and coming up with teaching aids. 73 SL to debrief teachers on content learnt 74 SL to debrief with other staff Practice power of think time. 75 SL to finish the debrief sessions with other teachers 76 SL to go through the resources and debrief with other staff 77 SL to go through the resources and debrief with the staff. 78 SL to go through the resources and start implementing the different practices 79 SL to go through the resources from the last training and practice the different strategies in class 80 SL to go through the resources from the last training shared and practice implementation of different practices 81 SL to go through the resources shared and practice implementation of the different practices. 82 SL to go through the resources shared and practice implementation of the strategies in class. 83 SL to go through the shared materials and debrief other staff 84 SL to go through the shared materials and practice implementation 85 SL to go through the shared materials and practice implementation of different practices. 86 SL to go through the shared resources and implement in class 87 SL to hold debrief with other staff to take them through contents of the training 88 SL to hold debriefs with other staff 89 SL to practice using different questioning techniques in class. 90 SL to rewrite the rules to communicate expectations Mission vision and values to be displayed in class 91 SL to support teachers in implementing different practices from the last training. 92 SL to use the resources shared to debrief with other staff. 93 School mission vision and values will be developed by next week then come up with a plan on how to share the statements with the learners using the language that they can understand and also with parents in the next meeting 94 School to communicate the mission vision and values 95 School vision mission and values and share with the stakeholders. To train the other teachers on the strategies covered during the leadership academy 96 Select one of the teachers who can take lead when she's not in the school 97 Share the rules and vision mission and values on a Whatsapp group 98 She is to team up with Norah and lay out a plan on how the previous trained strategies will be trained 99 She last question how to help young learners to understand school vision mission and values. We are agreed that she can use the values since they are actionable to communicate to learners about the purpose of the school 100 She will be able to continue with peer and group discussion. 101 She will be able to introduce the rules to learners 102 She will be supported in refining the rules. 103 She will continue creating the rules with her learners. 104 She will continue supporting teachers to work on the discipline plan. 105 She will continue with group work implementation. 106 She will continue with the same practices. 107 She will continue with the same support for her learners. 108 She will move ahead and incorporate mixed ability grouping 109 She will start teaching so!e few classes in order to gain more insight on teacher support 110 She will support other teachers to ensure all if them have classroom rules. 111 She will work on ensuring learners understand the rules well. 112 She will work on how to plan for questions before the lesson and in the lesson she will distribute them from the start to the end 113 Sl to come up with discipline plan and display in class 114 Sl to come up with rigorous objectives for the upcoming lessons and share with coach on whatsapp 115 Sl to come up with values and communicate them 116 Sl to come up with values then communicate vision mission and values to other school stakeholders 117 Sl to communicate school vision mission and values Sl to come up with discipline plan for the school 118 Sl to communicate the vision mission and values to learners 119 Sl to communicate vision mission and values to learners 120 Sl to continue implementing planning and using different questioning techniques from last training in class 121 Sl to continue supporting other staff in the implementation 122 Sl to create a debrief schedule and start debriefing 123 Sl to debrief the other staff on the content from the last training. 124 Sl to debrief with other staff on content from the last training. 125 Sl to debrief with other teachers after going through the resources. 126 Sl to devrief with other teachers. Implement other strategies from the last training. 127 Sl to finalize on school values and come up with school discipline plan 128 Sl to go through shared resources and implement in class. 129 Sl to go through the shared resources and debrief with his staff. 130 Sl to go through the shared resources and implement the different strategies in class. 131 Sl to go through the shared resources and practice implementing different strategies. 132 Sl to involve learners in coming up with classroom discipline plan 133 Sl to practice implementing other learnt practices in class 134 Sl to practice implementing questionning techniques in class. 135 Sl to practice planning regularly. 136 Sl to rewrite classroom rules 137 Sl to rewrite classroom rules communicate expectations 138 Sl to rewrite the classroom rules to communicate expectations 139 Sl to rewrite the rules to communicate expectations 140 Sl to start communicating the school mission vision and values 141 Sl to support teachers in positive framing the rules to communicate expectations 142 Sl to support upcoming debrief sessions 143 Support group discussions by encouraging them. 144 Support peer learning in group discussions 145 Support teachers on gradual release.Support teachers to support are not in the program. 146 Support teachers on how to ask questions targeting different learners of different abilities. How to increase rigour and support differentiated instructions 147 Support the teachers to develop school-wide rules 148 Teacher to begin implementing practices from the last training. 149 Teacher to come up with a discipline plan for her class 150 Teacher to communicate and display vision mission and values in her class 151 Teacher to communicate vision mission and values and support learners to internalize them 152 Teacher to continue implementing different questioning techniques and debrief with other staff who did not attend the training. 153 Teacher to continue practising lesson planning 154 Teacher to debrief with other staff. 155 Teacher to display mission vision and values and help learners internalize them 156 Teacher to display mission vision and values and support learners in internalizing 157 Teacher to display mission vision and values in class and support learners in internalizing them 158 Teacher to display vision mission and values in class 159 Teacher to go through the resources and begin implementing different strategies in class 160 Teacher to go through the resources and practice impleme ting different strategies. 161 Teacher to go through the shared resources and practice implementing different practices 162 Teacher to liase with director and debrief with the rest of the staff 163 Teacher to plan lessons regularly 164 Teacher to practice lesson planning his lessons 165 Teacher to rewrite rules to communicate expectations 166 Teacher to rewrite the classroom rules 167 Teachers to make sure that you're play other areas that were trained 168 Team up with Susan a program mate and discuss how to develop classroom rules with learners. 169 The phone went off before we finished with the coaching and she she wasn't reachable 170 The school leader we'll have a plan on how to develop teaching and learning materials. Use of 4ps will help learners develop critical 171 Think time 172 To analyse data to use it to improve learning in school 173 To communicate back to the coach on the progress of planning and the commitment of the teachers to the Stawisha program 174 To continue with implementation of other learnt strategies 175 To develop school vision mission values and share them with learners and parents 176 To 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 5 177 To encourage teachers to give learners time to think before they answer questions at least will lead to more quality answers 178 To help learners understand the school purpose the teacher will use stories songs and in the meetings to communicate school vision mission and values 179 To start with open before probing more. Continue using learners engagement strategies 180 To support headteacher in coming up with values 181 Training for other teachers in who are not in the program program 182 Training they have that you changes on what was covered in LA 183 Use questions to improve learning. 184 Vision mission and values of the school to be communicated to learners 185 We had an agreement on how to Start implementing the trained strategies. 186 What is the dinner to discuss on questioning techniques and how to increase rigour in classroom 187 What with the other teachers to ensure that everyone is at the same level when it comes to application of the strategies 188 Will have a meeting with the teachers and he'll use that chance to communicate the school vision mission and values 189 With all the teachers develop school rules 190 With the school team they'll have a planning meeting where they are going to set targets together on what has been trained develop timeline and regular meetings for reflection 191 Work as a team and make sure that everybody in the school is working to meet the same goal for example or classes should have classroom rules and they should know how to use 192 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. 193 Work with Dorothy to assist on how to implement classrooms rules in a class effectively and efficiently 194 Work with the teacher in the program to invest all the stake holders in the school vision mission and values 195 Work with the team on lesson planning and discuss how to incorporate the learnt strategies 196 Work with the team to agree on how they can observe each other on application of different teaching techniques 197 Work with video learners university.in developing the classroom rules. Use the values of the school vision mission to practically communicate and demonstrate a school purpose to the learners 198 Youth group work to support a struggling learners 199 increasing rigor in the classroom 200 she has been grouping by ability and it is not working. She will work to individual needs of the learners to establish what they are capable and then group either by different attribute 201 work on high expectation. Coaching discussion notes Coaching discussion notes Coaching discussion notes Coaching discussion notes Coaching discussion notes 201 1 . 2 .She has a new class and she's hoping that after 3 to 4 weeks there will be used to the routine of learner engagement strategist 3 A school have not yet started implementing what we learnt and we agreed that the focus areas could be the first ones to start with and give the coach feedback by Friday next week who what they have started doing 4 A school leader applauded the dignitas team as he mentioned that it was the best training he has as ever attended. 5 A school leader could not remember different rigorous strategies that were trained. The coach had to explain how they fit in and this was set as the next coaching steps 6 A teacher was excited that was able to bring the team together for a common cause of the school 7 Already implementing different strategies learnt from the last training and following through on last next steps by using active learning strategies 8 Behaviour management in class has improved. This is because of application of behaviour management strategies classroom rules and planning for the lessons 9 Being in the training was very good according to her as she is a better teacher with a better teaching methods and strategies and planners behaviour management 10 Children are active, teacher deligating role, attention getter, Checking up and down. The teacher ask questions and encourage asking question. Ask open ended questions. 11 Custom behaviour has improved because of using discipline management skills 12 Due to the loss of time she has remedial plan after the classes. We agreed unless it is a learner who had missed couple of topics reminder in the evening might not be very effective. This is because if all the lessons we will be having a remedial it means 13 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. 14 He is grouping by mixed ability that has anybody to learn is to understand and getting content faster in the discussions in class. The teacher encourages learners by recognising the effort they have made especially when they make errors or mistakes. 15 He reflected on the support he has given his teachers as they implement the practices learnt. 16 He said that he has been overwhelmed since the director has been on and off in the hospital 17 He was able to list the classroom rules and their rewards and consequences. He was able to reflect on how to change some of the rules. 18 He was able to reflect more on heterogeneous groups and the impact this has for her learners as it has increased student talk time. 19 He was able to relate the importance of having a revised mission and each class having a discipline plan. 20 He was able to relate the value add of classroom rules to behavior change in his class. 21 He was able to share on the progress around his support to his teachers . 22 Helen was able to share on the knowledge gain around the habits of discussion and how this has assisted her. 23 Implementation has began and still ongoing 24 Implementation is on track 25 Implementation of different strategies has started in school. 26 Is almost returning from the school leave a very strong and stable School 27 It feels like the school team have done little to implement the trained strategies 28 It was exciting to hear the school leader narrating how this teaching strategies like differentiated learning are helping her to implement CBC lessons 29 It's cool it appreciated the training so far because the implementation of the Land techniques if she feels empowered. 30 Last training resources shared with the SL and briefed on what was learnt. 31 Learners are more excited to engage each other, ask questions and also initiate learning when the teacher is not there 32 Learners did not report as expected. Some of them moved to government school. 33 Maxwell shared on the positive impact that group activities has had on learners since all of them are eager to talk in class. 34 Most of the learnt practices have been implemented while others are still ongoing 35 Not all of us are reported back and that has affected the school financially. 36 One of the teachers in the program left for greener pasture. 37 Positive classroom involvement, she has change teaching approach. She involve learners in the lesson. Mostly oral questioning- introducing the and checking for understanding, pair and share. 38 Resources from last training shared and teacher briefed. 39 Resources from last training shared with SL and briefly taken through each of the resources 40 Resources from last training shared with the SL. 41 Resources from the last training shared and SL briefed. 42 Resources from the last training shared and teacher briefed. 43 Resources from the last training shared with the SL 44 Resources from the last training shared with the SL SL to be added to the WhatsApp group 45 Resources from the last training shared with the SL SL to go through the resources from the last training and practice the different strategies in class 46 Resources from the last training shared with the SL and SL briefed on the same. 47 Resources from the last training shared with the SL and briefed on the same. 48 Resources from the last training shared with the SL and briefed. 49 Resources from the last training shared with the SL and briefly taken through. 50 Resources from the last training shared with the SL who will then debrief with other staff. 51 Resources from the last training shared with the SL. 52 Resources from the last training shared with the SL. Attendance data shared 53 Resources shared with SL. 54 Resources shared with the SL to go through. 55 Resources shared with the teacher for reference and supported on the same. 56 SL already implementing learnt practices during July PD 57 SL supported on questioning,rigor and active learning strategies. 58 School leader is not this term because of being overwhelmed by a administrative work. We agreed she needs to take a class from next term so that she can be a role model to teachers 59 School leader supported on how to communicate vision mission and values and how to come up with a discipline plan 60 School rules are meant to help learners behave more positively 61 She was reflective on her growth and also the growth of her teachers . She mentioned that they have been collaborating slot in her school to learn from each other. 62 She appreciated training so far since she has made her work easier in class 63 She asked how to bring on board unresponsive parents. 64 She couldn't remember what sealant about classroom 65 She enjoyed coaching and felt all the questions she had felt answered and discussed 66 She feels empowered that she can be able to talk to the learners without shouting and intimidating them 67 She feels she has improved greatly 68 She felt like she was able to do most of the things that were trained but she's still struggling in others and she identified Dorothy to support her in having a better and clearer understanding. In case she's still going to her have challenges in implemen 69 She has a new class which year she's interacting with him for the second week 70 She has been able to engage a few learners more intentionally in the lesson. 71 She has been on and off in the hospital 72 She has dropped from the school but now she is back. 73 She has noticed a big change in behaviour management and the discipline has started improving. 74 She is happy that most of her colleague consult each other and this has lead to a build up of a very cohesive team and these is improving how teaching is done in school 75 She mentioned that arm having her rigorous classroom requires a lot of thinking understanding how different pieces can be brought to into the lesson within 35 minutes 76 She mentioned that she needs more time to know how to lesson plan and incorporate strategies like questioning 77 She missed last leadership academy training as she had gone to upcountry 78 She said the train she learnt how to manage time better by preparing well classroom management and now she has talk to you about corporal punishment and this has improved relationship with learners. 79 She was able to reflect on the benefit of the rules and reward for the learners. 80 She was able to reflect on the positive impact of group discussions in her lesson and also how this has encouraged talk time. 81 She was able to reflect on the value of having School mission and vision and rules for her learners. 82 She was able to reflect the challenges that they encountered in enrolling non Stawisha teachers in the school vision but this was well handled. 83 She was able to share on how she has started lessons planning and implementation and this has been okay for her. 84 She was able to share on the impact of group engagement as this has encouraged learner participation. 85 She was excited looking at how she can use her leadership in the school to invest stakeholders in the school vision. 86 She was excited to be coached us she's Saw how to implement the classroom rose better 87 She was happy with coaching and the impact the training has brought to her 88 She was only available during the break time in the morning. She mentioned that the lesson planning has greatly improved and this has resulted to better time management. 89 She was reflective and mentioned the importance of the school mission and values. 90 She was very reflective. She understands the importance of having classroom rules. 91 She will be able to work on the above area but needs to involve the learners. 92 She's having issues with collecting the appropriate data. She will look at all the areas that she needs to improve and then plan how to collect the data and use it to improve the area 93 She's observed her teaching shifting and she can see struggling on is appreciating learning in class 94 Since school vision mission 100 stand even for teachers learners can be communicated 2 using values which are applicable in many situations 95 Sl supported on questioning techniques and hiw to implement in class,lesson planning. 96 Sl supported on questioning techniques and rigor. 97 Sl supported on rigor, active learning strategies and creation of teaching and learning resources. 98 Some learners have been avoiding to answer questions especially the ones who are not engaged previously this is as a result of fear of being laughed at 99 Some learners have shifted to public school and this has delayed the start of teaching as they were strategizing on how to get my learners 100 Sometimes teachers struggle with planning because they have so many lessons to cover up a day and the time for lesson planning is usually an issue but they are still trying to see what can be done 101 Support offered on rigor and development of teaching and learning resources. 102 Supported SL on how to come up with values 103 Supported sl in writing rules that communicate expectations 104 Supported teacher in coming up with class rules that communicate expectations 105 Supported the SL on how to come up with values 106 Supported the SL on how to communicate vision mission and values to different school stakeholders 107 Supported the school leader in coming up with debrief schedule 108 Supported the school leader on how to come up with valies and school discipline plan 109 Supported the teacher in coming up with rules that communicatebexpectations 110 Supported the teacher in rewriting rules toncommunicate expectations 111 Supported the teacher on how to come up with discipline plans 112 Supported the teacher on how to communicatebvision mission and values 113 Supported the teacher on how to create discipline plans that communicate expectation 114 Supported the teacher on questioning techniques and rigor. 115 Teacher encouraged to continue implementing other practices 116 Teacher has began implementation and still practising most of the content learnt 117 Teacher has started implementing different strategies in class and has a good understanding of the different concepts. Teacher urged to support other colleagues in implementation 118 Teacher reminded about questioning techniques,rigor and teaching and learning resources. 119 Teacher reminded of the importance of having mission vision and values in their classroom 120 Teacher supported on how to come up with a discipline plan 121 Teacher supported on how to communicate vision mission and values to learners 122 Teacher supported on how to debrief with other staff and supported on how to come up with a schedule. 123 Teacher supported on how to debrief with other staff. 124 Teacher supported on how to use different questioning techniques,how to increase rigor and making teaching and learning aids 125 Teacher supported on questioning techniques,rigor and active learning strategies 126 Teacher supported on questioning techniques,rigor and active learning strategies. 127 Teacher supported on questioning techniques,rigor, active learning strategies and planning. 128 Teacher supported on questionning techniques,rigor and active leaening strategies 129 Teacher supported on the use of active learning strategies and planning. 130 Teacher to continue practising other strategies in class 131 Teachers and learners are more responsive to the issues going around the school 132 Teachers are trying to implement them and they usually have a meeting just to see what has been done and where they can improve 133 Teaching and become enjoyable with the application of the teaching and learning strategies trying 134 That he just was struggling in implementing of classrooms we agreed that he can develop a system where they accountability partners who can observe each other during lessons. This will help them to learn from each other. 135 The SL has already rewiewed their school mission vision and values and currently creating a debrief schedule 136 The learners confidence is improving and he also feels that the techniques is using also are helping learners to be more free with him and have quality discussions 137 The school has been working as a team and they always meet at the end of the week to see how they have been able to apply there trained strategies. She mentioned that she is a mentor to with opportunity international organisation where she is located a co 138 The school has began implementation of different practices like coming up with school mission vision and values and the discipline plans,additionally deberiefs have taken place 139 The school leader did not attend training last time and so we agreed a couple of things that need to be done 140 The school leader has been supporting teachers on lesson planning and he has become a role model because he plans consistently. There is school have laid down a plan on how to implement everyday what they have learnt. In all the classes running has become 141 The school leader has been using open ended questions, supporting learners to discuss and get solutions on their own. However he has noticed that some of the learners are struggling with answering the questions and so he usually highlight the keywords and 142 The school leader has developed a very good relationship with other members of the team 143 The school leader has observed that the teachers are improving on how they handle to themselves relationship between themselves and learners and behavior management 144 The school leader said she needs more time to understand how all the techniques strategies I have learnt would increase classroom rigour 145 The school leader was excited attending and participating in the training 146 The school leaders reviewed the school mission vision and values and are communicating them currently 147 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 148 The teacher already created disciplibe plan however the rules are negatively framed. She is planning to communicate vision mission and values to her learners 149 The teacher already has a classroom discipline plan and currently practicing other strategies learnt 150 The teacher and the team usually meet at the end of the week where they usually reflect on how the week was and check on the strategies they are working on and how the improving learning 151 The teacher appreciated the learning and behavior management strategies she goes from the training. She can now be able to model struggling and respond to them positively when they are often 152 The teacher appreciated what she got from training 153 The teacher did not attend leadership academy session. We agreed she has to attain 80% to graduate 154 The teacher enjoyed the training and asked a couple of questions on how to implement other strategies like differentiated learning in a science lesson 155 The teacher has began the implementation process by coming up with rules. She is currently working on differentiated instructions and communicating vision mission and values 156 The teacher has began to implement some practises in class 157 The teacher has implemented most of the learnt practices and knowledgable about them 158 The teacher has so far communicated the school mission vision and values to learners and come up with the discipline plan though she need to rewrite it to communicate expectations 159 The teacher has started implementing different practices learnt 160 The teacher has started implementing most of the practices learnt and supposed to work on communicating vision mission and values to learners 161 The teacher is able to mention the importance of having classroom rules. 162 The teacher is already implementing most of the learnt strategies 163 The teacher is excited that he attended the training and so many good things are improving in school. Especially student teacher teacher relationship. 164 The teacher is regularly developing materials, uses questions to support instructions, hooks up learner at the start of the lesson. . 165 The teacher is still getting acquainted with the new class. 166 The teacher mentioned that she has a new class and because a big number of the learners are expected to tambak went to public school or had not reported teaching her started this week 167 The teacher said he is grappling between use of effective methods and finishing the syllabus 168 The teacher said she did not attend last training and we agreed that and she is to look for an accountability partner so that they can go through the content discuss how it is applied in the class and where applicable observe them being implementated 169 The teacher seems to have enjoyed learning the strategies in the leadership academy 170 The teacher supported in coming up with discipline plan 171 The teacher was excited explaining how behaviour management in class is changing as a continue applying behaviour management strategies. 172 The team they are working together and they have a plan in place to ensure that the strategies are well improvement 173 The was not available in the last 2 coaching and train session. 174 They going to set us our team and come up with a plan on how they are going to implement the trend strategies and put them in a plan where they are going to be applied consistently throughout the year 175 They have a good plan of training the other teachers were not in the program so that they can be at the same level in implementation of the teaching strategies 176 To share the rules on WhatsApp 177 We agree that she's going to work together with Dorothy off to understand all the content never covered in the academy. We discussed the impact of not attending all the trainings. 178 We discussed on how committed the teachers are to the program and we looked at lesson planning a data collection and teachers support 179 We discussed on how to involve teachers in development of school vision mission and values 180 With the learners be developed classroom. School rules they have rules that are managed how parents interact with their learners in the school it should pass through the office before going to the class. 181 Work as a team to implement the other strategies 182 Work out an action plan on how to implement the ideas that were trained and especially start with school mission vision and values and see to it that everybody understands its purpose. 183 You have planned for a training on Saturday to train the staff members on the trained areas. 184 appreciated the training and the coaching so far it has made her gain skills on the best practices in teaching. 185 appreciated the training since it has given him about his to discipline learners in school. 186 she has been supporting learners, providing materials and giving to discussion. learner are more engaged. Support groups using questions. 187 she said she did not understanding increasing rigorous. Cohort Cohort Cohort Cohort Cohort 227 1 2020 - 2021 2 2021 - 2022 Coach ID Coach ID Coach ID Coach ID Coach ID 227 13 14 15 School ID School ID School ID School ID School ID 227 70 215 149.493 62.225 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 227 1 195-129 2 195-168 3 195-67 4 195-85 5 196-102 6 196-115 7 196-14 8 196-55 9 197-72 10 198-189 11 198-86 12 199-123 13 199-140 14 199-17 15 199-183 16 200-107 17 200-12 18 200-24 19 201-27 20 201-50 21 201-7 22 202-128 23 202-139 24 202-175 25 202-95 26 203-10 27 203-59 28 203-94 29 204-23 30 204-26 31 204-75 32 204-77 33 205-103 34 205-194 35 205-63 36 205-80 37 206-151 38 206-156 39 207-101 40 207-117 41 207-191 42 207-35 43 208-20 44 208-61 45 208-69 46 209-122 47 209-4 48 209-48 49 209-57 50 210-100 51 210-38 52 211-25 53 211-28 54 211-42 55 212-106 56 212-131 57 213-135 58 213-5 59 213-92 60 214-109 61 214-149 62 214-51 63 214-56 64 215-153 65 215-182 66 215-78 67 70-157 68 70-170 69 70-179 70 70-202 71 71-155 72 71-199 73 71-33 74 72-130 75 72-148 76 72-16 77 72-32 78 76-6 79 76-83 80 77-114 81 77-154 82 77-176 83 77-187 84 77-198 85 78-186 86 79-143 87 79-172 88 79-197 89 79-81 90 80-167 91 80-98 92 82-180 93 82-43 94 82-65 95 83-1 96 83-159 97 83-178 98 83-203 99 83-68 100 84-144 101 84-177 102 84-93 103 85-15 104 86-119 105 86-188 106 86-21 107 87-196 108 87-34 109 87-44 110 87-60 111 88-13 112 88-162 113 88-169 114 88-19 115 89-163 116 89-200 117 89-201 Grade Grade Grade Grade Grade 227 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 PG 10 PP1 11 PP2 Subject Subject Subject Subject Subject 227 1 CRE 2 Cre 3 English 4 Environmental 5 Environmental Activities 6 Environmental Activities. 7 Environmental activities 8 Health practices 9 Home Science 10 Home science 11 Hygiene 12 Hygiene and Nutrition 13 Hygiene and nutrition 14 Kiswahili 15 Language 16 Language Activities 17 Language Activity 18 Language activities 19 Math 20 Math's 21 Mathematics 22 Maths 23 Maths Activities 24 Modelling 25 Music 26 Number work 27 Numberwork 28 Reading 29 Science 30 Social Studies 31 Social studies 32 Writing Coaching Focus Coaching Focus Coaching Focus Coaching Focus Coaching Focus 227 1 CC, LE 2 LE 3 LE, CC Coaching Round Coaching Round Coaching Round Coaching Round Coaching Round 227 June/July November September 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 224 3 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 1.1.1b: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1b: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1b: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1b: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1b: Teacher implements a discipline plan in the classroom to facilitate lear 224 3 No Evidence 1 2 3 4 5 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? Is there a visible discipline plan in the classroom? 224 3 1 Yes, and it is displayed on the class wall/board 2 There is no displayed discipline plan displayed but the teacher references to the class rules/rewards/consequences during the lesson 3 There is no discipline plan displayed and the teacher does not reference to any rules/rewards/consequences during the lesson Sysmiss 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 227 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.2b: Teacher provides different learning options for learners 1.1.2b: Teacher provides different learning options for learners 1.1.2b: Teacher provides different learning options for learners 1.1.2b: Teacher provides different learning options for learners 1.1.2b: Teacher provides different learning options for learners 226 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 227 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.1.3b: Teacher provides learners individualized feedback 1.1.3b: Teacher provides learners individualized feedback 1.1.3b: Teacher provides learners individualized feedback 1.1.3b: Teacher provides learners individualized feedback 1.1.3b: Teacher provides learners individualized feedback 224 3 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 226 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 2.1.1b: Teacher uses engaging materials and strategies that cater for different 2.1.1b: Teacher uses engaging materials and strategies that cater for different 2.1.1b: Teacher uses engaging materials and strategies that cater for different 2.1.1b: Teacher uses engaging materials and strategies that cater for different 2.1.1b: Teacher uses engaging materials and strategies that cater for different 225 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 2.1.2b: Teacher incorporates group work and tasks that increase learner talk tim 2.1.2b: Teacher incorporates group work and tasks that increase learner talk tim 2.1.2b: Teacher incorporates group work and tasks that increase learner talk tim 2.1.2b: Teacher incorporates group work and tasks that increase learner talk tim 2.1.2b: Teacher incorporates group work and tasks that increase learner talk tim 226 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 3.1.1a: Teacher allows and encourages learners to ask questions and interact wit 3.1.1a: Teacher allows and encourages learners to ask questions and interact wit 3.1.1a: Teacher allows and encourages learners to ask questions and interact wit 3.1.1a: Teacher allows and encourages learners to ask questions and interact wit 3.1.1a: Teacher allows and encourages learners to ask questions and interact wit 226 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss 3.1.1b: Teachers ask questions that increase rigor and encourage cognitive strug 3.1.1b: Teachers ask questions that increase rigor and encourage cognitive strug 3.1.1b: Teachers ask questions that increase rigor and encourage cognitive strug 3.1.1b: Teachers ask questions that increase rigor and encourage cognitive strug 3.1.1b: Teachers ask questions that increase rigor and encourage cognitive strug 224 3 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss TTT TTT TTT TTT TTT 227 20 80 50.079 12.507 STT STT STT STT STT 227 20 80 49.912 12.594 Lesson Observation Time (mins) Lesson Observation Time (mins) Lesson Observation Time (mins) Lesson Observation Time (mins) Lesson Observation Time (mins) 227 6 85 20.216 5.313 Specific Coaching areas Specific Coaching areas Specific Coaching areas Specific Coaching areas Specific Coaching areas 227 1 Active learning engagement strategies, lesson development. 2 Active learning strategies and behavior management 3 Active learning strategies, behavior management 4 Active learning strategies, discipline plan, Planning 5 Active learning strategies, discipline plans, Planning 6 Active learning strategies, learners engagement 7 Active learning strategies, planning 8 Active learning strategies, planning,data collection, discipline plans 9 Active learning strategies,Data collection, planning 10 Application of learning strategies and behaviour management. 11 Application of learning strategies, classroom management, 12 Application of teaching and learning strategies in a lesson 13 Behaviour management and learner engagement. 14 Classroom culture and discipline plan, learners engagement 15 Classroom culture and learner engagement 16 Classroom discipline plan. 17 Classroom engagement practices 18 Classroom management and classroom culture 19 Classroom management practices Strategies for learner engagement 20 Classroom management practices to learner engagement and promote classroom discipline. 21 Grouping learners 22 Grouping learners in the lesson 23 Habits of discussion, Rigorous objectives, lesson plan development and engagement. 24 Habits of discussion, classroom discipline plan. 25 How to summarize a lesson 26 Learner engagement 27 Learner engagement and classroom management practices 28 Learner engagement and classroom management practices. 29 Learner engagement and habits of discussion. 30 Learner engagement in class 31 Learner engagement in tbe lesson. Classroom discipline control. 32 Learner engagement in the classroom 33 Learner engagement in the lesson. 34 Learner engagement, strategies for active learner participation, discipline plan. 35 Learner engagement. Classroom discipline plan. 36 Learners engagement and classroom culture 37 Learners engagement, classroom management practices. 38 Lesson planning application n of learning and behavior strategies. 39 Lesson planning and differentiated instructions 40 Lesson planning and implementation 41 Lesson planning and implementation of behaviour and teaching strategies 42 Lesson planning and implementation of learning 43 Lesson planning and implementation of learning and teaching 44 Lesson planning and implementation of learning and teaching strategies 45 Lesson planning and implementation of learning and teaching strategies. 46 Lesson planning and implementation of teaching and learning strategies 47 Lesson planning and implementation of the learning and classroom management 48 Lesson planning and implementation of the learning and teaching strategies. 49 Lesson planning and implementation strategies 50 Lesson planning and implementation strategies. 51 Lesson planning and implementation teaching and behaviour strategies 52 Lesson planning and implementations of different strategies 53 Lesson planning and introduction of the lesson 54 Lesson planning and learner engagement, rigorous objectives 55 Lesson planning implemention 56 Lesson planning, Rigorous objectives, differentiated learning classroom rules. 57 Lesson planning, application of learning and behaviour strategies 58 Lesson planning, lesson activator, learners engagement. 59 Lesson planning, teaching and learning strategies 60 Lesson planning,data collection, active learning strategies, discipline plans 61 Lessson planning,active learning strategies, Plc,teaching and learning resources 62 PLC 63 PLC , learners engagement and classroom culture 64 PLC learner engagement and classroom culture, coaching and feedback 65 PLC learners engagement and classroom culture 66 PLC learners engagement and classroom culture and 67 PLC learners engagement and classroom culture and coaching and feedback 68 PLC learners engagement and classroom culture coaching and feedback 69 PLC learners engagement and classroom culture coaching and feedback. 70 PLC learners engagement and classroom culture, coaching and feedback 71 PLC learners engagement and classroom culture, coaching staff on 72 PLC learners engagement and classroom, culture coaching 73 PLC learners engagement and classroom, culture coaching and feedback 74 PLC learners engagement, classroom culture, coaching and feedback 75 PLC learners engagement, classroom culture, coaching and feedback . 76 PLC, Learner engagement strategies and behaviour management 77 PLC, active learning strategies 78 PLC, active learning strategies and behaviour management 79 PLC, active learning strategies and classroom culture. 80 PLC, active learning strategies and classroom management. 81 PLC, active learning strategies, Questioning techniques, planning, teaching and learning resources. 82 PLC, active learning strategies, behaviour management 83 PLC, active learning strategies, classroom culture 84 PLC, active learning strategies, classroom engagement 85 PLC, active learning strategies, planning, active learning strategies, Questioning techniques. 86 PLC, active learning strategies, planning, questioning techniques, rigor, teaching and learning resources 87 PLC, active learning strategies,questioning techniques,teaching and leaening resources. 88 PLC, active learning strategies. 89 PLC, behavior management and classroom culture 90 PLC, behaviour management and classroom culture 91 PLC, behaviour management and learners engagement 92 PLC, classroom culture and learner engagement 93 PLC, classroom culture and learner engagement, coaching and feedback 94 PLC, learner engagement and classroom culture 95 PLC, learner engagement and classroom culture, coaching and feedback 96 PLC, learner engagement strategies 97 PLC, learners engagement and classroom culture 98 PLC, learners engagement and classroom culture and coaching and feedback 99 PLC, learners engagement and classroom culture, coaching and feedback 100 PLC, learners engagement and classroom, culture coaching and feedback 101 PLC, learners engagement strategies and classroom culture 102 PLC, setting student goals 103 PLC, setting student goals. 104 PLC,active learning strategies,questioning techniques,teaching and learning resources,planning 105 PLc, classroom culture and learner engagement. 106 Planning, Active learning strategies 107 Planning, Active learning strategies, 108 Planning, Active learning strategies, discipline plan 109 Planning, Discipline plan, Active learning strategies 110 Planning, Discipline plan, active learning strategies 111 Planning, active learning strategies 112 Planning, active learning strategies, discipline plan 113 Planning, active learning strategies, discipline plan, questioning techniques, Objectives 114 Planning, active learning strategies, discipline plan, questioning techniques, Objectives, PLC 115 Planning, active learning strategies, discipline plan, questioning techniques, Objectives, plc 116 Planning, active learning strategies, discipline plan, questioning techniques, PLC 117 Planning, active learning strategies, discipline plan, questioning techniques, PLC, Objectives 118 Planning, active learning strategies, discipline plan, questioning techniques. 119 Plc, learners engagement and classroom culture 120 Plc,planning,active learning strategies,discipline plans 121 Practice using different questioning techniques to increase rigor 122 Rigorous objectives, classroom discipline plan, classroom management, differentiated learning 123 Rigorous objectives, classroom discipline, teaching strategies 124 Rigorous objectives, differentiated learning, behaviour management 125 Rigorous objectives, learners engagement strategies 126 Rigorous objectives, talk time, 127 Sl to start classroom observation and giving feedback 128 Strategies that promote learner engagement in the lesson. Classroom discipline plan 129 Support a lesson on learners engagement and classroom culture 130 Teachers are planning,data collection and analysis taking place,,PLC planned, 131 Use behaviour management strategies, classroom discipline plan plan, lesson planning and implementation. Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? Does the teacher have a Lesson Plan? 227 1 yes 2 No Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan Indicate the components of the Lesson Plan 204 23 1 different_learner_activity 2 different_learner_activity, learner_centred_methodologies 3 different_learner_activity, learner_centred_methodologies, reflections, learning_outco 4 different_learner_activity, reflections 5 learner_centred_methodologies 6 learner_centred_methodologies, lesson_plan_fo, teaching_and_l, lesson_plan_si 7 learner_centred_methodologies, teaching_and_l 8 learning_outco 9 learning_outco, different_learner_activity 10 learning_outco, different_learner_activity, learner_centred_methodologies 11 learning_outco, different_learner_activity, learner_centred_methodologies, lesson_plan_si, teaching_and_l 12 learning_outco, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_fo 13 learning_outco, different_learner_activity, reflections, learner_centred_methodologies 14 learning_outco, learner_centred_methodologies 15 learning_outco, learner_centred_methodologies, different_learner_activity 16 learning_outco, learner_centred_methodologies, lesson_plan_fo 17 learning_outco, learner_centred_methodologies, lesson_plan_si 18 learning_outco, learner_centred_methodologies, reflections 19 learning_outco, lesson_plan_fo, teaching_and_l, learner_centred_methodologies, reflections 20 learning_outco, lesson_plan_fo, teaching_and_l, reflections, different_learner_activity, lesson_plan_si 21 learning_outco, reflections 22 learning_outco, teaching_and_l 23 learning_outco, teaching_and_l, different_learner_activity 24 learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies 25 learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections 26 learning_outco, teaching_and_l, different_learner_activity, reflections 27 learning_outco, teaching_and_l, learner_centred_methodologies 28 learning_outco, teaching_and_l, lesson_plan_fo, learner_centred_methodologies, reflections, different_learner_activity, lesson_plan_si 29 learning_outco, teaching_and_l, lesson_plan_si 30 learning_outco, teaching_and_l, reflections 31 lesson_plan_fo 32 lesson_plan_fo, different_learner_activity 33 lesson_plan_fo, different_learner_activity, learner_centred_methodologies 34 lesson_plan_fo, different_learner_activity, learner_centred_methodologies, lesson_plan_si 35 lesson_plan_fo, different_learner_activity, lesson_plan_si 36 lesson_plan_fo, different_learner_activity, teaching_and_l 37 lesson_plan_fo, learner_centred_methodologies 38 lesson_plan_fo, learner_centred_methodologies, different_learner_activity 39 lesson_plan_fo, learner_centred_methodologies, learning_outco 40 lesson_plan_fo, learner_centred_methodologies, reflections, learning_outco 41 lesson_plan_fo, learner_centred_methodologies, teaching_and_l 42 lesson_plan_fo, learning_outco 43 lesson_plan_fo, learning_outco, different_learner_activity 44 lesson_plan_fo, learning_outco, different_learner_activity, learner_centred_methodologies 45 lesson_plan_fo, learning_outco, learner_centred_methodologies 46 lesson_plan_fo, learning_outco, learner_centred_methodologies, different_learner_activity 47 lesson_plan_fo, learning_outco, learner_centred_methodologies, different_learner_activity, teaching_and_l 48 lesson_plan_fo, learning_outco, learner_centred_methodologies, lesson_plan_si, reflections 49 lesson_plan_fo, learning_outco, learner_centred_methodologies, reflections 50 lesson_plan_fo, learning_outco, reflections, learner_centred_methodologies 51 lesson_plan_fo, learning_outco, teaching_and_l 52 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies 53 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, lesson_plan_si 54 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections 55 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_si 56 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies 57 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies, different_learner_activity, reflections 58 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies, lesson_plan_si 59 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies, lesson_plan_si, reflections 60 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies, reflections 61 lesson_plan_fo, lesson_plan_si 62 lesson_plan_fo, lesson_plan_si, reflections, learner_centred_methodologies 63 lesson_plan_fo, reflections, different_learner_activity 64 lesson_plan_fo, reflections, learning_outco, teaching_and_l, learner_centred_methodologies, different_learner_activity 65 lesson_plan_fo, reflections, lesson_plan_si, learner_centred_methodologies 66 lesson_plan_fo, teaching_and_l 67 lesson_plan_fo, teaching_and_l, different_learner_activity 68 lesson_plan_fo, teaching_and_l, different_learner_activity, learner_centred_methodologies 69 lesson_plan_fo, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections 70 lesson_plan_fo, teaching_and_l, different_learner_activity, reflections, learning_outco 71 lesson_plan_fo, teaching_and_l, learner_centred_methodologies 72 lesson_plan_fo, teaching_and_l, learner_centred_methodologies, lesson_plan_si 73 lesson_plan_fo, teaching_and_l, learner_centred_methodologies, lesson_plan_si, none_of_the_ab 74 lesson_plan_fo, teaching_and_l, learner_centred_methodologies, lesson_plan_si, reflections 75 lesson_plan_fo, teaching_and_l, learning_outco, different_learner_activity, learner_centred_methodologies 76 lesson_plan_fo, teaching_and_l, learning_outco, learner_centred_methodologies, lesson_plan_si 77 lesson_plan_fo, teaching_and_l, learning_outco, lesson_plan_si, different_learner_activity 78 lesson_plan_fo, teaching_and_l, reflections, learner_centred_methodologies 79 lesson_plan_si, lesson_plan_fo 80 lesson_plan_si, lesson_plan_fo, learning_outco 81 none_of_the_ab 82 reflections 83 teaching_and_l 84 teaching_and_l, different_learner_activity, learner_centred_methodologies 85 teaching_and_l, different_learner_activity, learner_centred_methodologies, lesson_plan_fo 86 teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_fo 87 teaching_and_l, different_learner_activity, learning_outco 88 teaching_and_l, learner_centred_methodologies 89 teaching_and_l, learner_centred_methodologies, different_learner_activity 90 teaching_and_l, learner_centred_methodologies, lesson_plan_fo, learning_outco 91 teaching_and_l, learner_centred_methodologies, reflections 92 teaching_and_l, learning_outco, learner_centred_methodologies, different_learner_activity, reflections 93 teaching_and_l, lesson_plan_fo 94 teaching_and_l, reflections Sysmiss Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan Teacher's reason for not having a Lesson Plan 108 119 1 2 Busy schedule 3 Cites time constraints 4 Citing busy schedule 5 Did not know how to plan 6 Had many classes to manage. Did now which to plan for 7 Had planned for midterm exam 8 Has not been planning 9 Having a busy schedule. 10 Having revision 11 He had not updated it. 12 He is supporting class teacher who is absent 13 He left it at home. 14 He was overwhelmed by other priorities 15 Lack of planning materials 16 Lack of time 17 Lesson plan was borrowed by another teacher and he is out to hospital 18 No reason plan 19 Revision lesson 20 Revision ongoing 21 She had a sick child 22 She was preparing for revision. 23 She was sick and couldn't plan 24 Teacher cites time constraints 25 The school was displaced, he has been spending more time on more how to rebuild it again 26 They are doing revision having finished syllabi 27 Time 28 Time constraint 29 Time constraints 30 Time constraints hence cannot create daily plans Sysmiss Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beginning of the lesson? 227 1 yes 2 No a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? 227 1 2-5_are_off_task 2 6_or_more_are_off_task 3 all b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( 226 1 1 2 1 3 1, 2 4 1, 4 5 1, 4, 6 6 1, 5_1 7 1, 6 8 2 9 2, 1 10 2, 3 11 2, 4 12 2, 5_1, 1 13 3, 1 14 3, 4 15 4 16 4, 1 17 4, 2 18 4, 2, 1 19 4, 3 20 4, 5_1 21 4, 6 22 5_1 23 5_1, 1 24 5_1, 1, 2 25 5_1, 1, 6 26 5_1, 2 27 5_1, 6 28 5_1, 6, 1 29 6 30 NO behaviour intervention observed 31 The teachers references classroom rules, ignores off-task behaviour Sysmiss Specify Other Specify Other Specify Other Specify Other Specify Other 97 130 1 2 Appreciating learners, 3 At one time she shouted to the learners 4 Clear instructions and clear instructions 5 Giving clear instructions and support individual learners 6 Good lesson routine and clear instructions 7 Group work and encouraging of asking questions 8 Invisive redirection - calling learners to focus 9 Referencing classroom rules, use of attention getters. 10 Reprimanding, threatening 11 Scares the learners with a cane 12 Sending students outside after found sleeping 13 She was very keen on giving clear instructions and learners have a adopted to gradual release of responsibilities in a lesson. 14 Shouting to learners 15 Some time the teacher would call names of learners Sysmiss Section Notes Section Notes Section Notes Section Notes Section Notes 154 73 1 2 1 learner was off task 3 2 learners offtask at the back of class 4 All learners are on task 5 All learners are on task however no discipline plan observed. 6 All learners are on task however there is no discipline plan observed in class 7 All learners on task 8 All learners on task although the discipline plan is not displayed 9 All learners on task during the lesson 10 All learners were on task 11 All pupils on task, discipline plan displayed 12 All pupils were on task thus no opportunity for teacher to intervene 13 Appreciate learners, gives clear instructions. 14 Appreciating learner efforts 15 Cold calling, 16 Create a discipline plan. 17 Discipline plan displayed,teacher continuously redirects learners who are off task 18 Discipline plan made but not hanged in class 19 Discipline plan well displayed in class, teacher redirects learners 20 Discipline plan well displayed, learners continuously redirected. 21 Discipline plan written on a small piece of paper and not visible teacher to transfer to a manilla paper 22 Does not attempt to redirect off task behaviours 23 Gave clear instructions on how activity should be done 24 Gave guidance of group discussion 25 Learners actively involved in the lesson hence on task most of the time 26 Learners have adopted to a routine. 27 Learners on task teacher has set high behavioral expectations. 28 Learners understands the rules, uses clear directions 29 Learners were on task 30 Learners were on task most of the time, learners constantly redirected. 31 Majority of learners on task and actively engaged. 32 Most learners are off task and teacher trying to correct and ignores others 33 Most learners are offtask and the teacher ignores them or mentions their names without saying anything else 34 Most learners are on task during the lesson. 35 Most learners are on task though no discipline plan displayed 36 Most learners on task and teacher constantly redirects them. 37 Most learners on task and teacher uses least invasive redirection for offtask 38 Most learners were off task 39 Most learners were on task 40 Most of the learners are disengaged. Instructions are not clear 41 No discipline plan displayed in class. 42 No discipline plan observed 43 No discipline plan observed however most learners are on task 44 No discipline plan observed in class 45 No discipline plan observed off task learners ignored 46 No offtask behavior observed, discipline plan written and displayed 47 Offtask behavior not corrected 48 Reminded learners rules of responding to questions 49 Rules are display but not visible. Learners don't fear the teacher 50 Some off task learners not seen by the teacher. 51 Some offtask behavior not corrected. 52 Students seem to be keen on lesson and mostly on task 53 Teacher asks learners to be quiet 54 Teacher asks learners to concentrate on the lesson. 55 Teacher asks learners to remind themselves of classroom rules 56 Teacher asks students to prepare to demonstrate what they will learn 57 Teacher communicates behavior expectations at the beginning of the lesson 58 Teacher consistently refers to classroom rules 59 Teacher constantly corrects learners who are off task. Reminds them to write and read the sounds 60 Teacher continuously redirects learners, discipline plan displayed and sets high behavioral expectations. 61 Teacher continuously redirects off task learners 62 Teacher does not redirect offtask behavior 63 Teacher has discipline plan and ensures learners are actively involved in learning to avoid offtask 64 Teacher has discipline plan majority of learners are on task 65 Teacher ignored off task learners 66 Teacher is able to redirect off task behavior using least reactive approaches 67 Teacher refers to rules which are not displayed. 68 Teacher reminds learners of classroom rules 69 Teacher reminds learners to stay on task. 70 Teacher sets high behavioral expectations at the beginning of the lesson 71 Teacher tends to ignore off task behavior 72 Teacher uses least invasive redirections. 73 Teacher- learners was positive 74 The class had 3 learners 75 The learners are confident when talking to the teacher 76 The teacher explained the expectation when engaging in group reading 77 The teacher gave instructions though it's like children gont do group discussion 78 The teacher has clear routine in class and activities are entertaining 79 The teacher references the classroom rules 80 The teacher shared expectations of the lesson. Walks around the class 81 The teacher used gestures to help learner concentrate on tasks 82 Use of attention getters. Sysmiss a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? 227 1 yes 2 No Section Notes2 Section Notes2 Section Notes2 Section Notes2 Section Notes2 153 74 1 2 A few learners to worked out a problem on the chalkboard 3 A learner read a story for the class 4 Challenged learners to compete 5 Did varied the teaching methods to accommodate different learners-practicals,whole group share, using pictures 6 Each Learners did the activities practically 7 Each group had picked a note taker. Lesson was done practically 8 Engaged learners using different methods 9 Engages learners using two strategies.whole group share, individual work 10 Group work activities used several times in class. 11 Had group leaders, learners were grouped by ability 12 Had group work and a chart 13 Involves learners in reading, prediction,used question and answer technique 14 Learner had refered to text books 15 Learner were asked to pick leaders in their groups 16 Learners actively engaged in the lesson 17 Learners are involved through whole group shares throughout the lesson 18 Learners are sharing through whole group share 19 Learners asked questions but some were not audible. Learners asked to pick group leader 20 Learners each model a number they like. 21 Learners only allowed to answer questions 22 Learners padticipate and teacher uses different active learning strategies and questions that increase rigor 23 Learners pick leaders for their small groups 24 Learners provided only one option of taking part in the lesson through whole group share 25 Learners take part through practice, demonstration,whole group share and learning aids 26 Learners taking part by singing, group work, individual work, use of charts 27 Learners were asked to collect books 28 Learners were asked to pick leaders. Leaders were given clear instructions on how to support other learners. 29 Learners were given chance to teach the rest 30 Learners were taken outside to wash hands 31 Majority of learners participate in answering questions 32 Most of the modelling tasks are done and initiated by learners 33 One method used to engage learners 34 Opportunity to participate is given to all learners 35 Teacher allows for group work discussions in the lesson. 36 Teacher allows learners to participate by only answering questions however teachers the concept using different methods 37 Teacher chooses the students with hands up only. 38 Teacher has various activities such as peer teaching. Students stand to read for others. 39 Teacher mainly taking whole group shares and allowed 3 learners to practice on the board 40 Teacher only used one method to engage learners. Practicing on the board 41 Teacher pushes learners to achieve cognitive struggle. 42 Teacher talked most of the time 43 Teacher tasks all learners to engage in the lesson activities by clapping and showing and dancing. 44 Teacher tried varying the teaching and learning methods 45 Teacher used one method to teach 46 Teacher used one strategy of whole group share throughout the lesson 47 Teacher used questions and answers technique most of the time. 48 Teacher used whole group share throughout the lesson 49 Teacher uses a variety of mathematics questions to teach the learners 50 Teacher uses active learning strategies to engage learners during the lesson 51 Teacher uses at least 2 teaching methods 52 Teacher uses demonstration, practice and whole group share 53 Teacher uses different active learning strategies during the lesson. 54 Teacher uses different learners engagement strategies 55 Teacher uses different methods to teach the concept 56 Teacher uses different strategies to make learners participate actively 57 Teacher uses different teaching methods and learners engaged in different activities 58 Teacher uses one method throughout 59 Teacher uses one teaching method 60 Teacher uses pair work discussion in class. 61 Teacher uses question and answer and reading to engage learners 62 Teacher uses question and answer to engage learners. 63 Teacher varied the teaching and learning methods 64 Teacher varied the teaching methods. 65 Teacher varies teaching and learning methods 66 Teacher varies teaching and learning methods. 67 Teacher varies teaching and learning using different teaching and learning methods. 68 Teacher varies teaching methods. 69 Teacher varies the teaching methods 70 Teaching uses one teaching method throughout the lesson 71 The lesson was teacher led 72 The teacher does not delegate roles to the learners. 73 The teacher gave learners choice on which activity they would prefer to work on 74 The teacher had learning materials and learners were 75 Tries to vary teaching and learning 76 Tries to vary teaching methods 77 Two learner were invited to demonstrate understanding 78 Uses different method to teach the same concept. 79 Uses one teaching strategy throughout 80 Uses some active learning strategies. 81 Uses songs, peer teaching 82 Varied teaching and learning methods. 83 Varies teaching and learning methods 84 Volunteered to read a story 85 Whole group share throughout the lesson Sysmiss a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe Which of the following strategies does the teacher use to accommodate different learner abilities during the lesson? 227 1 1 2 1, 2 3 1, 2, 3 4 1, 2, 3, 4 5 1, 2, 4 6 1, 2, 4, 3 7 1, 3 8 1, 3, 2 9 1, 3, 4 10 1, 4 11 1, 4, 3 12 2 13 2, 1 14 2, 1, 3 15 2, 3 16 2, 3, 1 17 2, 3, 1, 4 18 2, 3, 4 19 2, 3, 5 20 2, 4 21 3 22 3, 1 23 3, 2 24 3, 2, 4 25 3, 4 26 3, 4, 2 27 4 28 4, 1 29 4, 2 30 4, 3 31 5 32 6 Specify Other2 Specify Other2 Specify Other2 Specify Other2 Specify Other2 92 135 1 2 Group discussion but not in particular cretaria 3 Group discussion though not intentionally grouped 4 One teaching method which is question and answer used throughout 5 Whole group share and practice on the board Sysmiss a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? 225 2 1 yes 2 No 3 Sysmiss b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by When providing individualized feedback, does the teacher address learners by name? 224 3 1 yes 2 No 3 4 Sysmiss Section Notes3 Section Notes3 Section Notes3 Section Notes3 Section Notes3 146 81 1 2 Feedback consistently provided to learners 3 Feedback given though not precise 4 Feedback not detailed,one teaching method used 5 Feedback not precise 6 Feedback not provided to learners 7 Feedback provided though not precise 8 Feedback provided to learners in groups 9 Feedback provided to learners precisely 10 Feedback provided to learners. 11 Feedback provided was not specific but rather general 12 General feedback given to learners 13 Had mixed groups. 14 Learner were asked to look at a picture and derive meaning. 15 Learners and the teacher role played meaning of vocabularies 16 Learners appreciated 17 Learners are commended for effort made. The teacher corrects mistakes in a friendly way 18 Learners are given feedback and appreciated 19 Learners are grouped and allowed to practice in their groups specific feedback given to learners 20 Learners are randomly paired with each other. 21 Learners called by name when being given feedback. 22 Learners given explicit feedback 23 Learners given explicit feedback and mentioned by name 24 Learners given feedback 25 Learners given feedback though not specific. 26 Learners given general feedback 27 Learners given precise feedback 28 Learners not given individual feedback 29 Learners provides feedback to the learners whoever he need to give a formative feedback 30 Learners were properly redirected during the lesson 31 Never varied teaching to accommodate all learners. 32 No evidence of feedback throughout the lesson 33 No feedback given to learners 34 No feedback given to learners, little differentiation observed 35 No individualized feedback observed during the lesson 36 One teaching method used throughout 37 Provide feedback though not precise. 38 Provides precise feedback 39 Sometimes the teacher for class feedback on the learners work - not a good strategy 40 Teacher acknowledges and reinforces students answers. 41 Teacher assists the learners by designing activities that are age appropriate for them. 42 Teacher calls on students to self correct. 43 Teacher calls out learners by name 44 Teacher circulates and checks on learners works and gives them feedback. 45 Teacher circulates and marks student's work and gives the feedback to the students. 46 Teacher corrects and refers to learners by name 47 Teacher does not provide feedback to learners throughout the lesson 48 Teacher gave precise feedback 49 Teacher gives feedback to all learners during the lesson 50 Teacher identifies learners by name 51 Teacher identifies learners by name when providing feedback. 52 Teacher intentionally gives feedback to every learner 53 Teacher knows all learners by name 54 Teacher provided precise feedback 55 Teacher provides explicit feedback and calls learners by names. 56 Teacher provides feedback but do not call all learners by name 57 Teacher provides feedback on students efforts. 58 Teacher provides feedback though not precisely. 59 Teacher provides general feedback to learners without mentioning their names 60 Teacher provides group feedback to learners 61 Teacher provides precise feedback 62 Teacher provides precise feedback to learners 63 Teacher provides precise feedback to learners. 64 Teacher provides specific feedback to learners and call them by name 65 Teacher supports struggling learners 66 Teacher tries to vary teaching methods but needed to do more. 67 Teacher used one method of teaching the concept throughout the lesson 68 Teacher uses visual aids like charts in the lesson. 69 The concept is taught using different methods to cater for different learners ability 70 The feedback provided is specific. 71 The gives feedback but need to give constructive feedback 72 The teacher challenged groups to complete a task timely at the same time narrating the positive 73 The teacher gives constant feedback to learners and uses their names. 74 The teacher grouped learners according to their ability 75 The teacher used positive framing 76 Used no opt out and right is right strategies 77 Visual aids used in the lesson Sysmiss a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin Which of the following engaging learner techniques does the teacher use during the lesson? 227 1 1 2 1, 2 3 1, 2, 3, 4, 5 4 1, 2, 3, 5 5 1, 2, 4 6 1, 2, 4, 3 7 1, 2, 4, 5 8 1, 2, 4, 5, 6 9 1, 2, 5 10 1, 2, 5, 6 11 1, 3 12 1, 3, 4 13 1, 3, 5 14 1, 3, 6 15 1, 4 16 1, 4, 2 17 1, 4, 3 18 1, 4, 3, 5 19 1, 4, 5 20 1, 4, 5, 3, 2 21 1, 4, 5, 6 22 1, 5 23 1, 5, 2 24 1, 5, 4, 6 25 1, 5, 6 26 2 27 2, 1 28 2, 1, 3, 5 29 2, 1, 5 30 2, 3 31 2, 3, 4 32 2, 3, 4, 1 33 2, 3, 5 34 2, 3, 5, 1 35 2, 3, 5, 6 36 2, 3, 5, 6, 4, 1 37 2, 4, 1 38 2, 4, 3 39 2, 4, 5 40 2, 5 41 2, 5, 3 42 2, 5, 4 43 2, 5, 6 44 2, 6 45 3 46 3, 2 47 3, 2, 5, 6 48 3, 4 49 3, 4, 5 50 3, 5 51 3, 5, 1 52 3, 5, 2 53 3, 5, 6 54 3, 6 55 3, 6, 5 56 4 57 4, 2, 3, 1, 5 58 4, 5 59 4, 5, 2, 1 60 5 61 5, 1 62 5, 2 63 5, 3 64 5, 3, 2 65 5, 3, 6 66 5, 4 67 5, 6 68 5, 6, 2 69 5, 6, 2, 1 70 5, 6, 3, 2 71 6 72 6, 5, 2 73 7 Specify Other3 Specify Other3 Specify Other3 Specify Other3 Specify Other3 114 113 1 2 Interaction with materials that is learning aids,whole group share 3 Question and answer 4 Question and answer, reading 5 Questions and answers 6 Singing songs related to the topic 7 Songs 8 Took turn to wash hands as others observes 9 Who group share, demonstration 10 Whole group share 11 Whole group share, individual practice 12 Whole group share, question and answer 13 Whole group share, use of songs, 14 Whole group share. Sysmiss a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d Which of the following teaching and learning resources does the teacher use during the lesson? 225 2 1 1 2 1, 2 3 1, 2, 3 4 1, 3 5 1, 4, 3 6 2 7 2, 1 8 2, 1, 3 9 2, 3 10 3 11 3, 2 12 4 Sysmiss Specify Other4 Specify Other4 Specify Other4 Specify Other4 Specify Other4 126 101 1 2 Beam balance, weights 3 Bible 4 Bottle tops 5 Bottle tops for counting 6 Bottle tops to make pattern 7 Bottle tops, small stoned 8 Bottles 9 Boxes with different fruits 10 Chalk board 11 Chalkboard 12 Compass ruler 13 Counters 14 Drawings 15 Drawings on the board 16 Experiment apparatus 17 Experiment materials 18 Experiment with stones and balls 19 Experimentation 20 Flash cards 21 Letter cards 22 Mathematical set 23 Model Plasticine 24 Modeling clay 25 Number cards 26 Other materials in the class 27 Picture print outs 28 Plasticine 29 Plasticine to make letters 30 Practical activities 31 Pre made models 32 Printed papers 33 Printed photos 34 Real life experience and demonstration 35 Real materials 36 Real materials o 37 Real materials, learners as a resource 38 Real objects 39 Real objects orange, phone and duster 40 Real objects. 41 Role played 42 Song and Bible 43 Sorroundi 44 Students write on the blackboard. 45 Tablet 46 Tablet with pictures 47 Tangible materials 48 The activity was demonstrated practically using real materials 49 Water in a container Sysmiss b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? 225 2 1 yes 2 No 3 4 5 Sysmiss Sextion Notes Sextion Notes Sextion Notes Sextion Notes Sextion Notes 133 94 1 2 All learners had text books for reference 3 All learners had text books. 4 All learners had the materials needed however the teacher should have used blackboard ruler. 5 All learners have access to the learning materials. 6 All learners interact with the material 7 Few opportunities to refer to textbooks and materials. 8 He rarely references on learning materials. 9 Inadequate learning aids, teacher uses one strategies throughout 10 Learners are actively practicing using the resources provided 11 Learners interact with materials throughout 12 Learners interact with the learning resources 13 Learners refer to textbooks in their groups. 14 Learners were guided how to engage in group discussions 15 Learning materials were not enough for all learners 16 Learning resource used(chart) is only being interpreted by the teacher 17 Learning resources are inadequate therefore not all learners interact with them. 18 Learning resources are not sufficient for all learners. 19 Learning resources prepared in advance 20 Lesson needed more resources 21 Materials were not sufficient for all learners. 22 No learning resources provided during the lesson. 23 No other resources used apart from text book 24 One learning resource and teaching method used throughout 25 One resource used throughout the lesson 26 One teaching and learning strategy used throughout the lesson 27 One teaching method used throughout the lesson 28 One teaching strategy used throughout the lesson 29 Resources are not sufficient for all learners. 30 Resources not sufficient for all the learners 31 Resources prepared ahead of the lesson 32 Teacher alone interacts with materials. 33 Teacher asks learners to check and read from the textbooks. 34 Teacher asks learners to model a favorite number 35 Teacher did not have sufficient teaching and learni g resources 36 Teacher does not have learning and teaching resources prepared. Used one text book throughout 37 Teacher had resources but should have developed more learning resources. 38 Teacher has a variety of kinesthetic activities for the learners to engage in the lesson. 39 Teacher has different resources that she uses during the lesson. 40 Teacher has teaching aids but does not continuously refer learners to them 41 Teacher has teaching and learning resources displayed. 42 Teacher have teaching and learning resources prepared. 43 Teacher interacts with the material alone(text book) and uses one style of teaching throughout the lesson 44 Teacher tries to make group discussion activities as engaging as possible 45 Teacher used different learning resources 46 Teacher used different teaching styles that cater for different learners 47 Teacher used one resource (counters) throughout the lesson. 48 Teacher used one resource throughout the lesson 49 Teacher used one strategy throughout the lesson 50 Teacher uses different teaching and learning aids and actively involved learners in the practice 51 Teacher uses one method throughout 52 Teacher uses one teaching method throughout the lesson 53 Teacher uses resources such as conversion chat during the lesson 54 Teacher uses whole group share throughout. No learning aids given to learners 55 Teacher varies different teaching methods 56 Teacher varies teaching strategies 57 Teaching and learning resources prepared ahead of the lesson. 58 Teaching not varied 59 Text books were the only resources available 60 The learners were asked to come with materials to learn with and experiment was design by them with help of the teacher 61 The learning resources not adequate for all learners 62 They were reading a story from the Bible and the teachers should have given learners more time of whole group Reading. 63 Though only chalkboard was used, used relevant example in demonstration. 64 Used whole group share throughout the lesson 65 Uses different Active learning strategies. 66 Whole group share used throughout the lesson Sysmiss Section Notes4 Section Notes4 Section Notes4 Section Notes4 Section Notes4 131 96 1 2 Activities are varied during the lesson 3 Ask lots of targeted questions 4 Group work discussion and presentation done 5 Group work effectively used in the lesson 6 Grouped learners once during the lesson 7 Grouped the learners once during the lesson 8 Groupwork was not used in the lesson. 9 Learner engaged in group work 10 Learners actively engaged throughout the lesson. 11 Learners actively engaged. 12 Learners are given group tasks 13 Learners did not work in groups however teacher used other active learning strategies. 14 Learners engaged in using different active learning strategies. 15 Learners engaged most of the lesson 16 Learners engaged throughout the lesson 17 Learners grouped and are aware of their various group members 18 Learners grouped during the lesson 19 Learners grouped during the lesson and teacher uses other active learning strategies. 20 Learners grouped once during the lesson 21 Learners grouped throughout the lesson 22 Learners intentionally grouped during the lesson. 23 Learners not effectively grouped during the lesson 24 Learners not supported during the group work hence little coordination 25 Learners shared through whole group share throughout the lesson 26 Learners were given adequate time and supported to do the activity effectively 27 Learners were group and asked to pick a leaders and then gave feedback. 28 Learners work in groups though groups are not organized. 29 Lesson was teacher centred 30 Mostly does question and answer 31 No group work observed 32 No group work observed throughout the lesson 33 No group work used in the lesson. 34 Pair and share plus turn and talk were common 35 Teacher intentionally uses different active learning strategies. 36 Teacher involved learners during the lesson 37 Teacher mostly practices whole group share 38 Teacher only used question and answer method and learners shared whole group throughout 39 Teacher speaks as learners listen passively 40 Teacher speaks most of the time 41 Teacher talked most of the time 42 Teacher talks most of the time 43 Teacher tries to vary the teaching and learning methods 44 Teacher used different active learning strategies. 45 Teacher uses different active learning strategies. 46 Teacher uses peer teaching most of the time. 47 Teacher uses question and answer format throughout 48 Teacher uses question and answer most of the time. 49 Teacher uses question and answer technique 50 Teacher varies activities and involved most of the learners 51 Teacher varies activities for learners 52 Teacher was able to use peer teaching mostly for her learners. 53 Used at least two active learning strategies 54 Used different active learning strategies 55 Used various active learning strategies 56 Used whole group share throughout the lesson 57 Uses different active learning strategies 58 Uses questions and answer most of the time. Sysmiss a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? 225 2 1 yes 2 No 3 4 Sysmiss b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t Which of the following questioning techniques does the teacher apply during the lesson? 227 1 N/A 2 1 3 1, 2 4 1, 2, 3 5 1, 2, 4 6 1, 3 7 2 8 2, 1 9 2, 1, 3 10 2, 3 11 2, 3, 1 12 2, 3, 4 13 2, 3, 4, 1 14 2, 3, N/A 15 2, 4 16 2, 4, 3 17 3 18 3, 2 19 3, 2, 4 20 3, 4 21 3, 4, 2 22 4 23 4, 2 24 4, 3 25 N/A c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? 226 1 1 yes 2 No 3 4 Sysmiss d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? 225 2 1 yes 2 No Sysmiss Section Notes5 Section Notes5 Section Notes5 Section Notes5 Section Notes5 145 82 1 2 Allows learners to predict and asks open ended questions. 3 Ask both open and closed questions 4 Asks both open and closed questions 5 Few and open ended questions used such as "who is lost" 6 Few questions used in the lesson 7 Interactive lesson, a few students asked questions 8 Learner were raising hands to answer questions. 9 Learners asked both open and closed questions 10 Learners asked simple questions 11 Learners asked simple questions that do not prompt critical thinking 12 Learners asked simple questions without any rigor 13 Learners asked straight forward questions 14 Learners do not ask questions throughout the lesson 15 Learners given straight forward questions 16 Mercy uses open and closed ended questions 17 Most of the questions asked are closed 18 Most questions asked by the teacher are open ended prompting learners to think. 19 Most questions asked were closed and open ended questions 20 Most questions asked were closed. 21 Needs to do more encouraging prompts 22 No questions that increase learners thinking 23 Questioning techniques used did not prompt higher level thinking 24 Questions are straight forward and does not prompt learners to think 25 Questions asked are closed 26 Questions asked are open and allows learners to think critically 27 Questions asked are simple and does not encourage high level thinking 28 Questions asked are straight forward 29 Questions asked do not increase rigor 30 Questions asked were simple 31 Questions asked were simple and do not prompt higher level thinking 32 Questions do not have rigor 33 Several times the teacher gave learners time to think of what to answer 34 She targeted questions to different Learners 35 Teacher asked closed questions most of the time. 36 Teacher asked closed questions that required yes or no answers or very obvious answers. There was no rigor 37 Teacher asked open and closed questions. 38 Teacher asks both closed and open ended questions. 39 Teacher asks both open and closed questions. 40 Teacher asks closed questions most of the time. 41 Teacher asks closed questions that do not encourage high level thinking. 42 Teacher asks open ended questions. 43 Teacher asks questions that increase rigor 44 Teacher asks questions though most of them are closed. 45 Teacher asks simple questions that do not challenge learners 46 Teacher asks the learners simple questions with no rigor 47 Teacher constantly provides opportunities for learners to interact and ask questions in class. 48 Teacher constantly uses open ended questions in the lesson. 49 Teacher encourages learners to ask questions. 50 Teacher gives a variety of questioning prompts to the learners. 51 Teacher incorporates a mix of open and closed ended questions in the lesson. 52 Teacher struggles with questioning 53 Teacher used both open ended and closed questions 54 Teacher used both open ended and closed questions. 55 Teacher uses a variety of questioning techniques in the lesson. 56 Teacher uses a variety of questions for her learners . 57 Teacher uses both open and closed ended questions 58 Teacher uses both open and closed ended questions during the lesson. 59 Teacher uses both open and closed questions. 60 Teacher uses different questioning techniques to increase rigor 61 Teacher uses high order thinking questions but guides the learners throughout the process 62 Teacher uses open and closed questions 63 Teacher uses open ended questions to increase rigor 64 Teacher uses questioning techniques that promote high order thinking for the learners. 65 The questions checked facts and some deeper thinking 66 Used both open and closed questions. 67 Used both open ended and closed questions. 68 Used thumbs up to check for understanding 69 Varies both open and closed questions Sysmiss Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? 202 25 1 2 1 3 1, 2 4 1, 2, 4 5 1, 3 6 1, 4 7 2 8 2, 1 9 2, 1, 4 10 2, 3 11 2, 3, 4 12 2, 3, 5 13 2, 4 14 2, 4, 3 15 2, 5 16 3 17 3, 2 18 3, 2, 1 19 3, 2, 4 20 3, 4 21 4, 2 22 4, 2, 3 23 4, 3, 2 Sysmiss Glow areas of the teacher Glow areas of the teacher Glow areas of the teacher Glow areas of the teacher Glow areas of the teacher 227 1 All learners are on task, practiced no opt out, used active learning strategies, Audible, checked for learners understanding, all learners have learning resources 2 Allowed think time, checked for learners understanding, lesson planned in advance 3 Appreciate learners Had adequate materials, gives clear instructions sometimes, support learners doing an a activity. 4 Appreciate learners in the lesson regularly Supporting group activities and encouraging discussion Giving clear instructions. Checking for understanding using oral questions Peer teaching. 5 Appreciate learners, giving tasks and supporting them as they read. 6 Appreciate learners, probes more on the answers, giving responsibilities, 7 Appreciate learners, turn and talk 8 Appreciate learners. Checked for understanding many times 9 Appreciating learners, summarized the lesson with a self reflection questions. Encourage learner to ask questions. 10 Articulated objective, reviewed previous lesson, discipline plan well displayed, checked for learners understanding, other teaching and learning resources prepared and displayed. 11 Articulated objectives, used active learning strategies, resources prepared in advance, teaching from known to unknown. 12 Asking questions Providing individual feedback Checking for understanding Appreciating learners efforts Having materials and learners interacting with them. 13 At the start of the lesson she gave clear instructions 14 Bernice had clear lesson activities for her learners which was to model number 5. 15 Better questioning techniques, lesson planning group work, rigorous objective, giving learners option to pick group leaders 16 Brenda was reflective in what went well such as group work discussion used in class. 17 Checked for learners understanding, Audible 18 Checked for learners understanding,have discipline plan well displayed, learners grouped during the lesson, used a hook at the beginning of the lesson 19 Checking for understanding through questions and calling a few to workout an example. Giving clear instructions Wait time Encouraging positive behaviour 20 Children are confident answering questions, group work was done and supported well. Clear instructions. 21 Clear instructions, checking for understanding using questions and thumbs down/up, turn and talk. 22 Clear instructions, group activities, use of materials, lesson planning 23 Clear instructions, has been lesson planning, shared objective of the lesson. Supported individual learners 24 Collaboration activities, questions techniques 25 Consistently of checking for understanding. 26 Constantly checking for understanding, Classroom rules Giving clear instructions 27 Despite occasional shouting learners seems to like her. They were active in the lesson. The teacher used questions to engage learners. The teacher gave me directions. She also walked out the class and used gestures to control behaviour. 28 Developing lesson plan, use of materials to teach, classroom rules are displayed on the wall, hooking up learners at the start of the lesson. 29 Discipline plan made and displayed, teaching and learning resources used, uses some active learning strategies, hooked learners with songs, checked for learners understanding. 30 Discipline plan made and displayed,teacher uses different behavior management strategies, learning aids prepared well in good time,teacher gave clear instructions 31 Discipline plan made and we'll displayed, learners given clear instructions,Audible, checking for learners understanding though not effectively 32 Discipline plan well displayed, objectives well articulated, sets high behavioral standards, used active learning strategies, checked for learners understanding. 33 Discipline plan well written and displayed, objectives articulated, learners hooked well, continuously appreciated learners,offtask redirected, taught from known to unknown 34 Dorothy had a clear lesson plan and the children concentrated on the lesson objectives. They were able to reax well in their peer groups. 35 Engaged learners using questions, whole class discussion 36 Gave clear instructions, asked targeted open questions, giving responsibilities to the learners, peer teaching, 37 Gave learners option to choose an activity. Lesson was bite sized 38 Giving clear instructions, challenging learners, timing activities, supporting group discussion, giving leadership to learners, use of materials in the lesson, good questioning techniques, use of gradual release flow in the lesson. Management of off task 39 Giving independent work. 40 Giving leadership groups, autonomy to choose different roles 41 Good coodination Group discussion, appreciate learners, probing questions, use of learners experience. 42 Good use of the hook, Audible, teaching from known to unknown,use of teaching aids, questioning and reflection encouraged, lesson paced well 43 Gradual release strategies, appreciating learners, giving feedback to learners, giving clear instructions. 44 Group activity, turn and talk, class discipline, checking for understanding, questioning techniques. 45 Group and encouraging discussion, checking for understanding, lesson planning, classroom rules. 46 Group discussion and appreciating learners. Asking questions, giving clear directions. Witness learning happening 47 Group discussion support, consistently asking probing questions, guiding group leader, 48 Group discussion, each group has a leader. Give all learners to chance share. 49 Group discussion, good relationship with learners, clear instructions, timing activities, sharing of rigorous objective. Asking questions 50 Group discussion, use of material, giving feedback to learners 51 Group discussion, use of materials, open and closed question, giving responsibilities, leadership in groups, gradual release of responsibilities, positive framing, 52 Group work, lesson planning, turn and talk 53 Group work, supporting discussion in group work, collecting data in the lesson, good behaviour management 54 Grouped learners for discussion, challanged them, questioning techniques 55 Had a lesson plan, he started with a hook. Asked questions through the lesson. Learners were engaged through the lesson. Good relationship with learners. 56 Had a turn and talk Classroom rules are not available Had a question to hook up the learner at the start of the lesson Had teaching materials. Encourage learner to ask questions. Appreciate learners regularly 57 Had a variety of materials, group discussions, consistently gave the clear instructions, gave specific feedback several times. 58 Had enough materials, formed group discussion and turn and talk, appreciated learners effort and used attention getters 59 Had group activities, asking questions, 60 Had group discussion, gave responsibilities, collaboration lesson plan. 61 Had materials and lesson plan 62 Had materials in the lesson 63 Had materials in the lesson, supporting learner, narrating student behaviour. 64 Had pair and share in the lesson. The learners were answering learners with fear. She had materials adquate materials. Learners were actively engaged. 65 Has discipline plan displayed,hooks learners into the lesson, teaching aids prepared in advance,most learners kept on task despite being the youngest,uses attention getters 66 Has planned the lesson, uses a hook at the beginning of the lesson, discipline plan displayed, checked for understanding,prepared resources in advance. 67 Has teaching and learning resources,uses different questioning techniques,used different methods to teach the same content to cater for different learners 68 Have lesson plan, uses learner engagement strategies 69 Helen was intentional on group discussion and how to use it to build lesson activities. 70 Hooked learners into the lesson, taught from known to unknown, has teaching and learning resources displayed on the wall 71 Hooked learners well into the lesson, used different active learning strategies,taught from known to unknown, Narrated the positive 72 Hooked learners with a song, incorporated poem in learning, allowed think time, used some active learning strategies 73 Hooked learners with a song, lesson planned, used some active learning strategies like grouping learners. 74 Hooked the learners in the lesson at the beginning Audible 75 Hooked the learners well into the lesson,teacher is audible, used teaching aids during the lesson 76 Hooked the learners well,used differentiated instructions, teaching aids made in advance, discipline plan well displayed, lesson planned 77 Hooks the learners at the beginning of the lesson,teaches from known to unknown,audible, discipline plan clearly displayed 78 Individual activities and group Reading and discuss Gradual release 79 It has really grown in how she positively use the language the way she responds to the questions asked by the learners. Putting them in the groups to discuss 80 Jacinta had engaging activities for all her learners and modelled how to approach this. 81 James was able to use group tasks well. He had clear lesson activities for learners 82 Kkk 83 Learners answer questions without fearing 84 Learners ask questions freely, giving feedback 85 Learners engaged, supporting, group discussion, clear instructions. 86 Learners well hooked into the lesson,use of teaching and learning aids, teacher set behavior expectations at the beginning of the lesson, different active learning strategies used,Tusome lesson plan used 87 Learning materials prepared in advance, setting expectations, Audible and giving clear instructions 88 Lesson have collaborative activities and teacher walked around supporting learners. Appreciated learners constantly. Timing of the of group activities. Good prompting questioning techniques 89 Lesson planned in advance,learners hooked,teacher uses active learning strategies, checked for understanding, discipline plan well displayed in class 90 Lesson planning, deep discussions in the groups, think time, picking leaders to lead group activities 91 Lesson planning, questioning techniques 92 Lesson well planned, learners actively involved, audible,teacher checks for understanding, reviewed previous lesson, discipline plan made and displayed 93 Lilian has a clear lesson plan and her tasks are well aligned. She uses a variety of questions in class. 94 Maxwell had an engaging lesson despite lack of a lesson plan. He was able to have various students practice on fbe board and teach eacb other 95 Mercy had a clear lesson plan with activities and was able to make use of group discussions effectively to help her learners. 96 Naphtali had a clear lesson plan and was able to link the checks for understanding to help in delivering the key inquiry question. He was able to mange behavior well in his lesson. 97 Naphtali was able to use right is right technique effectively in the lesson. He had good classroom control of the learners. 98 Narrating student behaviour, pair and share, questioning techniques, challegiaing learners. 99 Natalya encouraged learners to speak up and ask as many questions about the content area. 100 Objective written on the board and read to learners, lesson planned, discipline plan displayed, using active learning strategies, checks for understanding 101 Objectives articulated at the beginning of the lesson, learners engaged through question and answer,used different questioning techniques. 102 Objectives well written and read to the learners, teacher teaches from known to unknown, audible, discipline plan well displayed 103 Objectives written and displayed, used different active learning strategies, discipline plan well displayed, teaching and learning resources prepared, teaching from known to unknown. 104 Objectives written and read to learners, learners engaged,checked for understanding 105 Objectives written on the board though not read to learners, checked for understanding, lesson planned in advance 106 Opened and question were used to elicit answers or for assessment 107 Planned the lesson, teaching and learning resources prepared, used active learning strategies, Audible, practiced no opt out, checked for learners understanding 108 Planning lessons, involved learners through whole group share,checked for understanding. 109 Planning,using active learning strategies,checked for learners understanding, prepared teaching and learning resources. 110 Posing Questioning techniques, consistently appreciate learners effort, gave responsibilities, check for understanding. Turn and talk. Shared objective by writing it on the board. Think time. 111 Questioning techniques 112 Questioning techniques, appreciating teachers, 113 Questioning techniques, group activities, positive framing, giving clear instructions. 114 Referencing rules in classroom rules. Use of think pair share, group discussions and attention getters Narrating positive student. 115 Relationship between learners has improved. 116 Reviewed previous lesson to build on the current lesson, all learners are on task, used active learning strategies, discipline plan displayed 117 Reviewed previous lesson, has teaching and learning resources, appreciate learners consistently, Audible 118 Reviewed previous lesson, practiced no opt out, checked for learners understanding, Gave precise feedback, used active learning strategies 119 Reviewed previous lesson, teaching and learning resources prepared, checked for learners understanding, varied learning methods, used active learning strategies 120 Reviewed previous lesson,used different Active learning strategies,checked for learners understanding,practised use of open ended questions 121 Set high behavioral goals, has disciple plan, learners are vulnerable and ask questions during the lesson, uses some active learning strategies, checked for learners understanding. 122 Shadrack had mastered and made good use of group work discussion and also questioning. 123 Shared a rigorous objective, assumed the best,Group discussion, objective meet, learners are confident, checking for understanding, 124 Shared the objective at the start of the lesson. 125 Shared the objectives of the lesson. Gave clear instructions. Clear routine from one activity to another. Used guesture to manage of task behaviour. Use I do we do you gradual realese 126 She demonstrated how the activity should be done. Allmost all the learners were given chance to participation. Appreciation of learners effort. She was interacting with learners freely 127 She used turn and talk. Had prepared learning chart. 128 Started the lesson by reviewing previous lesson, practised peer teaching,has classroom discipline plan, Audible,Checked for learners understanding though not effectively 129 Stated objectives Lesson planned in advance Discipline plan written and displayed Materials made in advance 130 Taught from known to unknown, engaged learners through whole group share, other teaching and learning resources displayed in class. 131 Teacher checked for learners understanding, Audible 132 Teacher continuously used active learning strategies Lesson planned in advance Checked for learners understanding 133 Teacher giving very clear instructions, learners hooked well in the lesson Appreciating learners, lesson planned in advance, discipline plan made and displayed 134 Teacher planned for the lesson in advance,reviewed previous lesson to hook learners,taught from known to unknown 135 Teacher reference to the rules several times in the class and learners fold them without struggle. One time that a teacher narrative students behaviour. There was group discussion. 136 Teacher sets high behavioral expectations Uses active learning strategies Checked for understanding Lesson planned, Learners appreciated 137 Teacher uses different questioning techniques like use of open ended questions, learners asking questions,all learners are on task,teacher uses active learning strategies 138 Teacher uses least intrusive methods to correct off task behavior. 139 Teaching and learning resources made and displayed, discipline plan well displayed, objectives well articulated, teacher uses active learning strategies, teacher uses the lesson plan. 140 Teaching and learning resources made and displayed, used community builder at the beginning of the lesson, discipline plan well displayed, learners appreciated, used different active learning strategies. 141 Teaching from known to unknown, teaching and learning aids prepared in advance, practice done during the lesson 142 Teaching from the known to unknown, objectives written on the board, teacher is Audible 143 The teacher had enough materials, used attention getters to get teachers attention. Gave clear instructions and checked for understanding often. Appreciate learners and used no opt out strategy 144 The class had classroom rules displayed and learners were comfortably interacting with the teacher. Learners were having meaningful discuss in the groups. 145 The class has rules, learners enjoyed the activities. There was competition which made learning quite enjoyable. He constantly appreciated by clapping. He also had lesson plan. He constantly used questions to elicit learners answers. 146 The learners enjoyed the lesson since he was humourous. 147 The learners have cordial relationship with learners 148 The lesson followed gradual release process, appreciated learners, questioning techniques, support learners especially in group discussion. Appreciate learners efforts 149 The lesson was done practically, positive group correction. Giving clear instructions. Had a a hooking poem. 150 The school leader started the lesson with a discussion questions and each group had a leader who reported to the whole class. Group work was done after the introduction 151 The school leader used multiple ways of engaging learners; turn on talk group, taking turns quite a discussing 152 The teacher appreciated learners through out the lesson, rewarded the learners for their efforts by draw faces on their hands, 153 The teacher appreciated learners, gave learners option to pick the activities they want to do. 154 The teacher appreciated learners, had a real materials and learners interacted with them. 155 The teacher asked a few learner to come in the front and do a few sums on the board. Encouraged learners 156 The teacher asked high order thinking skill. Lesson planning 157 The teacher challenged learners to work faster, supported discussion in groups, practically demonstrated the meaning of new words, 158 The teacher check for understanding consistently. Had a rigorous objectives. Role played the activities very well . 159 The teacher check for understanding often. Classroom rules are are on the wall, appreciates learners, good teacher learners relationship 160 The teacher clearly communicates the lesson objectives to learners. She uses a lot of questioning techniques. 161 The teacher constantly references classroom rules. 162 The teacher did have enough learning books and the learners interacted with the story very well. She posed questions and had a very interactive discussion. There were several instances where the teacher had turn and talk group discussion. 163 The teacher encourages learners to participate by asking and responding to questions. 164 The teacher engaged learners in turn and talk. Had enough teaching and learning materials. She support learners during independent work. 165 The teacher followed gradual realese in the process in lesson, checking understand using open ended questions and observed learners reading, 166 The teacher gave clear instructions, rigorous objective, appreciated learners and used attention getter. 167 The teacher gave summerized the lesson. 168 The teacher group learners to read and discuss together. Gave clear instructions in piece meal. 169 The teacher had a chart used in the lesson, asked lots of questions, classroom rules are on display. Turn and talk 170 The teacher had a lesson plan 171 The teacher had a lesson plan, use of questions, have classroom rules 172 The teacher had a lesson plan. Sheila is the responsibility to the runners gradually. She gave clear instructions on how the group work should be conducted. She moved around a listening on supporting the groups. An encouraging learners and appreciating th 173 The teacher had alot confidence in the lesson. She implemented the lesson plan well. She also was keen on activities that encouraged learners to be active. 174 The teacher had group activities, and supported struggling learners 175 The teacher had group activities, used gestures a couple of times. The class had had a better organised routine. 176 The teacher had planned for the lesson. 177 The teacher had prepared very well has she had put washing apparatus ready for the lesson. Learners first put in a circle to see the teacher do hand washing. After went to class and disguised importance of activities 178 The teacher had teaching and learning materials. Appreciate learners. 179 The teacher had well organised groups according to different abilities. When they were working she went to one group and give more support since they were struggling that the rest. Observed turn and talk, think pair share. She had enough materials and lea 180 The teacher had well planned group work. After giving activity he allowed them to choose what they would prefer to or on. 181 The teacher had working group works. He supported the groups by prompting in as they were working. 182 The teacher had working groups, gave clear directions, appreciated learners, had a rigorous objectives. 183 The teacher has a lesson plan but with objectives and learning activities only. 184 The teacher has a lesson plan that outlines the activities she will use. 185 The teacher has positive relationship with learners. 186 The teacher includes all the learners in answering of questions and gives them feedback on their participation. 187 The teacher intentionally grouped learner according to their ability 188 The teacher is audible, uses a hook to get learners attention at the beginning of the lesson, uses a relevant song during the lesson to jog learners memory. 189 The teacher learner interaction is very positive and uses engaging learners strategies 190 The teacher learner relationship is good. 191 The teacher references classroom rules and discipline plan in class to engage learners. 192 The teacher used a mnemonics in the lesson. Checked for understanding. Classroom rules displayed 193 The teacher used material to catering for visual learners and making it practical. Attention getters, turn and talk, use of of non verbal to manage behaviour. 194 The teacher used non verbal to control behaviour behaviour. Children were engaged. Had adquate books and counters. 195 The teacher used questions to engage learners. 196 The teacher used real materials in the lesson 197 The teacher used thumbs up/to check for understanding. Appreciates learners. Learners talks Freely 198 The teacher uses a lot of questioning techniques to help learners engage in the lesson. She encourages participation. 199 The teacher was confident, learners could ask and answer questions without fearing 200 The teacher was well prepared with a lesson plan for tbe lesson. She was able to engage learners in the lesson 201 The teachers had prepared a lesson plan, appreciated learners effort. 202 The used turn and talk, she has been lesson planning. The class enjoyed the activities 203 There is a visible routine in the lesson, referencing classroom rules, good teachers and learners relationship 204 There was turned and talk, good questioning techniques, edequate materials, attention getters 205 There were several instances teacher had collaborative turn and talk, appreciate learners. 206 Turn and talk, good time management, shared objective with learners, learners are sharing with confidence. 207 Turn and talk, grouping learner according to ability, use of gestures and attention getters to manage behaviour, hooking the learners at the start of the lesson. 208 Turn and talk, supported discussion, gave learners option to pick the excercise they would prefer, better questioning techniques 209 Use of attention getters, reminding learners about class rules , appreciating learners efforts, asking questions, 210 Use of clear instructions, rigorous objectives, ask questions, gives responsibilities to learner. 211 Use of group activities Behaviour management 212 Use of group and supporting them. Had enough and diverse materials, referencing classroom rules, 213 Use of resources available for learning, turn and talk, questioning techniques and think time. 214 Use of turn and talk Posing questions 215 Used active learning strategies,used different questioning techniques, varied teaching method to accomodate different learners,teacher modelled expectation by showing learners how to read. 216 Used closed question to check knowledge of a concept then followed by Open ended once 217 Used different active learning strategies during the lesson, learning aids prepared in advance, lesson planned ahead of the lesson,teacher checked for learners understanding 218 Used formative feed back, had a hook in the lesson. Engaged learners in the lesson, timed lesson activity. Checking of understanding using questions and thumbs up and down 219 Used relevant materials, the hook was very good. Teacher demonstrated practically 220 Used some active learning strategies, have teaching and learning resources displayed in class, all learners are on task, lesson plans prepared 221 Using different Active learning strategies, teaching and learning resources prepared,teacher using different questioning techniques 222 Very clear instructions Attention getters, Had mnemonics in class Group work Appreciate learners 223 Victorine had a clear lesson plan and corresponding activities for her learners. She leveraged checks for understanding throughout the lesson. 224 Vision mission and values displayed in class, discipline plan written and displayed,checked for understanding, learners engaged through different strategies 225 Well supported group work, use of materials, questioning techniques, giving responsibility, 226 group work reading. Checking for understanding Grow areas of the teacher Grow areas of the teacher Grow areas of the teacher Grow areas of the teacher Grow areas of the teacher 227 1 Allowed learners to opt out, objectives not written and read to learners, active learning strategies not used 2 Allowed opt out, should use more active learning strategies 3 Allowing opt out, offtask learners ignored, lesson not planned 4 Apply all the trategies we have learnt. 5 Appreciate learners after a good improvement. Use behaviour management strategies 6 Behaviour management 7 Behaviour management in class, lesson planning, use of teaching strategies, 8 Behaviour management strategies, differentiated instruction 9 Behaviour management strategies, use of class rules, narrating student behaviour. 10 Behaviour management, collaborative activities, giving clear instructions, follow lesson plan, 11 Bounce questions to give learners time to share more 12 By the time the lesson was at 10 minutes the teacher finished with the introduction part. She could have given the learners more time to lead reading parts other than herself reading. 13 Check the accuracy of the answer and support students 14 Checking for learners understanding by asking are we together, learners not actively engaged, lesson not planned 15 Checking for understanding Learners to work in groups Difference learners work Note learners who are off task 16 Classroom rules, engage learners more. 17 Collaboration activities 18 Collaborative activities 19 Collect off task behaviour positively 20 Connect children experiences to the lesson 21 Consistently apply collaborative activities. 22 Consistently apply of BMC in class 23 Create rules and involve learners, references rules everytime. Help learners to understand the importance of the rules. Creative ways like using the compound for learning as the classes very congested. 24 Deliver Gradual release lesson Support struggling learners by having materials and group work Have a lesson activator Develop rigorous objectives Have teaching materials 25 Demonstrating and given clear instructions 26 Develop Rigorous objectives and differentiate learning activities 27 Developer of daily lesson plan . And courageous to ask questions 28 Did not articulate objectives 29 Did not articulate the objectives 30 Differentiate group discussion. 31 Differentiate learners work to cater for individual learners ability. 32 Discipline plan not displayes,objectives not articulated 33 Discipline plan not written, behavior not properly managed 34 Encourage learners to ask questions, time your lesson activities 35 Encouraging learners to share. 36 Engaging learners 37 Ensuring all learners are involved. 38 Give children time interact with learning materials more Develop Rigorous objectives Lesson ti 39 Give clear instructions Use behaviour management strategies. 40 Give enough time for discussion 41 Give learners enough time to learn from materials. 42 Give think time in the lesson, guide learners how to have a deep discussion in their groups. 43 Give think time, control discussion. 44 Give time for learners before they share. Support learner when working in groups. 45 Giving clear instructions especially for group discussions. Use of Behaviour management especially referencing classroom rules 46 Giving learners responsibility, group discussion 47 Go through learners engagement strategies like grouping learners , have a lesson plan, vary teaching techniques. Consistently teach. At least a lesson a day 48 Gradual release and lesson planning 49 Gradual release of activities, focusing on the outcome, collaborative activities. 50 Gradual release of responsibilities to the learners 51 Gradual release, challenge learners set goals for herself 52 Gradually release responsibilities 53 Gradually release responsibilities to the learners Plan for a lesson Have collaboration activities in class 54 Group discussion, 55 Group discussion, give enough time for activities 56 Group discussion, maintaining high expectations. 57 Group discussion, timing lessons, lesson gradual release, narrating the positive 58 Group discussions instructions were not clear. Work with Carol and observe group work from next week on Monday. 59 Group discussions, and collaborative activeness. Have a lesson plan for every lesson. 60 Group discussions, questioning techniques, positive framing. 61 Grouping learners 62 Have a lesson plan, and use learners engagement strategies lpin the lesson. 63 Have classroom displayed in the class. 64 Have detailed lesson plan. 65 Have more material 66 Have more time for group work 67 He did not have a lesson plan and also was not able to use group work activities. 68 He majored mostly on several fast learners 69 He needs to work and reference on classroom rules in the lesson. 70 He needs to work more on the use of the classroom discipline plan in behavior management. 71 He was not able to enroll and engage all the learners especially those behind 72 Help learners work in groups 73 Improve on lesson planning and record learnings from each lesson 74 Included teaching techniques in the lesson. Use behaviour management techniques to plan for your lesson 75 Jkk 76 Learners did not understand what to do in groups, objectives not written and read, no discipline plan observed 77 Learners not hooked, lesson not planned, objectives not articulated 78 Lesson gradual realese, proper timing of the lesson. Formative assessment, lesson planning 79 Lesson need to have summary and reflection 80 Lesson not planned in advance,pupils not hooked into the lesson, active learning strategies not used effectively 81 Lesson not planned, insufficient resources, allowed opt out 82 Lesson not planned, lesson teacher centre, teaching and learning resources not prepared 83 Lesson not planned, more resources should be provided to learners, should set high behavioral standards. 84 Lesson not planned, objective not articulated, resources for the lesson not prepared in advance, questions asked do not increase rigor. 85 Lesson not planned, objectives not written or explained 86 Lesson not planned, objectives not written or read, learners not actively involved in the lesson 87 Lesson not planned, pupils stood throughout the lesson thereby loosing focus at some point, no use of active learning strategies 88 Lesson not planned, teacher need to use more active learning strategies,teacher to practice no opt out 89 Lesson not planned,no behavior management, offtask learners not corrected, passive learning 90 Lesson plan adequately make sure all an engagement strategies included. Work on rigorous objective 91 Lesson planning 92 Lesson planning, consistently is learners engagement strategies like turn and talk etc. 93 Lesson planning, use five step model to plan. Teachers talk time 94 Lesson planning. 95 Listen to small groups discussions. 96 Madam Brenda still struggles with use of the classroom discipline plan to reinforce behavior in the lesson. 97 Make sure every learner is contributing in a group, have adequate materials, give time for discussion. 98 Maximize collaboration in class 99 Narrate students behavior, guide learners on how to have quality discussions. 100 Narrate students behavior, reference classroom rules all the time 101 Need to adapt very well to lesson gradual release 102 Needed materials for the lesson, questions need to target all learners. Group discussion and activities need to be started nin lessons. 103 No discipline plan displayed. Teacher practice more the use of questions to increase rigor 104 No discipline plan in class and some learners off task, Objectives not articulated. 105 No discipline plan observed Should use more active learning strategies 106 No discipline plan observed Teacher to practice using more open ended questions 107 No discipline plan observed. 108 No lesson plan referenced. Teacher has no materials. Classroom control. 109 No use of active learning strategies, lesson not planned 110 Not checking for learners understanding appropriately,allows opt out, lesson not planned, use of only one active learning strategy 111 Note learners who are off task and respond. 112 Objective not articulated, lesson not planned 113 Objective not articulated, lesson not planned, teaching and learning resources not sufficient 114 Objective not articulated, should used different questioning techniques to increase rigor 115 Objective not articulated, use questions that increase rigor 116 Objective not articulated, used questioning techniques that do not increase rigor 117 Objective not written on the board 118 Objectives not articulated 119 Objectives not articulated, discipline plan not displayed 120 Objectives not articulated, teacher needs to use more active learning strategies 121 Objectives not read, never used active learning strategies, insufficient teaching and learning aids 122 Objectives not written and read for learners, allowed opt out 123 Objectives not written and shared with learners 124 Objectives not written or read to learners Questions asked not rigorous 125 Objectives not written or read to learners, Discipline plan not written or displayed, teacher should use questions that increase rigor 126 Objectives not written or read to learners, passive learning and teaching methods, lesson not well paced 127 Objectives not written, allowed opt out, learners not supported in finding readings 128 Objectives not written, struggling to give explicit directions, learners not actively involved 129 Objectives were not written or explained to the learners 130 One of the learners was isolated since she is grade 4 student in grade three. 131 Plan for cooperative learningnin the lesson 132 Practice using different questioning techniques to increase rigor 133 Practice using more active learning strategies, lesson not planned 134 Prepare questions for engaging learners and for checking understanding 135 Provide clear procedure of group discussion. 136 Questioning techniques, lesson plan to indicate all activities for the teacher and for the learners. Give learner feedback after every attempt 137 Reference classroom rules Group discussion formation should be according to different attribute. Take time to plan for the lesson 138 Relationship between the teacher and the learners is good. Gives think time before questions. 139 Rigorous objective, use of behaviour management strategies, use of least invisive intervention strategies 140 Rigorous objectives Included lesson summary, reflection and extended learning Group learners 141 Rigorous objectives, engage learners on formative assessment , lesson facilitation. Introducing grouping learner giving different questions 142 She can do more on turn and talk aside from group discussion 143 She did not engage learners fully in the lesson and mostly relies on few who were fast. 144 She did not use materials adequately in the lesson. 145 She does not align activities with what she lesson planned. 146 She felt she needs to practice more on Gradual release of responsibilities. 147 She had not prepared good follow up questions to support her learners. 148 She has an active class of learners and could improve more on engaging all of them in peer work. 149 She needs to be very intentional and asking questions for checking understanding 150 She needs to involve learners in turn and talk activities. 151 She needs to think of how to challenge learners to be motivated. 152 She rarely allows learners to interact with materials. 153 She was able to formulate KIQs but ended up using open ended questions 154 She was able to have a practical lesson in which she was able to achieve the lesson objectives. 155 She was able to use both open and closed ended questions although closed ended questions used were more 156 She wrapped up the activities quickly and alloted more time on writing. 157 Should articulate objectives Use more active learning strategies 158 Should articulate the objectives 159 Should make and display the discipline plan Use more open ended questions to increase rigor 160 Should practice using active learning strategies,articulate objectives and using questions that increase rigor 161 Should use questioning techniques to increase rigor 162 Should use questions that increase rigor Make discipline plan Should articulate objectives 163 Small group discussion. Positively frame the language 164 Stop threatening learner and maintain class discipline plan. Give clear instructions, develop lesson plan for every lesson. 165 Support group work 166 Support struggling learners, have a lesson plan 167 Supporting struggling learners as well as quick learners. 168 Target questions to all learners, use least invisive intervention to manage behaviour. 169 Teacher Dorothy can improve on class discipline which at some point she struggled with. 170 Teacher need to use active learning strategies to ensure all learners are engaged, practice different ways of managing learners behavior 171 Teacher needed more teaching and learning resources, lesson not planned. 172 Teacher to continue using different questioning techniques during the lesson 173 Teacher to practice using different questioning techniques. 174 Teacher to use more active learning strategies,use questions that encourage high level thinking 175 The lesson took less than 10 minutes. To work with Brian a fellow teacher in how to write and use the lesson plan in class. 176 The objective was not rigorous enough 177 The objectives not written or read to learners and are not rigorous,teacher to use more active learning strategies 178 The teacher does not allow for group work discussion. 179 The teacher does not reference to classroom rules although they are present in the class. 180 The teacher needs to work on ensuring most learners are given group work activities. 181 The teacher should move around from one room to the other listening and supporting the activities. She should also appreciate learners and narrate the positive 182 The teacher shouted to the learners Time management and lesson planning 183 The teacher to establish a routine using a lesson plan. 184 There was a learner who was off task, the learners were not very confident to Attempt answering teachers questions. 185 Time management in the lesson, share expectations of lessons activities. 186 Time the lesson not to go beyond planned activities. Not children who are raising had and give them chance to respond 187 Timing of the lesson and giving challenging activities to learners. 188 To inform learners what they are right in and what to improve. Give think time. Manage learners who are not patient with classroom rules 189 To prepare questions before the lesson to support learners in learning 190 Turn taking in group discussion, rigorous objective and lesson 191 Use behaviour management strategies to build momentam and concentration. 192 Use behaviour management strategies. Time lesson activities 193 Use collaboration strategies in the lesson. Use of multiple was of engaging learner 194 Use collaborative learning, correct privately, 195 Use collaborative strategies Have adequate materials in the lesson. 196 Use cooperative learning 197 Use cooperative learning in the lesson. 198 Use data to guide what learners need to revise on. 199 Use different learning strategies to engage learners like pair and share, turn and talk. 200 Use different teaching techniques and strategies to support the learners who are struggling 201 Use group correction. 202 Use group discussion in class 203 Use learning strategies and behaviour management strategies 204 Use least invisive intervention strategies Have group work Followed the lessons plan Collecting data Classroom arrangement for behaviour 205 Use least invisive intervention, narrate student behaviour 206 Use of active learning strategies 207 Use of collaborative activities in classroom Behaviour management 208 Use of collaborative activities on all learning areas 209 Use of different teaching strategies cater for individual learners needs 210 Use of least intrusive intervention 211 Use of least invisive intervention to manage behaviour. 212 Use of least invisive intervention, and collaborative learning 213 Use of materials, CFU, timing activities 214 Use of questioning techniques 215 Use of thumbs up and thumbs down to check understanding. Utilise group works for deeper discussion. 216 Use questions that increase rigor Use more active learning strategies 217 Use teaching strategies we trained to engage learners like group work. 218 Use thumbs up and down to check for understanding. 219 Use trained approaches like classroom rules, building high expectations to learners. 220 Using questioning techniques that do not trigger learners critical thinking, teacher not using active learning strategies 221 Utilize group work, develop positive school and classroom rules 222 Utilize group work. Have a summary of the lesson in the plan 223 Utilize the group work. Have measurable content to be covered. 224 daily lesson planning Apply behaviour strategies and teaching and learning. Next steps Next steps Next steps Next steps Next steps 227 1 Apply behaviour management strategies, 2 Appreciate learners and use tips modelled to support group activities 3 Articulate objectives, use different questioning techniques to increase rigor 4 Availing actual materials, time management, learners involvement , go through blooms taxonomy and use to pick appropriate verb for lesson objectives. 5 Behaviour management 6 Behaviour management strategies 7 Behaviour management strategies, use of class rules, narrating student behaviour. 8 Better lesson planning, differentiated learning 9 Bjj 10 Bmc, narrate learners positive behaviour, collect learners privately 11 Bounce questions to give learners time to share more 12 Build confidence to learners 13 Bw will develop a lesson plan with clear reflection questions. 14 Catering for individual attention and group discussion 15 Change classroom arrangement so that struggling learners can be supported with ease. Lesson planning. 16 Check for understanding 17 Checking for understanding Learners working in groups 18 Consistently apply of BMC in class 19 Correct off task behaviour management 20 Create a discipline plan, practice using more active learning strategies. 21 Create time to plan, create more teaching and learning resources. 22 Create time to plan, make enough resources and practice no opt out. 23 Create time to plan, use more active learning strategies. 24 Daily lesson planning, give enough time for discussion. 25 Develop Classroom rules Have learners interact with materials 26 Develop Rigorous objectives 27 Develop Rigorous objectives and differentiate learning activities 28 Develop Rigorous objectives, write summary activity , give responsibilities in class. 29 Develop Rigorous objectives. Narrating student behaviour Group learners in the lesson 30 Develop a lesson daily 31 Develop class rules with learners Use gestures Narrate the positive Collect privately 32 Develop daily lesson plan, collect performance and behavior data in class. We would be the note taker in the next professional learning community. 33 Develop rigorous objectives and increase rigour in the lesson 34 Different teaching techniques for the multigrade 35 Differentiate group activities to ensure struggling are reached out. 36 Differentiate learners work to cater for individual learners ability. 37 Encourage learner to give complete answers. 38 Ensure there is something new learners are learning 39 Explain to learners how they will engage untill the end of the lesson and how you will support them. 40 Follow gradual release process 41 For the class, sit down with the fellow teacher and find out where the gap is and plan for the right strategies to solve the issue 42 From the file pick 5 strategies for learner engagement and 5 behaviour management to start implementing next week. Share screenshot of the strategies with the coach 43 Give children time interact with learning materials more Develop Rigorous objectives Lesson planning and implementing all the steps 44 Give clear instructions Use behaviour management strategies. Have question planned to be asked in the lesson 45 Give enough time for discussion 46 Give learners chance to respond to questions. Time lesson activities appropriately 47 Give learners clear instructions when transtingq from one activity to another. Use thumbs up and down to check for understanding. 48 Give learners enough time to learn from materials. have a minute. Develop School rules and Develop rewards and consequences on classroom. 49 Give learners time to answer questions 50 Give think time in the lesson, guide learners how to have a deep discussion in their groups. Write group work questions in the lesson plan 51 Give think time, control discussion, train learners loosing positively 52 Giving clear instructions especially for group discussions. Use of Behaviour management especially referencing classroom rules 53 Gradual release and development of rigorous questions 54 Gradual release and lesson planning 55 Gradual release lesson procedure, 56 Gradually release responsibilities 57 Gradually release responsibilities to the learners Plan for a lesson Have collaboration activities in class 58 Group discussion Lesson planning. 59 Group discussion, maintaining high expectations. 60 Group discussion, timing lessons activities, lesson gradual release, narrating the positive 61 Group discussions, giving feedback. 62 Group learners in class. Lesson plan daily. 63 Group learners intentionally. Give learner responsibilities in material to distribute. Time the lesson and appreciate learners publicly 64 Group learners the lesson and ensure all learner have equal experience. 65 Group work and discussions , use of positive narration, 66 Grouping learners Lesson planning Use of materials in the lesson 67 Have a lesson activator Develop rigorous objectives Have teaching materials 68 Have a lesson plan Even when you are helping learners to revise 69 Have a lesson routine and challenge learner to raise their enjoyment 70 Have classroom rules Lesson planning Consistently take a lesson every day 71 Have cooperative learning, include learning strategies in the lesson. 72 Have group Positive framing, challenging students Write summarizing questions Commit your teacher to school vision mission and values Lesson planning 73 Have learners report what they have group work discussed, manage off task behaviours by classroom arrangement, use BMC. 74 Have more material 75 Have more time for group work and give them think time. 76 Have the lesson plan picking all the areas of implementation Enhance collaborative activities 77 He will create a discipline plan to use. 78 He will focus on lesson planning and wil include groupwork and peer teaching activities. 79 He will work on checking in on learners at the back of the class. 80 He will work on classroom engagement and control. 81 He will work on encouraging the other learners to participate in the lesson. 82 He will work on group work activities. 83 Include summary in the lesson plan. 84 Increase rigour in your lesson. Give all learners to answer questions in the class 85 Lesson gradual realese, proper timing of the lesson. Formative assessment, lesson planning 86 Lesson plan to include reflection and summary. 87 Lesson planning 88 Lesson planning and collaborative activities 89 Lesson planning, collaborative activities, appreciate learners consistently 90 Lesson time management and gradual release 91 Make discipline plan and practice using more open ended questions. 92 Make sure all learners feel appreciated and involved in the lesson. Differentiate questions and activities 93 Make sure that the lesson plan has all the component. Ensure that learners are supported in their groups 94 Manage off task behaviour and have collaborative activities. 95 Management off task behaviour. Use thumbs up to check for understanding. Have materials in the class. Move to the learners support them. Have group activities 96 Narrate students behavior, guide learners on how to have quality discussions. 97 Narrate students behavior, reference classroom rules all the time 98 Narrate the positive and collect privately 99 Plan adquately in the lesson. Pick 5 learner engagement and 5 behaviour management strategies and apply in the next one week, and share feedback with coach 100 Plan how you will implement behaviour management strategies. 101 Practice articulating objectives and using more open ended questions. 102 Practice articulating objectives, create time to plan. 103 Practice articulating objectives, prepare discipline plan with the new learners. 104 Practice articulating objectives, using questions that increase rigor. 105 Practice different questioning techniques SL to make discipline plan Practice articulating objectives 106 Practice planning and articulating objectives, prepare resources and use different questioning techniques to increase rigor. 107 Practice using active learning strategies Practice no opt out 108 Practice using different questioning techniques to increase rigor 109 Practice using more active learning strategies to increase learner talk time, articulate objectives, create time to plan and make enough resources ahead of the lesson. 110 Practice writing and reading objectives, practice no opt out, support learners in finding readings before beginning to read 111 Practice writing objectives and reading to learners, practice giving clear instructions and use of active learning strategies 112 Prepare questions for engaging learners and for checking understanding 113 Privately correct learners. 114 Provide clear procedure of group discussion. 115 Questioning techniques and develop rigorous objectives 116 Questioning techniques, lesson plan to indicate all activities for the teacher and for the learners. Give learner feedback after every attempt 117 Reflect on how to make lessons and daily lesson planning 118 Reframe classroom rules Develop Rigorous objectives 119 Restart collaborative activities 120 Review the content on lesson planning and apply two strategies every two weeks. 121 Rigorous objectives, ask learner what they think of their answers 122 Rigorous objectives, engage learners on formative assessment , lesson facilitation. Introducing grouping learner giving different questions. classroom rules. 123 She will allow students to allow interaction with materials more in-depth. 124 She will focus on classroom engagement techniques like group discussion. 125 She will practice ensuring she asks learner feedback to check for understanding 126 She will reference materials and text book examples 127 She will revise the class discipline rules with the learners in the class in order to help manage offtask behavior. 128 She will revisit the rules with her learners so that all of them adhere. She will work on questioning. 129 She will use think pair share and other activities to increase student talk time. 130 She will work on a balance of both closed and open ended questions. 131 She will work on better group activities next time. 132 She will work on classroom control. 133 She will work on how to make questions more engaging. 134 She will work on improving peer work learning. 135 She will work on overall: Behavior management of the learners and how to use questioning techniques. 136 She will work on the use of peer teaching and turn and talk since the class is relatively squeezed. 137 She will work on time management. 138 She will work on using classroom rules to help control off task behavior. 139 Should practice articulating objectives, use more active learning strategies, display discipline plan. 140 Small group discussion, think pair share, rigorous. 141 Support the struggling learners. 142 Supporting struggling learners as well as quick learners. develop consequences of classroom rules to build the learner rather than punishing them 143 Take time and use the resources we provided to plan your lesson 144 Teacher to begin writing objectives on the board 145 Teacher to come up with a discipline plan together with the learners. 146 Teacher to continue using different questioning techniques during the lesson 147 Teacher to make and display the classroom discipline plan, practice writing objectives and reading them at the beginning of a lesson, practice giving clear instructions 148 Teacher to make discipline Plan, use open ended questions to increase rigor 149 Teacher to make the discipline plan with learners. Continue using different questioning techniques 150 Teacher to plan and use a hook at the beginning of the lesson Practice using active learning strategies 151 Teacher to plan her lesson and use Active learning strategies Teacher to practice effective ways of checking for understanding 152 Teacher to plan lessons before teaching, use active learning strategies and write objectives on the board 153 Teacher to plan lessons before teaching,use active learning strategies and practice no opt out 154 Teacher to plan lessons, make enough teaching and learning resources, find alternative ways to manage behavior 155 Teacher to plan lessons, practice using active learning strategies and check for understanding. 156 Teacher to plan, prepare teaching and learning aids in advance 157 Teacher to practice articulating objectives 158 Teacher to practice articulating objectives,come up with a discipline plan,teacher to use more teaching and learning resources. 159 Teacher to practice different active learning strategies Teacher to practice different behavior management strategies during the lesson 160 Teacher to practice learning Practice no opt out. Practice correcting off task learners 161 Teacher to practice lesson planning and writing and reading the objectives to the learners 162 Teacher to practice no opt out, practice writing objectives and reading and using active learning strategies 163 Teacher to practice planning 164 Teacher to practice planning and use of active learning strategies 165 Teacher to practice reading objectives, using active learning strategies and prepare sufficient teaching and learning aids 166 Teacher to practice using active learning strategies and questions which increase rigor during the lesson. 167 Teacher to practice using active learning strategies,articulate objectives and using questions that increase rigor 168 Teacher to practice using active learning strategies,plan her lesson in advance. 169 Teacher to practice using different questioning techniques to increase rigor. 170 Teacher to practice using different questioning techniques. 171 Teacher to practice writing and reading objectives to learners, practice no opt out. 172 Teacher to practice writing objectives and explaining to learners during the lesson 173 Teacher to practice writing objectives and reading and use more active learning strategies 174 Teacher to practice writing objectives and reading them to learners 175 Teacher to practice writing objectives on the blackboard and reading them out to learners Teacher to practice using different active learning strategies shared by coach 176 Teacher to practice writing objectives on the board and reading them to learners 177 Teacher to practice writing objectives on the board and sharing with learners 178 Teacher to practice writing rigorous objectives and reading them to learners Practice using more active learning strategies 179 Teacher to prepare discipline plan and practice using least invasive methods to correct off task behavior, practice articulating objectives. 180 Teacher to use more active learning strategies,use questions that encourage high level thinking 181 Teacher to write the discipline plan and display, practice writing objectives and reading to learners,use questions that increase rigor 182 Time lesson activities. Take time and go through behaviour management strategies and positive framing and come up with a plan on how you're going to implement in bits. 183 Time management and grouping learners 184 To plan for small groups discussion 185 To prepare questions before the lesson to support learners in learning 186 Use 4ps when engaging learners with questions. Support learner by listening in discussions. 187 Use Assume the best strategies and narrate students behavior. 188 Use I do we do you do strategies while teaching. 189 Use PLC to bring other teachers lessons for your level 190 Use anonymous group collection to learner to collect behaviour. Lesson plan everyday 191 Use available materials. 192 Use behaviour management strategies. Time lesson activities. master the content before teaching it 193 Use behaviour management techniques. Regularly lesson plan 194 Use classroom rules and behaviour management strategies. Have group work activities 195 Use collaborative strategies and put them in lesson plan. 196 Use collect group work or discussion to enhance learning 197 Use data to guide what learners need to revise on. 198 Use different teaching techniques and strategies to support the learners who are struggling. Support other teachers on how to implement other strategies 199 Use differentiffered strategies to include all learners in learning. Use hard signals and group correction to manage your lass 200 Use group correction strategies Have classroom rules 201 Use learning strategies to help learners learn 202 Use least invisive intervention and appreciate learners efforts. 203 Use least invisive intervention to management learners behavior 204 Use multiple behaviour management strategies. Use group work to maximize learning 205 Use of collaborative activities on all learning areas. 206 Use of different teaching strategies cater for individual learners needs. Review and apply the trained areas 207 Use of least invisive intervention to manage behaviour. 208 Use of materials, CFU, timing activities 209 Use private correction and narrate the positive 210 Use questions that increase rigor Use more active learning strategies 211 Use teaching strategies we trained to engage learners like group work. 212 Utilise group works for deeper discussion. Use list invisive intervention to manage behaviour 213 Utilize group work non class. Have a summary and reflection in your lesson plan 214 Utilize the group work. Have measurable content to be covered. 215 Will work on lesson planning and implementation. 216 Work with Leonara to learn how to establish and maintain classroom culture 217 Work with Mercy and Samuel and develop a plan on how to implementation training techniques 218 Work with Pires on how to implement the strategies learnt 219 Work with Rosslyn learn how to apply some of the active learning strategies and behaviour management skills 220 Work with Selfa and start with lesson planning understanding and application of strategies learnt. Report to the coach within one week 221 Write and display discipline plan, practice different behavior management strategies 222 group discussion, giving responsibilities. I do we do you do. Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) 227 10 36 20.203 6.751 Cohort Cohort Cohort Cohort Cohort 60 1 2020 - 2021 2 2021 - 2022 Coaching Round Coaching Round Coaching Round Coaching Round Coaching Round 60 1 June/July 2 November 3 September Coach ID Coach ID Coach ID Coach ID Coach ID 60 1 12 2 13 3 14 4 15 School ID School ID School ID School ID School ID 60 1 195 2 196 3 198 4 199 5 200 6 201 7 202 8 203 9 204 10 205 11 206 12 209 13 210 14 211 15 213 16 214 17 215 18 70 19 71 20 72 21 76 22 77 23 78 24 79 25 80 26 82 27 83 28 85 29 86 30 87 31 88 32 89 Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID 60 1 195-85 2 196-14 3 198-73 4 199-183 5 200-12 6 201-40 7 202-95 8 203-59 9 204-26 10 205-194 11 206-62 12 209-57 13 210-8 14 211-25 15 213-135 16 214-56 17 215-153 18 70-157 19 71-33 20 72-18 21 76-171 22 77-154 23 78-108 24 79-181 25 80-167 26 82-193 27 83-68 28 85-2 29 86-126 30 87-39 31 88-89 32 89-200 Relationship Building Relationship Building Relationship Building Relationship Building Relationship Building 60 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Implementation Implementation Implementation Implementation Implementation 60 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery PLC PLC PLC PLC PLC 60 No Evidence 1 2 3 4 5 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Modelling Expectations Modelling Expectations Modelling Expectations Modelling Expectations Modelling Expectations 60 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Collecting and Recording Data Collecting and Recording Data Collecting and Recording Data Collecting and Recording Data Collecting and Recording Data 60 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Data Collection and Analysis Data Collection and Analysis Data Collection and Analysis Data Collection and Analysis Data Collection and Analysis 60 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Coaching and Feedback Coaching and Feedback Coaching and Feedback Coaching and Feedback Coaching and Feedback 60 No Evidence 1 2 3 4 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Planning Planning Planning Planning Planning 60 No Evidence 1 2 3 4 5 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Coaching Discussion Notes Coaching Discussion Notes Coaching Discussion Notes Coaching Discussion Notes Coaching Discussion Notes 60 1 . 2 2 teacher are going on leave he has been busy looking for replacements. 3 A school leader is planning to have a better environment especially in lower grades. He mentioned the school previously had a rehire agreement and he is geared to bring it back. Some of the things that we discuss about it how to use data I'm supporting te 4 All teachers are planning lessons, Sl supported on PLC and coaching. 5 All teachers are planning, PLCs taking place, there is good relationship between SL and teachers, different data being collected and analyzed 6 Bernice She going to implement this going forward to use instead of resorting to the corporal punishment method. 7 From data collected the sl noted some learners were not coming school regularly, they discussed with teachers and parents and now they have adjusted, . Teachers have take analysis of the performance better, we agreed PLC should take not more than 40 minut 8 He feels he has created a very safe environment for teachers. Nowadays they feel free to express their needs to him he has made sure they have at break and lunch. Majority of them lesson plan daily no not every time. Is very lucky that he has maintained a 9 He has a clear book in which he has gathered school data on various projects and uses this to inform teaching. He has began PLC program in the school. 10 He has created every good relationship using growth mindset and emotional intelligence. Mission vision and values are communicated to stake holders. Parental engagement is done regularly. Lesson plans are stamped. 11 He has started PLC meetings in the school but had not done well in recording the minutes discussed. 12 He is keen on data collection and uses it to incorm teacher promotion and equally on various school functions. 13 He reflected on the previous steps which were around data collection. He has made a great achievement in this area. He has also been open to sharing knowledge with Non Dignitas teachers. 14 Headteacher shared some of the things he has been able to implement from the trainn 15 Headteacher shared strategies he has been implementing 16 In her office a full lesson plan guide is mounted on the wall for teachers reference. She has build a good relationship with the teachers. Every week together with teachers they meet to reflect on what has gone well 17 Is good leader has not been attending trainings nor is he available for coaching. He mentioned that he has been very busy and that's why he has not been able to engage as expected. He said the training and coaching and been very helpful to the teachers. T 18 It is teamwork in school and teachers keep on insulting each other especially on learning strategies. All the teachers had lesson plan. The school leader has been collecting data and has used some like attendance data for both teachers and learners and th 19 Mission vision and values reviewed, SL has good relationship with staff, lesson planning not taking place, debriefs are planned 20 Most data collected not analyzed,SL has practiced coaching, mission vision and values written and displayed school discipline plan made and displayed 21 PLC has been done twice, teamwork has improved, planning has improved as there is parental engagement planned next week. 22 SL supported on Plc 23 Sha has noted the teachers have improved greatly. From application of learning strategies like group work has lead to improvement of class eight in particular. Teacher are working together and consulting each other with reduced competition. 24 She has improved i terms of PLC support and has since had a successful meeting which she was able to document the notes. 25 She has relocated the school thrice this academic year and has lost learners and teachers too. The one left is managing different classes at the same time. She has a plan on how to recruit new teachers and train them. 26 She has started PLC meetings in her school and has clear roles for the teachers. 27 She is being evicted From premises. 28 Since the school moved from the school original place the school the school leader has been struggling. 2 teachers have moved. Learners have dropped from above 380 to less than a hundred 29 Sl has created a very good relationship with the staff who are so motivated, implementation of practices gas began though more support is still needed. 30 Sl supported on PLCs and coaching. 31 Sl supported on Plc follow up made on coaching. 32 Sl supported on coaching and Plc. Plc notes and coaching notes for subsequent ones to be shared with the coach. 33 Sl supported on coaching and plc. Sl to continue coaching other staff and share notes with the coach. Plc to continue. 34 Support teachers in planning adequately. Plan how to implement the strategies we have trained. Since joining ustadi she has been able to maintain the teachers. 35 Supporting rigorous objective. Lesson implemention flow How to use collected data How to support teachers lesson plan 36 Teacher supported on coaching and Plc. 37 Teachers planning their lessons, SL has good relationship with teachers, data being collected 38 The Director has issues with 2 SLs Mary and Eunice in the program and she had to dismiss them, another is a student - at Maseno university so he was not available. During the holiday she will look for a replacement. She has an intention of overwhole chan 39 The instructional leader has been busy. Teachers relationship has been good. She will start PLCs and collecting data. Teachers are lesson planning consistently. We a had a PLC model and the next real PLC will be done on Friday 27 November. Notes will be s 40 The relationship was casual but now but are engaging professionally. They have regular Friday meeting. Lesson planning has become easy. Collects attedance data. 41 The school has mission vision and values displayed. Teachers are communicating the same to the students. The learning climate is safe and supporting to both learners and teachers. The teachers are using learners engagement strategies. Behavior management 42 The school has two multigrade classes. One has pp1 and pp2. The other has from grade 1 to grade 4. We agreed with their leader that day classes need to separate so that they can receive more targeted support. He should ensure the teachers are attending cl 43 The school leader felt like the teamwork in the school has fallen down and proposed to have dummy. She has been out of the school for a long time as she has been admitted in hospital. 44 The school leader has a very good relationship with the rest of the teachers. She supports them in class and has made sure that they have the necessary teaching and learning materials and their needs are catered for. The school has really grown a parents 45 The school leader has consistently supported implementation of mission and vision, school rules, lesson plan support. 46 The school leader has cultivate a good relationship with teachers and learners, time management has improve in teachers and learners. Data collection has improved behaviour management and learning. Teachers and learners have set goals and goals. This has 47 The school leader has data on formative assessment from the classes he is teaching. The relationship in the school has improved from the meetings they have regularly as they encourage resharing of ideas 48 The school leader has not been delivering lessons since she was teaching grade 4 and 8. There is a good relationship. Lesson planning has been consistent and a has notes of lessons she has supported teachers. 49 The school leader has school mission vision and values on display in the office. School rules are on display too. She attends class to everyday. She does classroom observations and have discussions with the teacher. All the teachers are also planning alth 50 The school leader have different ways of motivating teachers, checks for lesson planning, supports collection of data 51 The school leader is the only one left in the program. She has been supported on coaching and feedback, plc however it was not possible to practice as she is the only teacher in the whole school and the administrator as well. 52 The school leader is to plan for coaching and Coaching and feedback, steps involved from developing a plan for coaching all teachers, preconference, classroom support and feedback. She mentioned teachers are not Lesson planning consistently and this can 53 The school leader plans and implements together with teachers. All the teachers had lesson plan. The relationship between him and teachers has greatly improved. They had one PLC but it was more of a normal meeting. 54 The teacher has been having high turn over. One of the teacher was not in, Martin had gone to Meseno university where he is a student. 55 The teacher held one PLC but nothing much was implemented. He has not been attending trainings. We discussed importance of collecting data, analysing it and using the result to improve teachers and learners performance 56 The teachers have been preparing lesson plans although we have not been stamped or signed. The classrooms are better organised and teachers are in class throughout. A school leader have about curriculum design as we agreed in our previous coaching session 57 The team meetings briefly every every day reflecting together. Teacher are opening up talking about how the schools are progressing. She has started making materials and emphasing the same to teachers. Teachers are lesson planning and sometimes reviewing 58 There is a big improvement especially lesson planning and consistency of attending to lessons. PLC has improved teamwork and mistrust between teachers and school management. Continues to collect performance data and they have been reflecting on it but non 59 They collect a lot of data on parents and teacher and this has shifted the school stability. Parents and school leadership has improved. She support teachers on lesson plannings and has lesson support reflections notes. 60 They have tried most of the strategies, however they keep on coming back to previous unlearnt behaviour. For example lesson planning. Glow Areas of the IL Glow Areas of the IL Glow Areas of the IL Glow Areas of the IL Glow Areas of the IL 60 1 . 2 Already collecting and analyzing data, holds regular debriefs,has good relationship with staff 3 Already implementing different practices, open to feedback, plc and coaching schedules made. 4 Attends training regularly 5 Collecting data and using it to improve teachers and learners well being 6 Collecting of data and using it to improve learning. Encouraging and appreciating teacher efforts. Asks teachers to observe him 7 Conducts walkthrough 8 Data collection. Role modeling Lesson planning and support of teachers in class 9 Data collections Lesson planning are signed Regular meeting that are 10 Debriefs taking place,data collection and analysis taking place, implementation of learnt practices in school and classes 11 Deligating of duties and encouraging teachers. 12 Encourage teachers to apply different learning and teaching strategies. 13 Good relationship with teachers, parents and learners, she also wanted to close down the school, now it has an increased enrollment of learners and 4 new teachers. 14 Good relationship with teachers. Now he is teaching. 15 Good relationship with teachers. She has been conducting classroom observations though not to all teachers. 16 Has began conducting plc Lesson observation planned already Implementing most of the learnt practices 17 Has planned for Plc, was able to give feedback beginning with glows, collecting data,supporting implementation of other strategies. 18 Has started implementation of some of the practices learnt,has good relationship with staff, open to feedback 19 He excels well in relationship building. He is also keen on implementation of PLC in the whole school. 20 He has consistent supported teacher on collecting data, already done on PLC 21 He has created every good relationship using growth mindset and emotional intelligence. Mission vision and values are communicated to stake holders. Parental engagement is done regularly. Lesson plans are stamped. 22 He is intentional in data collection from his teachers. He has also started PLC meetings in the whole school with non Dignitas teachers 23 He said that the teachers met once after the training to inform others what they have learnt 24 He was able to reflect on the implementation of PLC in the school and also it's value in enrolling other teachers. 25 Headteacher is intentional on parental engagement. 26 It is teamwork in school and teachers keep on insulting each other especially on learning strategies. All the teachers had lesson plan. The school leader has been collecting data and has used some like attendance data for both teachers and learners and th 27 James has improved immensely in data collection practices in his school. He was able to assign various teachers who are in charge of implementing the next steps from collected data. 28 One PLC was conducted 29 PLC and relationship building 30 Planning effectively, collecting recording and analyzing data, coaching and PLCs schedules created. 31 Receptive to feedback, supports implementation of different strategies, began with glows while giving feedback. 32 Reflecting together on daily school occurrences Collecting of teachers school attendance data 33 Regular planning taking place, data is collected and most of it analysed. Plc planned, sl regularly coaching teachers. 34 Regularly conducting debriefs Collecting data Teachers are coached regularly Has established good relationship with staff 35 Relationship building, SLs can ask for support from the office comfortably, they are meeting regularly to check where they are. Have learners attedance data 36 Relationship building, data collection 37 Relationships building 38 SL has reviewed mission vision and values School discipline plan made and displayed Good relationship with staff 39 School mission vision and values continues to be communicated to the learners. Teachers learners and parents are no more feeling supported Teachers are lesson planning She consistently supports teachers in class 40 She has been more keen on PLC support. 41 She has started implementing some of the classroom techniques we learnt such as developing habits of discussion. She also meets her teachers once a week and they share knowledge learnt. 42 She has support teachers with smartphone to support learning 43 She is still working to stabilize the school 44 She plans on teachers support and has developed a condusive and supportive environment where teachers shares and work as a team. 45 She was open to discussion and reflected on the use of data in her school to help teachers attend to specific learner needs. Some of the data is being used in PLC meetings. 46 Support teachers on lesson planning 47 Teachers are implementing strategies that are in training. Punishment has reduced in school 48 Teachers are lesson planning 49 Teachers are planning,data collection and analysis taking place,,PLC planned, 50 Teachers develop lesson plan daily Has been analysing performance data 51 Teachers have shown growth in behaviour management and a conducive learning environment is growing. Learners engagement strategies like giving feed back, assessment within lesson and collaborative activities are consistent in all the teachers Corporal pun 52 The school has mission vision and values displayed. Teachers are communicating the same to the students. The learning climate is safe and supporting to both learners and teachers. The teachers are using learners engagement strategies. Behavior management 53 The school leader has a good relationship with the stakeholders. He supports teachers as he regularly meet them to see what need to be improved. 54 The school leader has consistently supported implementation of mission and vision, school rules, lesson plan support. 55 The school leader has cultivate a good relationship with teachers and learners, time management has improve in teachers and learners. Data collection has improved behaviour management and learning. Teachers and learners have set goals and goals. This has 56 The school leader plans and implements together with teachers. All the teachers had lesson plan. The relationship between him and teachers has greatly improved. They had one PLC but it was more of a normal meeting. 57 The school leaders to energetic teachers that are willing to go extra mile if they feel supported. 58 The teacher have been collecting data and after every paper and find out what how the performance and set next steps 59 The teachers are teaching classes throughout. Lesson planning consistent. Teachers have curriculum designs. Just followed up and teachers are using learning strategies. 60 There is a big improvement especially lesson planning and consistency of attending to lessons. PLC has improved teamwork and mistrust between teachers and school management. Continues to collect performance data and they have been reflecting on it. Grow Areas of the IL Grow Areas of the IL Grow Areas of the IL Grow Areas of the IL Grow Areas of the IL 60 1 . 2 After demonstration we agreed with the school leader they will be having their first PLC on Friday 17th September. she will enhance the meetings to support learning and teaching activities especially the newly trained ones. She will collect more data on 3 Analyse progressive report come up with actionable steps 4 Analysis of data and application Parental engagement and teachers communicate with them 5 Availability for training. 6 Build a very good relationship with teachers and enhance the same between them. Collect data from learners and teachers and use it to improve performance and school culture 7 Collect data and use it to improve teaching learning and parent engagement. 8 Collect data on parental engagement. Plan with the teacher on how to implement trained techniques in piecemeal. 9 Data analysis and implementation 10 Data collection on student performance, learner daily register and analyse with teachers 11 Data collection, analysis and use of it in to better the school. Need to start teaching to serve as role model. Ensure teachers engage on WhatsApp. 12 Data collection, coaching and feedback and plc 13 Data use to improve instructions and behavior management. 14 Due to indifferences with the landlord she stopped supporting teachers as she did. We developed a plan on biweekly support. 15 Ensure data collected is analysed and actions implemented. 16 Ensure that plc's kick-off and implementation discussed items happens 17 Have a coaching plan for all teachers embedded in the school term calendar, collect and analyse data on performance, teaching and learning in class, and parental involvement. Make sure PLCs start, conducted successfully and regularly. 18 Have a plan on how to implement trained strategies. 19 He has not been able to support teachers in coaching. 20 He has not been supporting learning/stopped teaching to take up administrative responsibilities. He can work on ensuring he conducts on e weekly coaching for his teachers. 21 He seems to struggle with implementation especially constantly teaching lessons due to a busy schedule 22 He will work in reviewing PLC meetings in the school and write down the evidence 23 In school opening plan how the team is going to apply the trained techniques Collect data on parental engagement and analyse and implement performance data 24 Lesson planning of most teachers 25 Make sure all the teachers have the same expectation on lesson planning, 26 Need to monitor implementation of different strategies by each staff and offer support 27 Not implementing learnt practices Need to build relationships Data not being recorded 28 PLCs yet to start 29 Plan effectively to ensure that there is a routine in class, lesson planning and implementation should be done the best quality. Teachers need to be provided with curriculum designs and other support materials to ensure quality support to the learners. 30 Professional development for teachers to 31 She needs to collect data and use it to improve learning 32 She needs to improve on classroom practice as she only teaches once in awhile 33 She still needs support in the use of classroom discipline plan and rules for correcting behavior. 34 She still struggles with planning before lessons execution. 35 Should allow coachee to come up with solutions and not prescribe Improve in data collection and analysis 36 Sl to hold PLC 37 Sl to start analyzing data collected and Supporting teachers in implementation 38 Sl to start classroom observation and giving feedback 39 Start PLC meetings Consistently collect and analyse 40 Start using data to improve teacher teaching learners performance. 41 Support given should enable them to grow together. Support lesson planning and implementation by going through the plan and them support them in the class. Sits with teachers on performance and analyse data for upper primary 42 Supporting rigorous objective. Lesson implemention flow How to use collected data How to support teachers lesson plan 43 Teacher professional development 44 Teachers bin the program have been applying what they were trained 45 Teachers lesson planning, coaching and feedback from Wednesday. pLC to be started next week Wednesday afternoon. 46 The school leader is supporting teachers in class, collecting data and using it to improve parental engagement, learning and teaching. 47 The school leader is to plan for coaching and Coaching and feedback, steps involved from developing a plan for coaching all teachers, preconference, classroom support and feedback. She mentioned teachers are not Lesson planning consistently and this will 48 The school leader will start coaching and feedback, he will use questioning more than advising. The coaching plan will be put in the school calendar with teachers consent. 49 The teachers she has have a good relationship 50 There should be a consistency of when and how the PLC is being conducted. You should collect and analyse data regularly and use it to support teachers learners performance. School mission vision and values should be written and communicated to other stak 51 To always agree with a teacher on specific support before getting in her lesson to improve relationship 52 Use of data to improve parental engagement, teachers and learners performance.Ensure PLCS are planned for and conducted regularly. 53 Utilise PLCs and learn what has been covered so far and see what the teacher needs supports in. Come up with a plan on how to learn they were trained and how to support and/or implementation 54 Yet to begin coaching and PLCs 55 Yet to begin supporting teachers in class 56 Yet to conduct PLC and coaching 57 Yet to start coaching 58 Yet to start having regular PLCs 59 analyse the data to improve teachers and learners behaviour and performance. Also of collect data from my parents on how they want to see the children supported in school Next Steps Next Steps Next Steps Next Steps Next Steps 60 1 After every 2 weeks she they will be having a meeting with teachers and agree on strategies to implement. Support lesson planning and implementation. 2 Analyse data and ensure PLC meetings are regular. 3 Analyse data and use it to transform how learners are taught. 4 Analyse progressive report come up with actionable steps Support teachers by having clear plan on how the trained content will be implemented. 5 Analysis of data and application Parental engagement and teachers communicate with them 6 Bi weekly support teachers Support in lesson planning 7 Collect and analyse data Start teaching regularly Support lesson planning Start PLC next term 8 Collect data and use it to improve teaching learning and parent engagement. 9 Collect data on parental engagement. Plan with the teacher on how to implement trained techniques in piecemeal. 10 Collect data purposively, analyse and take necessary steps. Ensure PLC are conducted regularly. 11 Collect data, analyse it and make use of the results. 12 Conduct PLC after every 2 weeks. Use PLC to agree on lesson planning. 13 Create school child protection policy 14 Data collection on student performance, learner daily register and analyse with teachers 15 Data collection, analysis and use of it in to better the school 16 Developer plan in a team on how to implement the strategies trained. Buy curriculum designs for the teachers. 17 Ensure PLC meetings are held regularly and actions are you implemented turn it off. 18 Ensure PLC picks of with consistency 19 Ensure that plc's kick-off and implementation discussed items happens 20 Ensure the PLCs start in your schools 21 Have PLC meeting and encourage peer observation 22 Have a coaching plan for all teachers embedded in the school term calendar, collect and analyse data on performance, teaching and learning in class, and parental involvement. Make sure PLCs start, conducted successfully and regularly. Notes to be shared a 23 Have a plan on how to communicate to parents on the changes. Make sure there is a plan on how the current teachers are going to engage all learner 24 He will be able to support teachers more intentionally in classroom practices by offering coaching support. 25 He will work on coaching support for his teachers. 26 He will work on increasing opportunities for teaching of his learners 27 In classroom observations have preconference, and feedback session. Maximize questioning instead of advising teachers. 28 Make sure all the teachers have the same expectation on lesson planning, analyse data and implement the results 29 Make sure you cover cotton plant and development next actionable steps on how to implement. 30 PLC meeting to be done when the school reopens. 31 PLC to be restarted from tomorrow, to plan with teachers on classroom support coaching and feedback from next week 32 Practice coaching and giving feedback 33 Practice coaching, collect record and analyze data regularly. 34 Practice implementing all the learnt practices so far. 35 Regular have PLCs Correct analyse and apply data results 36 SL to begin having the PLCs and continue supporting implementation of different practices 37 SL to schedule and conduct PLCs 38 She will be able prepare for a classroom lesson for grade 3 before the next coaching visit 39 She will lesson plan for some classes and engage in active classroom teaching. 40 She will work on ensuring the teachers meet and share on how they have been using the discipline plan to help in behavior management. 41 Sl to conduct Plc and coach other staff. 42 Sl to conduct at least 2 PLCs and coaching before next coaching. 43 Sl to practice classroom observation and giving feedback 44 Sl to practice having PLCs 45 Sl to start analyzing data collected and Supporting teachers in implementation 46 Sl to start classroom observation and giving feedback 47 Start PLC meetings Consistently collect and analyse. 48 Start classroom observations and give feedback to teacher. Keep notes after coaching. 49 Support all staff in implementation of different practices learnt 50 Support on lesson planning by walking with the teacher through it. And also in class. Analyse data for lower primary and early years and come up with the action steps 51 Supporting rigorous objective. Lesson implemention flow How to use collected data How to support teachers lesson plan 52 The school leader is to plan for coaching and Coaching and feedback, steps involved from developing a plan for coaching all teachers, preconference, classroom support and feedback. She mentioned teachers are not Lesson planning consistently and this will 53 The school leader will start coaching and feedback, he will use questioning more than advising. The coaching plan will be put in the school calendar with teachers consent. 54 There should be a consistency of when and how the PLC is being conducted, ie biweekly You should collect and analyse data regularly and use it to support teachers learners performance. School mission vision and values should be written and communicated t 55 To conduct PLC and coach at least 2 teachers. 56 To have a call later once emotionally stable. 57 Use data to understand quality of teaching by analysing learners performance of class and homework 58 Use of data to improve parental engagement, teachers and learners performance. Next PLC to be done tomorrow 11th November. Start classroom support. Collect more data on parents, learners and teachers. 59 Work on data and ensure PLCs have started. 60 build relationships Collect data Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) 60 1 12 2 15 3 16 4 17 5 20 6 21 7 22 8 23 9 24 10 25 11 26 12 27 13 28 14 30 15 32 16 33 17 35 18 40 19 45 20 50 21 53 22 60 Parent ID Parent ID Parent ID Parent ID Parent ID 101 1 P1-BE 2 P10-BE 3 P100-BE 4 P101-BE 5 P11-BE 6 P12-BE 7 P13-BE 8 P14-BE 9 P15-BE 10 P16-BE 11 P17-BE 12 P18-BE 13 P19-BE 14 P2-BE 15 P20-BE 16 P21-BE 17 P22-BE 18 P23-BE 19 P24-BE 20 P25-BE 21 P26-BE 22 P27-BE 23 P28-BE 24 P29-BE 25 P3-BE 26 P30-BE 27 P31-BE 28 P32-BE 29 P33-BE 30 P34-BE 31 P35-BE 32 P36-BE 33 P37-BE 34 P38-BE 35 P39-BE 36 P4-BE 37 P40-BE 38 P41-BE 39 P42-BE 40 P43-BE 41 P44-BE 42 P45-BE 43 P46-BE 44 P47-BE 45 P48-BE 46 P49-BE 47 P5-BE 48 P50-BE 49 P51-BE 50 P52-BE 51 P53-BE 52 P54-BE 53 P55-BE 54 P56-BE 55 P57-BE 56 P58-BE 57 P59-BE 58 P6-BE 59 P60-BE 60 P61-BE 61 P62-BE 62 P63-BE 63 P64-BE 64 P65-BE 65 P66-BE 66 P67-BE 67 P68-BE 68 P69-BE 69 P7-BE 70 P70-BE 71 P71-BE 72 P72-BE 73 P73-BE 74 P74-BE 75 P75-BE 76 P76-BE 77 P77-BE 78 P78-BE 79 P79-BE 80 P8-BE 81 P80-BE 82 P81-BE 83 P82-BE 84 P83-BE 85 P84-BE 86 P85-BE 87 P86-BE 88 P87-BE 89 P88-BE 90 P89-BE 91 P9-BE 92 P90-BE 93 P91-BE 94 P92-BE 95 P93-BE 96 P94-BE 97 P95-BE 98 P96-BE 99 P97-BE 100 P98-BE 101 P99-BE 7. Is your current phone a Smart Phone? 7. Is your current phone a Smart Phone? 7. Is your current phone a Smart Phone? 7. Is your current phone a Smart Phone? 7. Is your current phone a Smart Phone? 7. Is your current phone a Smart Phone? 101 1 No 2 Yes 8. If yes to Q7 above, do you have access to WhatsApp? 8. If yes to Q7 above, do you have access to WhatsApp? 8. If yes to Q7 above, do you have access to WhatsApp? 8. If yes to Q7 above, do you have access to WhatsApp? 8. If yes to Q7 above, do you have access to WhatsApp? 8. If yes to Q7 above, do you have access to WhatsApp? 94 7 1 No 2 Yes Sysmiss 9. Area of Residence 9. Area of Residence 9. Area of Residence 9. Area of Residence 9. Area of Residence 101 1 Dandora 2 Dandora phase 4 3 Kayole 4 Kayole Junction 5 Maili Saba 6 Migingo/Shiranga 7 Obama 8 Saika 9 Shiranga 10 kayole junction 11 kayole junction 10. Highest level of Education of Parent/Guardian 10. Highest level of Education of Parent/Guardian 10. Highest level of Education of Parent/Guardian 10. Highest level of Education of Parent/Guardian 10. Highest level of Education of Parent/Guardian 101 1 Certificate 2 Completed Primary 3 Completed Secondary 4 Diploma 5 Some Primary 6 Some Secondary 7 Undergraduate Degree 11. What was your working status in January and February 2020? 11. What was your working status in January and February 2020? 11. What was your working status in January and February 2020? 11. What was your working status in January and February 2020? 11. What was your working status in January and February 2020? 11. What was your working status in January and February 2020? 101 1 Employed (Full-Time) 2 Employed (Part-Time) 3 Not working 4 Self-Employed 12a. Are you currently working? 12a. Are you currently working? 12a. Are you currently working? 12a. Are you currently working? 12a. Are you currently working? 12a. Are you currently working? 101 1 No 2 Yes 12b. If no in Q12a above, how has the crisis affected your working status? 12b. If no in Q12a above, how has the crisis affected your working status? 12b. If no in Q12a above, how has the crisis affected your working status? 12b. If no in Q12a above, how has the crisis affected your working status? 12b. If no in Q12a above, how has the crisis affected your working status? 12b. If no in Q12a above, how has the crisis affected your working status? 84 17 1 Casual jobs are hard to find 2 Casual jobs difficult to find during this COVID-19 PERIOD 3 Casual jobs hard to get 4 Have not been working 5 Hawking has become difficult 6 I cannot get casual jobs easily 7 I had a pay cut (salary reduction) 8 I have been very sick with a heart condition for a long time now 9 I lost access to my daily hustles 10 I lost my job 11 My business closed down Sysmiss 13. Please indicate the number of primary school-going children in the household 13. Please indicate the number of primary school-going children in the household 13. Please indicate the number of primary school-going children in the household 13. Please indicate the number of primary school-going children in the household 13. Please indicate the number of primary school-going children in the household 13. Please indicate the number of primary school-going children in the household 101 1 1 2 2 3 3 4 4 16. Do you own a TV? 16. Do you own a TV? 16. Do you own a TV? 16. Do you own a TV? 16. Do you own a TV? 16. Do you own a TV? 101 1 No 2 Yes 17. Do you own a Radio? 17. Do you own a Radio? 17. Do you own a Radio? 17. Do you own a Radio? 17. Do you own a Radio? 17. Do you own a Radio? 101 1 No 2 Yes 18. Are the school-going children receiving any support from their schools? 18. Are the school-going children receiving any support from their schools? 18. Are the school-going children receiving any support from their schools? 18. Are the school-going children receiving any support from their schools? 18. Are the school-going children receiving any support from their schools? 18. Are the school-going children receiving any support from their schools? 101 1 No 2 Yes 19. If yes in Q18 above, what kind of support? (Tick all that apply) 19. If yes in Q18 above, what kind of support? (Tick all that apply) 19. If yes in Q18 above, what kind of support? (Tick all that apply) 19. If yes in Q18 above, what kind of support? (Tick all that apply) 19. If yes in Q18 above, what kind of support? (Tick all that apply) 19. If yes in Q18 above, what kind of support? (Tick all that apply) 41 60 1 Creating awareness on distance learning resources available, Sharing Ministry of Health guidelines on how to stay safe during the crisis 2 Creating awareness on distance learning resources available, Sharing Ministry of Health guidelines on how to stay safe during the crisis, Supply of face masks 3 Creating awareness on distance learning resources available, Sharing Ministry of Health guidelines on how to stay safe during the crisis, Supply of masks 4 Creating awareness on distance learning resources available, Supply of face masks 5 Creating awareness on distance learning resources available, Supply of face masks. 6 Creating awareness on distance learning resources available, Supplying face masks 7 Sending revision materials 8 Sending revision materials, Sharing Ministry of Health guidelines on how to stay safe during the crisis 9 Sharing Ministry of Health guidelines on how to stay safe during the crisis Sysmiss 20. Which distance learning resources have you used at home? (Tick all that appl 20. Which distance learning resources have you used at home? (Tick all that appl 20. Which distance learning resources have you used at home? (Tick all that appl 20. Which distance learning resources have you used at home? (Tick all that appl 20. Which distance learning resources have you used at home? (Tick all that appl 20. Which distance learning resources have you used at home? (Tick all that appl 101 1 Through revision papers 2 By giving revision papers 3 Edu TV 4 Edu TV, KBC TV 5 Edu TV, Ubongo 6 Edu TV, Ubongo, None 7 KICD Radio - KBC English Service 8 KICD Radio - KBC English Service, Edu TV 9 KICD Radio - KBC English Service, Giving some assignments 10 KICD Radio - KBC English Service, Revision Papers 11 None 12 Revision Papers 13 Revision papers 14 Through Revision Papers 15 Through revision papers 16 Ubongo 21. Do you feel you can support your child's/children's learning at home? 21. Do you feel you can support your child's/children's learning at home? 21. Do you feel you can support your child's/children's learning at home? 21. Do you feel you can support your child's/children's learning at home? 21. Do you feel you can support your child's/children's learning at home? 21. Do you feel you can support your child's/children's learning at home? 101 1 No 2 Yes 22. If no in Q21 above, please explain your answer 22. If no in Q21 above, please explain your answer 22. If no in Q21 above, please explain your answer 22. If no in Q21 above, please explain your answer 22. If no in Q21 above, please explain your answer 22. If no in Q21 above, please explain your answer 24 77 1 I do not have access to distance learning resources 2 I do not have the time 3 I do not know how 4 I do not know how, I do not have access to distance learning resources 5 I do not know how, I do not have the time Sysmiss 23. How are you currently supporting your child's/children's learning at home? 23. How are you currently supporting your child's/children's learning at home? 23. How are you currently supporting your child's/children's learning at home? 23. How are you currently supporting your child's/children's learning at home? 23. How are you currently supporting your child's/children's learning at home? 23. How are you currently supporting your child's/children's learning at home? 101 1 check out work done 2 Am doing personal coaching 3 Am giving her assignment 4 Am helping her in revision 5 By buying homework assignments 6 By buying revision papers 7 By coaching them personally 8 By encouraging them to learn form Edu TV when their lessons are on 9 By encouraging them to make use of EDU TV 10 By giving assignments 11 By giving her assignments 12 By giving him some exercises to do 13 By giving him work to do 14 By giving homework 15 By giving revision paper 16 By giving them assignment 17 By making sure he studies 18 By making sure they watch Edu TV at the time of their class lessons 19 By using EDU TV 20 Encouraging him to learn fro Edu TV 21 Encouraging the to listen to their class lessons fro Edu TV or KBC 22 Encouraging the use of Edu TV teaching. 23 Encouraging them to learn from Edu TV 24 Encouraging them to learn through EDU TV 25 Encouraging them to listen to the learning coming through Edu TV 26 Encouraging them to listen to their class lessons from the radio. 27 Encouraging them to watch Edu TV when their classes are on 28 Engaging in TV distance learning 29 Engaging in TV lessons 30 Engaging in school work using revision files 31 Engaging them with school work 32 Following up with what they learn from learning resources. 33 Getting them revision materials 34 Giving exercises from past papers 35 Giving school work 36 Guiding through TV lessons 37 Helping them in following the distance learning programs. 38 I am not 39 I am not 40 I am not able to. They are very much on their own. 41 I don't support. He has to plan on how to do everything on his own. 42 I dont know 43 I help her revise and do homework 44 I help them do homework 45 I help them revise 46 I help them revise what they had earlier studied 47 I help them with homework and revision 48 I let them study 49 I let them watch informative films 50 Make sure they listen to lessons from KBC radioand Kameme 51 Makes sure they following up on learning from Edu TV or KBC and giving them some school work every morning. 52 Making sure they sit and listen to lessons Edu TV . 53 Making sure they study 54 N/A 55 N9 56 NA 57 None 58 None way 59 Not supporting 60 Remind them to watch Edu TV when their classes are on 61 Revision from the exam papers previously done at school 62 Revision of past papers 63 Supporting in school work 64 Supporting them to follow the distance learning resources from the TV. 65 They are learning from Edu TV and being helped by their bigger brother in Form 1 66 Through EDU TV 67 Through TV lessons 68 Yes 69 You are giving assignments 70 aid in assignments 71 by guiding them do their assignments 72 check if work done 73 check work done 74 guide as they do assignments 75 guide during assignments 76 guide in assessment 77 guide on assignments 78 guide on the side 79 guide them as they do assignments 80 guide them do assignments 24. What are your biggest concerns during the Covid-19 crisis? (Tick all that ap 24. What are your biggest concerns during the Covid-19 crisis? (Tick all that ap 24. What are your biggest concerns during the Covid-19 crisis? (Tick all that ap 24. What are your biggest concerns during the Covid-19 crisis? (Tick all that ap 24. What are your biggest concerns during the Covid-19 crisis? (Tick all that ap 24. What are your biggest concerns during the Covid-19 crisis? (Tick all that ap 101 1 Finance 2 Food and Nutrition 3 Food and Nutrition, Education, Finance 4 Food and Nutrition, Finance 5 Food and Nutrition, Health, Education, Finance 6 Food and Nutrition, Health, Education, Finance, Casual jobs are hard to come by. 7 Food and Nutrition, Health, Education, Finance, Getting casual work to support my family. 8 Food and Nutrition, Health, Education, Finance, Getting infected with COVID-19 9 Safety and Security 10 Safety and Security, Education, Finance 11 Safety and Security, Food and Nutrition, Education 12 Safety and Security, Food and Nutrition, Education, Finance 13 Safety and Security, Food and Nutrition, Health, Education 14 Safety and Security, Food and Nutrition, Health, Education, Finance 15 Safety and Security, Health, Education, Finance 25. As a Parent/Guardian, how are you coping with the current Crisis? 25. As a Parent/Guardian, how are you coping with the current Crisis? 25. As a Parent/Guardian, how are you coping with the current Crisis? 25. As a Parent/Guardian, how are you coping with the current Crisis? 25. As a Parent/Guardian, how are you coping with the current Crisis? 25. As a Parent/Guardian, how are you coping with the current Crisis? 101 1 Follow guidelines by the Ministry of Health (washing hands thoroughly, sanitizing frequently, use of face masks, social distancing) 2 Following information from credible sources 3 I am not sure how to cope 4 Reassuring my children/family they are safe 5 Share feelings/thoughts with friends and family 26. As a Parent/Guardian, I feel anxious (worried) about the current crisis. 26. As a Parent/Guardian, I feel anxious (worried) about the current crisis. 26. As a Parent/Guardian, I feel anxious (worried) about the current crisis. 26. As a Parent/Guardian, I feel anxious (worried) about the current crisis. 26. As a Parent/Guardian, I feel anxious (worried) about the current crisis. 26. As a Parent/Guardian, I feel anxious (worried) about the current crisis. 101 1 Agree 2 Strongly agree 27. My child/children feels/feel anxious (worried) about the current crisis that 27. My child/children feels/feel anxious (worried) about the current crisis that 27. My child/children feels/feel anxious (worried) about the current crisis that 27. My child/children feels/feel anxious (worried) about the current crisis that 27. My child/children feels/feel anxious (worried) about the current crisis that 27. My child/children feels/feel anxious (worried) about the current crisis that 101 1 Agree 2 Disagree 3 Strongly Agree 28. Before Covid-19 Crisis, did you have time to engage and support your child's 28. Before Covid-19 Crisis, did you have time to engage and support your child's 28. Before Covid-19 Crisis, did you have time to engage and support your child's 28. Before Covid-19 Crisis, did you have time to engage and support your child's 28. Before Covid-19 Crisis, did you have time to engage and support your child's 28. Before Covid-19 Crisis, did you have time to engage and support your child's 101 1 No 2 Yes 29. Currently (during the crisis), do you have time to engage and support your C 29. Currently (during the crisis), do you have time to engage and support your C 29. Currently (during the crisis), do you have time to engage and support your C 29. Currently (during the crisis), do you have time to engage and support your C 29. Currently (during the crisis), do you have time to engage and support your C 29. Currently (during the crisis), do you have time to engage and support your C 101 1 No 2 Yes 30. How have you been supporting your child's learning at home? 30. How have you been supporting your child's learning at home? 30. How have you been supporting your child's learning at home? 30. How have you been supporting your child's learning at home? 30. How have you been supporting your child's learning at home? 30. How have you been supporting your child's learning at home? 101 1 Communicating with him/her about school work and the value and enjoyment of learning 2 Creating an environment that is conducive for learning (a supportive and nurturing environment that will help the child cope with the current crisis and feel comfortable enough to learn) 3 Encouraging them to make use of the EDU TV for continuous learning 4 Helping with school work/learning at home 5 I have not been able to support my child's learning at home 6 I remind them to watch Edu TV when their lessons are on. 7 Yes, by encouraging spending time on EDU TV when their classes are on. 31a. Do you have routines/daily schedules for your child's/children's schoolwork 31a. Do you have routines/daily schedules for your child's/children's schoolwork 31a. Do you have routines/daily schedules for your child's/children's schoolwork 31a. Do you have routines/daily schedules for your child's/children's schoolwork 31a. Do you have routines/daily schedules for your child's/children's schoolwork 31a. Do you have routines/daily schedules for your child's/children's schoolwork 101 1 No 2 Yes 31b. If yes in 31a, please explain your routine. 31b. If yes in 31a, please explain your routine. 31b. If yes in 31a, please explain your routine. 31b. If yes in 31a, please explain your routine. 31b. If yes in 31a, please explain your routine. 31b. If yes in 31a, please explain your routine. 38 63 1 1hr of study 2 2hrs everyday 3 By doing revision 4 By giving assignment 5 By giving daily assignments 6 By giving him assignments 7 Each child to be ready to spend time on EDU TV when her/his class is on 8 Edu TV scheduled routine 9 Edu TV schedules 10 EduTV routine. They have to follow the learning whenever their classes are on 11 Every morning we ensure we do school work for at least 1 hr 12 Giving work to do 13 He does morning and evening preps 14 He has a timetable that he follows 15 I do not have a routine 16 I give him work to do 17 I made a study timetable that she follows on daily basis 18 I make sure she her daily 19 I make sure they do not skip watching Edu TV which is the only resource we have at home. 20 I make sure they read regularly 21 In the morning 22 In the morning after breakfast, I give them some questions from past papers to do. After that they have to learn from Edu TV when their class comes on. 23 KBC Radio routine learning 24 Making sure they do their assignments 25 Making sure they listen to EDU TV when their class time is on 26 My routine is Edu TV 27 None 28 She follows a timetable 29 Sit and listen to lesson for his class from Edu TV. Spend time with his big brother, waiting to join University, to teach him at least an hour a day 30 Spending time on EDU TV channel when their classes are on 31 The children follow the daily from Edu TV 32 They have to follow learning from the Edu Tv channel 33 They have to watch EduTV when their classes are going on 34 We do homework in the morning 35 We revise homework 36 We study in the evening 37 We study together Sysmiss 32. How many hours in a day do you dedicate to supporting your child's learning 32. How many hours in a day do you dedicate to supporting your child's learning 32. How many hours in a day do you dedicate to supporting your child's learning 32. How many hours in a day do you dedicate to supporting your child's learning 32. How many hours in a day do you dedicate to supporting your child's learning 32. How many hours in a day do you dedicate to supporting your child's learning 101 1 1 - 2 Hours 2 2 - 3 Hours 3 Less than 1 Hour 33. How many hours in a day does your child dedicate to studying at home? 33. How many hours in a day does your child dedicate to studying at home? 33. How many hours in a day does your child dedicate to studying at home? 33. How many hours in a day does your child dedicate to studying at home? 33. How many hours in a day does your child dedicate to studying at home? 33. How many hours in a day does your child dedicate to studying at home? 101 1 1 - 2 Hours 2 2 - 3 Hours 3 Less than 1 Hour Parent ID Parent ID Parent ID Parent ID Parent ID 61 1 P1-EE 2 P10-EE 3 P11-EE 4 P12-EE 5 P13-EE 6 P14-EE 7 P15-EE 8 P16-EE 9 P17-EE 10 P18-EE 11 P19-EE 12 P2-EE 13 P20-EE 14 P21-EE 15 P22-EE 16 P23-EE 17 P24-EE 18 P25-EE 19 P26-EE 20 P27-EE 21 P28-EE 22 P29-EE 23 P3-EE 24 P30-EE 25 P31-EE 26 P32-EE 27 P33-EE 28 P34-EE 29 P35-EE 30 P36-EE 31 P37-EE 32 P38-EE 33 P39-EE 34 P4-EE 35 P40-EE 36 P41-EE 37 P42-EE 38 P43-EE 39 P44-EE 40 P45-EE 41 P46-EE 42 P47-EE 43 P48-EE 44 P49-EE 45 P5-EE 46 P50-EE 47 P51-EE 48 P52-EE 49 P53-EE 50 P54-EE 51 P55-EE 52 P56-EE 53 P57-EE 54 P58-EE 55 P59-EE 56 P6-EE 57 P60-EE 58 P61-EE 59 P7-EE 60 P8-EE 61 P9-EE Please indicate the number of primary school-going children in the household. Please indicate the number of primary school-going children in the household. Please indicate the number of primary school-going children in the household. Please indicate the number of primary school-going children in the household. Please indicate the number of primary school-going children in the household. Please indicate the number of primary school-going children in the household. 61 1 1 2 2 3 3 4 4 Please indicate the grades/class levels of these learners Please indicate the grades/class levels of these learners Please indicate the grades/class levels of these learners Please indicate the grades/class levels of these learners Please indicate the grades/class levels of these learners Please indicate the grades/class levels of these learners 61 1 Class 5 2 Class 5, Class 8 3 Class 6 4 Class 7 5 Class 8 6 Grade 1 7 Grade 2 8 Grade 2, Class 6 9 Grade 2, Class 8 10 Grade 2, Grade 3 11 Grade 2, Grade 4, Class 7 12 Grade 3 13 Grade 3, Class 5, Class 6 14 Grade 3, Class 8 15 Grade 3, Grade 4, Class 6, Class 7 16 Grade 4 17 Grade 4, Class 6, Class 8 18 Grade 4, Class 7 19 Grade 4, Class 8 20 PP1 21 PP1, Class 5 22 PP1, Class 8 23 PP1, Grade 3 24 PP1, Grade 4, Class 5 25 PP2 26 PP2, Class 6 27 PP2, Grade 1, Class 8 28 PP2, Grade 2 29 PP2, Grade 4 1. Have you received learning packets from Dignitas? 1. Have you received learning packets from Dignitas? 1. Have you received learning packets from Dignitas? 1. Have you received learning packets from Dignitas? 1. Have you received learning packets from Dignitas? 1. Have you received learning packets from Dignitas? 61 1 Yes 2. On a scale of 1 to 5, how would you rate the usefulness of the learning packe 2. On a scale of 1 to 5, how would you rate the usefulness of the learning packe 2. On a scale of 1 to 5, how would you rate the usefulness of the learning packe 2. On a scale of 1 to 5, how would you rate the usefulness of the learning packe 2. On a scale of 1 to 5, how would you rate the usefulness of the learning packe On a scale of 1 to 5, how would you rate the usefulness of the learning packets provided by Dignitas? 61 1 somehow useful 2 useful 3 very useful 3. Please explain your answer in question 2 above. 3. Please explain your answer in question 2 above. 3. Please explain your answer in question 2 above. 3. Please explain your answer in question 2 above. 3. Please explain your answer in question 2 above. 3. Please explain your answer in question 2 above. 60 1 1 Clear instructions 2 Encouraged the learners to spend more time in learning 3 Good work 4 Help the learner in revision 5 Help the learner to carry on with the revision 6 Helped me so much 7 Helped the child in revision 8 Helped the learners 9 Helped the learners in revision 10 Kept my daughter always busy and engaged. 11 My daughter was always engaged and this made her concentrate with her studies 12 My son was always engaged in his studies. 13 She did not understand some questions,since they haven't been taught. 14 The learning packet helped to keep my children busy. 15 The learning packets help the learner to continue with their studies even if schools we closed 16 They are easy to understand 17 They are very easy 18 They are very helpful 19 They have helped me participate in my child's education 20 They have kept my children busy. 21 They help the learner in revision during the long holiday 22 They helped in assessing the learner's ability during the holiday 23 They helped in assessing the learner's during the holiday 24 They helped learners in revision during the long holiday 25 They helped my daughter study. 26 They helped my son to be engaged in his studies 27 They helped the learner in revising 28 They helped the learner in revision 29 They keep my daughters always engaged and busy. 30 They kept my son always engaged 31 Through them the children we able to engage in learning while at home 32 engaging activities 33 good content 34 good work 35 kept the learner busy 36 learner busy Sysmiss 4. On a scale of 1 to 3, how would you rate the ease of use of Dignitas Learning 4. On a scale of 1 to 3, how would you rate the ease of use of Dignitas Learning 4. On a scale of 1 to 3, how would you rate the ease of use of Dignitas Learning 4. On a scale of 1 to 3, how would you rate the ease of use of Dignitas Learning 4. On a scale of 1 to 3, how would you rate the ease of use of Dignitas Learning 4. On a scale of 1 to 3, how would you rate the ease of use of Dignitas Learning 61 1 somewhat easy 2 very easy 5. Please explain your answer in question 4 above. 5. Please explain your answer in question 4 above. 5. Please explain your answer in question 4 above. 5. Please explain your answer in question 4 above. 5. Please explain your answer in question 4 above. 5. Please explain your answer in question 4 above. 57 4 1 Availability of the marking scheme made it easy for marking learner's work 2 Clear instructions 3 Clear instructions were given 4 Easy instructions 5 Had clear instructions 6 Had clear instructions. 7 I can easily understand them 8 Instructions very clear 9 Instructions were clear. 10 She managed to the exercise very well 11 Some questions are difficult. 12 Some questions were difficult for her to answer. 13 The answers sheet was provided which made it easy to assess the learner 14 The instructions are very clear 15 The instructions given were clear enough 16 The learner is able to do them with ease. 17 The parent got it easy to help the learners since there were marking schemes provided 18 The provided marking scheme helped in assessing the learner's work 19 The questions we according to the learner's standard 20 The questions we of good standard and encouraged learners to revise widely 21 The questions were fair and set up to the standard 22 The questions were of good standard to the learner 23 The questions were of standard 24 The questions were set to the learner's capability 25 The questions were set to the learner's standard 26 The questions were set to the standard of learner 27 The questions were set up to the learner's standard 28 The questions were very good and set to the standard 29 They are easy elaborated 30 They are easy to understand 31 They had clear instructions 32 They have clear instructions 33 They provided explanation where necessary 34 They were at learners range 35 They were at learners range. 36 some activities are challenging 37 some activities difficult for the learners 38 some activities were complex for the learners 39 some difficult 40 some difficult for the learners 41 some times challenging 42 some times difficult 43 understandable 44 upto standard Sysmiss 6. How have Dignitas Learning Packets impacted your child's learning at home? 6. How have Dignitas Learning Packets impacted your child's learning at home? 6. How have Dignitas Learning Packets impacted your child's learning at home? 6. How have Dignitas Learning Packets impacted your child's learning at home? 6. How have Dignitas Learning Packets impacted your child's learning at home? 6. How have Dignitas Learning Packets impacted your child's learning at home? 61 1 At least she is engaging in her studies. 2 Increased parental engagement as I am spending more time supporting my child's learning 3 My child is spending more time studying 4 My child is spending more time studying, Increased parental engagement as I am spending more time supporting my child's learning 5 My child is spending more time studying, We created routines for his/her study, Increased parental engagement as I am spending more time supporting my child's learning 6 She is engaged in doing questions given. 7 We created routines for his/her study 8 We created routines for his/her study, Increased parental engagement as I am spending more time supporting my child's learning 7. On a scale of 1 to 5, how useful was the Leaders of Learning support offered 7. On a scale of 1 to 5, how useful was the Leaders of Learning support offered 7. On a scale of 1 to 5, how useful was the Leaders of Learning support offered 7. On a scale of 1 to 5, how useful was the Leaders of Learning support offered 7. On a scale of 1 to 5, how useful was the Leaders of Learning support offered 7. On a scale of 1 to 5, how useful was the Leaders of Learning support offered 61 1 useful 2 very useful 8. Please explain your answer in question 7 above. 8. Please explain your answer in question 7 above. 8. Please explain your answer in question 7 above. 8. Please explain your answer in question 7 above. 8. Please explain your answer in question 7 above. 8. Please explain your answer in question 7 above. 61 1 Constant follow ups assured me that everything was to be alright soon 2 Despite that she could not offer financial help,at least she encouraged me that we should follow the guidelines given by MOH 3 Good follow up 4 It help in building good relationship with the teachers 5 My child spends more time studying 6 She advised on how to help the learner stufy 7 She allowed consultation from the learners 8 She assured me how I would monitor my son's well being 9 She availed the questions in time and did the marking 10 She calls 11 She communicated regularly asking about learner's wellbeing 12 She communicated to the learner effectively and was ready to help 13 She delivered the learning packets in good time 14 She delivered the learning packets in time and did the follow up 15 She encouraged the girls and me to always have growth mindset,that everything would be fine. 16 She encouraged us all was to be alright. 17 She encouraged us always stay connected. 18 She encouraged us it is always important to stay informed and not obsessed with news 19 She encouraged us that it always important to stay focused. 20 She encouraged us to focus on the things I can control 21 She ensured that the child was learning as she regularly checked on us 22 She ensured that the learner did her work without failure 23 She gave clarification where there were difficulties 24 She has helped us acknowledge our feelings and also helped us plan for what we can do. 25 She has taught me that it is very important for me to stay connected with family and friends 26 She helped in assessing the learner 27 She helped in marking the learner's wark 28 She is very interested in how I help my child at home 29 She offered help where the questions seemed difficult. 30 She provided help where there was difficulty 31 She was able to encourage us things would be alright. 32 She was able to explain to the learner where she needed more information 33 She was able to guide me as a parent on what to do 34 She was able to guide where appropriate and she encouraged us that all shall be well soon. 35 She was readily available and she help the learner where the parent had difficulty 36 The gave guidelines on how to tackle the questions 37 They assured me that despite of everything all would be alright. 38 They gave me hope that despite everything is happening all was to be well soon 39 They have kept us busy 40 They help the child stay engaged 41 Through her I was encouraged that this pandemic would end and everything would go back to normal. 42 Working well 43 calling to know how we are doing 44 follow up and gift parcel 45 good communication and gift parcel 46 good follow up 47 good follow up and gift parcel 48 got good moral support 9. I still feel worried about the ongoing Covid-19 pandemic 9. I still feel worried about the ongoing Covid-19 pandemic 9. I still feel worried about the ongoing Covid-19 pandemic 9. I still feel worried about the ongoing Covid-19 pandemic 9. I still feel worried about the ongoing Covid-19 pandemic 61 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 10. My child/children feels/feel worried about the ongoing Covid-19 pandemic. 10. My child/children feels/feel worried about the ongoing Covid-19 pandemic. 10. My child/children feels/feel worried about the ongoing Covid-19 pandemic. 10. My child/children feels/feel worried about the ongoing Covid-19 pandemic. 10. My child/children feels/feel worried about the ongoing Covid-19 pandemic. 61 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 11. Currently, how many hours in a day does/do your child/children dedicate to s 11. Currently, how many hours in a day does/do your child/children dedicate to s 11. Currently, how many hours in a day does/do your child/children dedicate to s 11. Currently, how many hours in a day does/do your child/children dedicate to s 11. Currently, how many hours in a day does/do your child/children dedicate to s 11. Currently, how many hours in a day does/do your child/children dedicate to s 61 1 1 - 2 Hours 2 2 - 3 Hours 3 Less than 1 Hour 4 More than 3 Hours 12. Do you have a learning routine/schedule for your child's school work at home 12. Do you have a learning routine/schedule for your child's school work at home 12. Do you have a learning routine/schedule for your child's school work at home 12. Do you have a learning routine/schedule for your child's school work at home 12. Do you have a learning routine/schedule for your child's school work at home 12. Do you have a learning routine/schedule for your child's school work at home 61 1 No 2 Yes 13. If yes in question 12 above, please choose the statement that best describes 13. If yes in question 12 above, please choose the statement that best describes 13. If yes in question 12 above, please choose the statement that best describes 13. If yes in question 12 above, please choose the statement that best describes 13. If yes in question 12 above, please choose the statement that best describes 13. If yes in question 12 above, please choose the statement that best describes 54 7 1 I let the child decide what he/she needs to do as I am not home during the day; so they manage their own schedule 2 The child knows what he/she needs to do each day; there is no strict schedule 3 The schedule has a time for learning, play, and/or undertaking house chores Sysmiss 14. How many hours do you currently dedicate to supporting your child's learning 14. How many hours do you currently dedicate to supporting your child's learning 14. How many hours do you currently dedicate to supporting your child's learning 14. How many hours do you currently dedicate to supporting your child's learning 14. How many hours do you currently dedicate to supporting your child's learning How many hours do you currently dedicate to supporting your child's learning at home? 61 1 1 - 2 Hours 2 2 - 3 Hours 3 Less than 1 Hour 4 More than 3 Hours 5 None 15. If you selected 'none' in question 14 above, why is this so? 15. If you selected 'none' in question 14 above, why is this so? 15. If you selected 'none' in question 14 above, why is this so? 15. If you selected 'none' in question 14 above, why is this so? 15. If you selected 'none' in question 14 above, why is this so? 15. If you selected 'none' in question 14 above, why is this so? 3 58 1 I am busy 2 I do not know how to Sysmiss 16. How have you been supporting your child's learning at home? 16. How have you been supporting your child's learning at home? 16. How have you been supporting your child's learning at home? 16. How have you been supporting your child's learning at home? 16. How have you been supporting your child's learning at home? 16. How have you been supporting your child's learning at home? 61 1 Helping with schoolwork/studying at home 2 Reach out to my child's teacher for follow-up 3 Seeking out additional learning materials 4 Sit down and revise with my child/children School ID School ID School ID School ID School ID 15 1 70 2 71 3 72 4 73 5 75 6 76 7 77 8 79 9 82 10 84 11 85 12 86 13 87 14 88 15 89 Respondent ID Respondent ID Respondent ID Respondent ID Respondent ID 15 1 70-157 2 71-33 3 72-16 4 73-161 5 75-30 6 76-171 7 77-198 8 79-120 9 82-193 10 84-204 11 85-2 12 86-126 13 87-41 14 88-205 15 89-200 Role of Respondent Role of Respondent Role of Respondent Role of Respondent Role of Respondent 15 1 Deputy Head Teacher 2 Head Teacher 3 Teacher Total school enrollment as of March 2020 Total school enrollment as of March 2020 Total school enrollment as of March 2020 Total school enrollment as of March 2020 Total school enrollment as of March 2020 8 7 1 177 2 189 3 242 4 250 5 380 6 515 7 545 8 620 Sysmiss Total number of female learners as of March 2020 Total number of female learners as of March 2020 Total number of female learners as of March 2020 Total number of female learners as of March 2020 Total number of female learners as of March 2020 8 7 1 130 2 240 3 245 4 279 5 320 6 68 7 82 8 96 Sysmiss Total number of male learners as of March 2020 Total number of male learners as of March 2020 Total number of male learners as of March 2020 Total number of male learners as of March 2020 Total number of male learners as of March 2020 8 7 1 120 2 140 3 266 4 270 5 300 6 74 7 93 8 95 Sysmiss Total number of teachers in the school as of March 2020 Total number of teachers in the school as of March 2020 Total number of teachers in the school as of March 2020 Total number of teachers in the school as of March 2020 Total number of teachers in the school as of March 2020 8 7 1 11 2 12 3 14 4 20 5 22 6 9 Sysmiss 2a. Did your school reopen on 12th October 2020?(for Headteachers) 2a. Did your school reopen on 12th October 2020?(for Headteachers) 2a. Did your school reopen on 12th October 2020?(for Headteachers) 2a. Did your school reopen on 12th October 2020?(for Headteachers) 2a. Did your school reopen on 12th October 2020?(for Headteachers) 2a. Did your school reopen on 12th October 2020?(for Headteachers) 8 7 1 Yes Sysmiss 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 15 Sysmiss 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 8 7 1 10 2 12 3 16 4 24 5 26 6 42 7 45 8 50 Sysmiss 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 7 8 1 2 12 3 16 4 17 5 27 6 49 Sysmiss 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 8 7 1 10 2 2 3 3 4 5 5 6 6 8 7 9 Sysmiss 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign Of the teachers that reported in October, how many are part of the 2020 Dignitas Cohorts? 8 7 1 1 2 2 3 3 Sysmiss 3a. Did your school reopen on 12th October 2020? (For teachers and Deputy Head t 3a. Did your school reopen on 12th October 2020? (For teachers and Deputy Head t 3a. Did your school reopen on 12th October 2020? (For teachers and Deputy Head t 3a. Did your school reopen on 12th October 2020? (For teachers and Deputy Head t 3a. Did your school reopen on 12th October 2020? (For teachers and Deputy Head t Did your school reopen on 12th October 2020? (For teachers and Deputy Head teachers) 7 8 1 Yes Sysmiss 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 15 Sysmiss 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 7 8 1 Grade 2 2 Grade 3 3 Grade 4 4 Grade 4, Class 5, Class 6, Class 7, Class 8 5 Grade 4, Class 7, Class 8 6 Grade 4, Class 8 Sysmiss 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 15 1 No 2 Yes 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 12 3 1 -Items needed to ensure the safety of the learners -Teachers payments -How teachers would work to cover what the learners had/have lost during this period 2 All MPH rules 3 By making sure all pupils adhere to all rules have been put. 4 Clearing of the syllabus and ensure safety of the children 5 Free masks 6 Improve sanitation facilities,water supply and infrastructure,add more improved desks and online learning facilitation. 7 Making sure all MOH guidelines are followed 8 Spreading the learners to other free classes due to social distance 9 To prepare to follow the guidelines of the ministry of health on management of covid 10 Water points, soap dispensers and masks 11 We tried to meet some of COVID 19 requirements such as:- 1. Desks to allow for physical distancing as far as possible. 2. Making water and soap available for hand washing 3. Thermogun 4. Isolation room 5. Making masks available for each child and teacher 12 _To divide the classes to ensure social distancing in classes _To ensure everybody wear masks always while in the school compound _To take & record learners & teachers body temperature atleast 3 times a day _To ensure there is clean running water & liquid Sysmiss 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 13 2 1 Yes Sysmiss 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas Please indicate your level of agreement with the following statements. [Classes and shared premises have been adjusted to ensure adherence to social distancing] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school is utilizing outdoor space for learning purposes] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho Please indicate your level of agreement with the following statements. [School events have been readjusted to avoid overcrowding within the school environment] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All Please indicate your level of agreement with the following statements. [All staff, learners, and parents are using face masks at all times within the school environment] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear Please indicate your level of agreement with the following statements. [Learners' and teachers' temperature is taken before entering the school] 15 1 Agree 2 Strongly Agree 3 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school has put up a handwashing area with running water and soap for learners and staff to regularly wash their hands] 15 1 Agree 2 Strongly Agree 3 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school's guidance and counselling department will provide mental and pyschosocial support for teachers and learners] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther Please indicate your level of agreement with the following statements. [There is a system set up to continuously review the school's daily routine to ensure adherence to all health and safety guielines] 15 1 Agree 2 Disagree 3 Strongly Agree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school has shared the procedures of handling a suspected covid-19 case with all staff members] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 15 1 No 2 Yes 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 3 12 1 Calling the parents by phone. 2 Planning to have tents that can accommodate some pupils 3 ready for learners that would report back though not all may reopen but we're in communication with some. Sysmiss 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with parents? 14 1 1 Yes Sysmiss 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 14 1 1 No 2 Yes Sysmiss 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been implemented? 14 1 1 Half of the plans are in progress 2 Not yet implemented 3 Three quarters of the plans are in progress Sysmiss 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and How important is it to conduct remediation of basic concepts in literacy and numeracy for all class levels once schools fully reopen? 15 1 Extremely important 2 Neutral 3 Somewhat important 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to Are there plans to have remedial classes for Grade 4 and Class 8 learners to cover basic concepts learnt previously? 15 1 Both Grade 4 and Class 8 2 Class 8 only 3 Grade 4 only 4 No Plans 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim Will the school conduct catch-up learning to recover lost instructional time? 15 1 No 2 Yes 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning recovery? 4 11 1 Conduct tution after classes & on Saturdays 2 N/A 3 School on Saturdays 4 Setting up more time for studies Sysmiss 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin Are there plans to incorporate remote learning in the school learning routines? 15 1 No 2 Yes 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote learning? 11 4 1 N/A 2 None 3 SMS 4 SMS, Revision past papers 5 SMS, WhatsApp 6 WhatsApp 7 any e Learning platform that would be adaptable and affordable to use. Sysmiss 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, parents, and learners on remote learning? 11 4 1 By conducting open air learning to make sure pupils on remote area have not been left behind. 2 By engaging them through SMS 3 Encourage parents to have smart phone 4 Ensure learning materials are available Keep in touch with the parents n learners,so that whenever they need our assistance we will be available to guide them 5 Ensuring they all have gadgets to use for remote learning. Requesting them to buy for those who don't have. 6 Forming a WhatsApp group adding the learners teachers and parents and sharing the learning materials on the forum 7 Making sure we get time to share alot through online 8 N/A 9 Revision materials through whatsapp and calling them via messages and phone calls 10 There are no plans 11 resource for gadgets and facilitation.. Sysmiss 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch Please indicate your level of agreement with the following statements. [A child's emotional state can affect learning] 15 1 Agree 2 Strongly Agree 3 Strongly disagree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should play an important role in supporting the wellbeing of all staff] 15 1 Agree 2 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare Please indicate your level of agreement with the following statements. [Parents are entirely responsible for their children's wellbeing] 15 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The social and emotional wellbeing of learners is important to our school] 15 1 Agree 2 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should be a safe environment for all learners and staff] 15 1 Agree 2 Strongly Agree 3 Strongly disagree 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc Would you be interested in training and coaching support to help you with school reopening and recovery? 15 1 Yes 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual training sessions? 15 1 Yes 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions structured? 15 1 One Full Day - with three sessions in the Morning, Mid Morning, and Afternoon (For Example: Saturday with 2 hour session in the Morning, 2 hour session during Mid Morning, and 2 hour session in the afternoon) 2 Three Days - with three 2 hour sessions spread across the three days (For Example: 2 hour session on Monday, 2 hour session on Tuesday, and 2 hour session on Wednesday) 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 9 6 1 Friday 2 Monday 3 Saturday 4 Sunday 5 Tuesday 6 Wednesday Sysmiss 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the week 6 9 1 Monday, Thursday, Friday 2 Monday, Wednesday, Friday 3 Thursday, Friday, Saturday 4 Tuesday, Thursday, Sunday 5 Tuesday, Wednesday, Thursday Sysmiss 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day works best for you? 6 9 1 Between 11am to 1pm 2 Between 1pm to 3pm 3 Between 3pm to 5pm 4 Between 9am to 11am Sysmiss 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school charge parents for the remedial learning? 14 1 1 No 2 Yes Sysmiss 15 Sysmiss School ID School ID School ID School ID School ID 19 1 70 2 71 3 72 4 73 5 74 6 75 7 76 8 77 9 78 10 79 11 80 12 82 13 83 14 84 15 85 16 86 17 87 18 88 19 89 Respondent ID Respondent ID Respondent ID Respondent ID Respondent ID 19 1 70-157 2 71-104 3 72-18 4 73-138 5 74-206 6 75-30 7 76-171 8 77-154 9 78-108 10 79-172 11 80-167 12 82-193 13 83-68 14 84-204 15 85-2 16 86-21 17 87-39 18 88-205 19 89-200 Role of Respondent Role of Respondent Role of Respondent Role of Respondent Role of Respondent 19 1 Deputy Head Teacher 2 Head Teacher 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 17 2 1 104 2 111 3 118 4 135 5 167 6 180 7 183 8 192 9 238 10 313 11 50 12 6 13 63 14 73 15 8 16 93 17 95 Sysmiss 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 17 2 1 2 100 3 107 4 152 5 157 6 175 7 177 8 252 9 291 10 4 11 55 12 61 13 80 14 90 15 92 16 98 Sysmiss 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 19 1 166 2 175 3 338 4 40 5 50 6 70 7 76 8 80 9 85 10 90 11 92 12 95 13 96 14 99 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 19 1 No 2 Yes 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying learners at risk of dropping out? 16 3 1 Disengagement from learning, Lack of parental commitment 2 Disengagement from learning, Lack of parental commitment, Financial 3 Disengagement from learning, Lack of parental commitment, Financial, Social discrimination/Stigma 4 Disengagement from learning, Lack of parental commitment, Pregnancy, Financial 5 Disengagement from learning, Lack of parental commitment, Pregnancy, Health Issues and safety concerns, Financial 6 Domestic Violence, Financial 7 Financial 8 Lack of parental commitment 9 Lack of parental commitment, Domestic Violence, Financial 10 Lack of parental commitment, Domestic Violence, Financial, Social discrimination/Stigma 11 Lack of parental commitment, Financial 12 Lack of parental commitment, Pregnancy, Domestic Violence 13 Lack of parental commitment, Social discrimination/Stigma 14 Pregnancy, Domestic Violence, Health Issues and safety concerns, Financial Sysmiss 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they will be reenrolling their children back to school? 16 3 1 Yes Sysmiss 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas Please indicate your level of agreement with the following statements. [Class sizes/shared premises were adjusted to ensure adherence to social distancing] 19 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school utilized outdoor space for learning purposes] 19 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All Please indicate your level of agreement with the following statements. [All school programs were readjusted to avoid overcrowding within the school environment] 19 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All Please indicate your level of agreement with the following statements. [All staff, learners, and parents use face masks at all times within the school environment] 19 1 Agree 2 Disagree 3 Strongly Agree 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear Please indicate your level of agreement with the following statements. [Learners and teachers’ temperature is taken before entering the school] 19 1 Agree 2 Strongly Agree 3 Strongly Disagree 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school has put up a hand washing area with running water and soap] 19 1 Agree 2 Disagree 3 Strongly Agree 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info On reopening, did your school provide sensitization, communication, and information on Covid-19 regulations to learners and teachers? 19 1 Yes 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en Are there people or organizations that provided support to your school to ensure readiness for school reopening and learning recovery? 19 1 No 2 Yes 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 10 9 1 Concern worldwide 2 DEYI -KENYA 3 Dignitas 4 Dignitas and concern world wide 5 Dignitas, Good neighbors 6 Ed partners,,tiba ni sisi community program,MoE 7 They gave us ideas on how to always keep safe Sysmiss 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 11 8 1 Infrastructural support such as water tanks, sanitation facilities, etc. 2 Provision of face masks, sanitizers, soaps, etc. 3 Provision of face masks, sanitizers, soaps, etc., Psychosocial support to teachers and learners 4 Provision of face masks. 5 Psychosocial support to teachers and learners 6 School sensitization on Covid-19 7 School sensitization on Covid-19, Infrastructural support such as water tanks, sanitation facilities, etc. 8 School sensitization on Covid-19, Infrastructural support such as water tanks, sanitation facilities, etc., Provision of face masks, sanitizers, soaps, etc. 9 School sensitization on Covid-19, Provision of face masks, sanitizers, soaps, etc., Psychosocial support to teachers and learners Sysmiss 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 19 1 Yes 4b (i) how would you rate your learners’ performance 4b (i) how would you rate your learners’ performance 4b (i) how would you rate your learners’ performance 4b (i) how would you rate your learners’ performance 4b (i) how would you rate your learners’ performance Based on your assessment in general how would you rate your learners’ performance in class as compared to 2020? 19 1 Approaching Expectations (50 – 64%) 2 Below Expectations (0 – 49 %) 3 Meet Expectations (65 – 79%) 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 19 1 Because most of the were not engaged for learning process at their home. 2 Effect of corona 3 Following the long break they had, some took time to recall what they learnt in class 4 Learner were ready to learn when the school reopened 5 Learners did not perform so well since learning had been discontinued for a long period of time 6 Learners performed poorly 7 Long term idleness 8 Most of the Learners academic level had gone down due to prolonged stay at home due to covid 19. 9 Most of the learners forgot everything including their names 10 Most of the learners were not in same standards as they were before covid 19 11 Most of them dropped in their results 12 Some were trying especially those attended to by teachers during covid19 period but others had forgotten most of what they had been taught 13 The learners were did not effectively utilise ethe E-learning materials and have drop in performance 14 The performance dropped as compared to last year 15 The performance wasn't that appealing. 16 They are getting wear they were 17 This due to the longest break which they had during the pandemic period most of the Learners didn't get the chance to read and learn through the online studies. 18 We were to start afresh for the learners to approach their expectations 19 learners are way below in meeting expectation 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 Were you part of the Leaders of Learning Program conducted by Dignitas in 2020? 19 1 Yes 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le If yes in 4c, were you supporting any households and learners through the Leaders of Learning Program? 19 1 No, I just attended trainings and received coaching support 2 Yes 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su If yes in 4d, how would you rate the performance of the learners that you supported through the Leaders of Learning Program? 17 2 1 Catching up with learning was easier for them 2 Catching up with learning was easier for them, They performed better than the other learners 3 There was no observable change 4 They performed better than the other learners Sysmiss 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts Did the school conduct remediation for all learners to cover basic concepts learnt previously? 19 1 No 2 Yes 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 11 8 1 Grade 4, Class 5, Class 6, Class 7, Class 8 2 PP1, PP2, Grade 1, Grade 2, Grade 3, Grade 4, Class 5 3 PP1, PP2, Grade 1, Grade 2, Grade 3, Grade 4, Class 5, Class 6, Class 7, Class 8 4 PP2 5 PP2, Grade 1, Class 7, Class 8 Sysmiss 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 19 1 No 2 Yes 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin If yes in 5c, which of these platforms did the school use for remote learning? 12 7 1 SMS 2 SMS, WhatsApp 3 SMS, WhatsApp, Past papers ,Tv and Radio 4 SMS, WhatsApp, Phone calling 5 WhatsApp Sysmiss 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem If yes in 5c, how did the school equip teachers, parents and learners on remote learning? 10 9 1 By creating a what's you group for each class for the teacher and parents to guide how they will do their studies. 2 By sending questions on WhatsApp platform for the learner's study whereby the parents were the one marking and sending the results back via The sms 3 By sharing the methods of remediations through whatsup 4 Home work through WhatsApp, meeting calling through sms and parents communication through phone calling 5 Most of the teachers were given bundles and the were able to send learning materials to parents 6 Radio,past papers 7 Sharing reminders on sms 8 Through SMS 9 We used whatsapp for those can access and SMS for those who could not access whatsapp 10 sensitization, provision of net Sysmiss 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch Please indicate your level of agreement with the following statements. [A child's emotional state can affect learning] 19 1 Agree 2 Disagree 3 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should play an important role in supporting the wellbeing of all staff] 19 1 Agree 2 Disagree 3 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare Please indicate your level of agreement with the following statements. [Parents are entirely responsible for their children's wellbeing] 19 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The social and emotional wellbeing of learners is important to our school] 19 1 Agree 2 Strongly Agree 3 Strongly disagree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should be a safe environment ] 19 1 Agree 2 Disagree 3 Strongly Agree 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 19 1 No 2 Yes 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this As a School Leader, do you feel adequately supported to regain teaching this year? 19 1 No 2 Yes 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 19 1 As a leader we need more support inorder to make our institute stand. We have inadequate infrastructure's, most parents are not able to support their learners education 2 As earlier expected the salary for the work done was in existence but since many of our parents lost the jobs during the pandemic, fee payment has become a problem and teachers at times wait for a longer period to get their pay 3 Because most of the learners are absent because of lack of school fees 4 Because we have most of the learning equipment we need for learning process to take place 5 Financial constraints and particularly rentals 6 I need to be equipped with alot of knowledge 7 I am not adequately supported 8 I feel adequately supported because i have acquired new skills and knowledge to support learners 9 Lack of detergent and mask for children 10 Materials are available for easy learning 11 Motivation 12 Since I have the necessary information on covid 19 and how to handle my Learners during this pandemic 13 The school has been very supportive 14 There are adequate materials provided 15 Through the zoom trainings we have learned a lot 16 To be well skilled and gain more knowledge on how to improve the academic standard of the Learners. 17 We supported the learners 18 We're lacking some digital learning gadgets like computers 19 well informed on how to handle and support social and emotional well being of learners, parents and teachers through leaders of learning tràinings 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school As a School Leader, in which ways do you appreciate your teachers and school support staff? (Tick all that apply) 19 1 Have lunch with them and thank them for their hard work 2 One on one appreciation 3 Positive recognition in front of other teachers 4 Positive recognition in front of other teachers, Have lunch with them and thank them for their hard work 5 Positive recognition in front of other teachers, Have lunch with them and thank them for their hard work, Write them a note thanking them for their hard work 6 Positive recognition in front of other teachers, Share positive messages over SMS, Have lunch with them and thank them for their hard work 7 Positive recognition in front of other teachers, Share positive messages over SMS, Have lunch with them and thank them for their hard work, Have learners appreciate them using positive notes, Write them a note thanking them for their hard work 8 Positive recognition in front of other teachers, Share positive messages over SMS, Write them a note thanking them for their hard work 9 Share positive messages over SMS 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 19 1 Easy 2 Somewhat Difficult 3 Very easy 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 19 1 1. Lack of bundles 2. Net errors 2 As long as one has the zoom App and the connection is good then access is guaranteed 3 Because i plan for it 4 Because of connectivity 5 Data bundles 6 Easy in time management and Convenience 7 I can access the information anytime. 8 Immediate feedback 9 It was done and accessing it was easy. It was also done professionally. 10 It was good because l could attend at any place that l was. 11 It's a good platform though it involves the use of bundles and at times it's becomes difficult to join without internet 12 Its a very easy way for communication and handling meetings since its effective,its live as compared to the rest 13 Lack of data 14 Network problem 15 Since I can access the training from any place as long as I have the network 16 Some times technology failures us but its saves time,easy to access 17 Time convenient 18 We where provided with bundles 19 process easily adaptable 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo In future, would you consider receiving some of the training sessions via Zoom? 19 1 No 2 Yes 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 19 1 Easy 2 Somewhat Difficult 3 Very Easy 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 17 2 1 Adequacy of internet 2 Because of poor connectivity and devices 3 Direct and immediate response 4 I skip receiving some information. 5 Information is reached and shared not a must he or she to be closer to you 6 It enabled me to be on the right track and also to handle difficult situations through my coach. 7 It is available despite the distance 8 It really help and support us alot 9 Lack of mobile data 10 Net errors and lack of bundles 11 Network not good sometimes 12 Sametimes you are not aware of communication if you are offline 13 Since it communicated earlier i have to plan for it 14 The coach can reach most of us within short time 15 The coaches are friendly and explain where you have not understood hence making it easy. 16 With strong internet connection it is ok 17 when not well prepared with info needed at hand Sysmiss 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 19 1 No 2 Yes 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between How many school reopening and recovery zoom sessions did you attend between November 2020 and March 2021? 19 1 1 2 2 3 3 4 4 5 None 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin If none, please give a reason you were not able to attend any of the training sessions 5 14 1 Busy school schedules 2 Due to covid restrictions 3 I attended 4 Internet and mode of communication 5 unavoidable reasons Sysmiss 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The purpose of the training was clear to me] 19 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The objectives of the trainings were clear] 19 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The content was valuable and relevant for school reopening] 19 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The content covered was important and helped me grow in my role] 19 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The coaching calls helped me to understand the next steps I should take after training.] 19 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over Please indicate your level of agreement with the following statements. [Overall, the facilitation techniques (group work, individual work, discussions) used during the zoom sessions were engaging.] 19 1 Agree 2 Disagree 3 Strongly Agree 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r Has your practice improved as a result of your participation in the school reopening and recovery trainings? 19 1 No 2 Yes 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic If yes in 8d, please name the skill and share an example of how your practice improved 18 1 1 Able to use Zoom 2 Children are able to read well due to story book donation 3 Coaching 4 Crises management 5 How go conduct distance learning, I'm able to engage learners even when they are away from class 6 I have gained the skill of having constant communication with parents through class whatups 7 I have had a chance to understand learners from the most affected home,.i.e whereby their parents lost their jobs....we agree on how they will pay school fees in portions. 8 Interms of leadership 9 It am able to tolerate all my teacher which has really helped in cooperation to carry on school activities 10 Knowledge through Covid19 i gained alot of knowledge from different contents (Dignitas) 11 Learning to learn 12 Listening skills iencouraged children to li 13 Looking at students work 14 Motivation and follow ups. Calling a teacher at a time, talking to them and engaging them on how to help the learners who are left behind 15 Prepared psychologically for school's reopening. 16 The skill of teamwork..lt has enabled me improve on how to motivate my staff and encourage them to achieve our progress. 17 The yes button has refused above but truly it helped for I gained the communication skills and how I should handle my both parents and teachers 18 communication skills improved Sysmiss 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this Please share one or two ways in which Dignitas can improve its Programs this year. 19 1 Addition of bundles and sitting/training allowance 2 By having such training workshops and also consider adding for us more phones for the teachers in the program to use as a digital device for delivering lessons and follow up. 3 Calling of meeting, schools walk through and school leaders observation. 4 Everything is ok 5 Give us manuals on what we learn,coz for instance if a phone gets lost,all the documents get lost as well. 6 Giving more support of mask More infrusture to enable social distance 7 If its posible we get training one on one for atlleast two days the way it was before 8 Inform about the sessions prior and also keep up the good work. 9 Just support in bundles if possible 10 More trainings 11 Pay is visit to see what we are doing & advice us more 12 Provision of internet Frequent trainings 13 Provision of more learning materials to school's 14 Provision of more learning materials to schools 15 So far so good 16 So far so good. If possible, help schools with digital learning equipment e.g computers to make their work easy. 17 To avoid to much online trainings 18 We hope for support in resource form. 19 conduct both physical and virtual trainings and coaching.. Offer digital learning support to schools. Cohort Cohort Cohort Cohort Cohort 407 1 2020 - 2021 2 2021 - 2022 3 Comparison Cohort School ID School ID School ID School ID School ID 407 1 195 2 196 3 197 4 199 5 206 6 208 7 212 8 214 9 423 10 424 11 425 12 426 13 427 14 428 15 429 16 430 17 70 18 72 19 73 20 75 21 77 22 80 23 83 24 87 Learner ID Learner ID Learner ID Learner ID Learner ID 407 1 195-Lit_Stud16 2 195-Lit_Stud17 3 195-Lit_Stud18 4 195-Lit_Stud19 5 195-Lit_Stud20 6 195-Lit_Stud21 7 195-Lit_Stud22 8 195-Lit_Stud23 9 195-Lit_Stud24 10 195-Lit_Stud25 11 195-Lit_Stud26 12 195-Lit_Stud27 13 195-Lit_Stud28 14 195-Lit_Stud29 15 195-Lit_Stud30 16 195-Lit_Stud31 17 195-Lit_Stud32 18 195-Lit_Stud33 19 195-Lit_Stud34 20 195-Lit_Stud35 21 196-Lit_Stud36 22 196-Lit_Stud37 23 196-Lit_Stud38 24 196-Lit_Stud39 25 196-Lit_Stud40 26 196-Lit_Stud41 27 196-Lit_Stud42 28 196-Lit_Stud43 29 196-Lit_Stud44 30 196-Lit_Stud45 31 196-Lit_Stud46 32 197-Lit_Stud86 33 197-Lit_Stud87 34 197-Lit_Stud88 35 197-Lit_Stud89 36 199-Lit_Stud110 37 199-Lit_Stud111 38 199-Lit_Stud112 39 199-Lit_Stud113 40 199-Lit_Stud114 41 199-Lit_Stud115 42 199-Lit_Stud116 43 199-Lit_Stud117 44 199-Lit_Stud118 45 199-Lit_Stud119 46 199-Lit_Stud120 47 199-Lit_Stud121 48 199-Lit_Stud122 49 199-Lit_Stud123 50 199-Lit_Stud124 51 199-Lit_Stud125 52 199-Lit_Stud126 53 199-Lit_Stud127 54 199-Lit_Stud128 55 206-Lit_Stud163 56 206-Lit_Stud164 57 206-Lit_Stud165 58 206-Lit_Stud166 59 206-Lit_Stud167 60 206-Lit_Stud168 61 206-Lit_Stud169 62 208-Lit_Stud244 63 208-Lit_Stud245 64 208-Lit_Stud246 65 208-Lit_Stud247 66 208-Lit_Stud248 67 208-Lit_Stud249 68 208-Lit_Stud250 69 208-Lit_Stud251 70 208-Lit_Stud252 71 208-Lit_Stud253 72 208-Lit_Stud254 73 208-Lit_Stud255 74 208-Lit_Stud256 75 208-Lit_Stud257 76 208-Lit_Stud258 77 208-Lit_Stud259 78 212-Lit_Stud357 79 212-Lit_Stud358 80 212-Lit_Stud359 81 212-Lit_Stud360 82 212-Lit_Stud361 83 212-Lit_Stud362 84 212-Lit_Stud363 85 212-Lit_Stud364 86 212-Lit_Stud365 87 212-Lit_Stud366 88 212-Lit_Stud367 89 212-Lit_Stud368 90 212-Lit_Stud369 91 214-Lit_Stud388 92 214-Lit_Stud389 93 214-Lit_Stud390 94 214-Lit_Stud391 95 214-Lit_Stud392 96 214-Lit_Stud393 97 214-Lit_Stud394 98 214-Lit_Stud395 99 214-Lit_Stud396 100 214-Lit_Stud397 101 214-Lit_Stud398 102 214-Lit_Stud399 103 214-Lit_Stud400 104 214-Lit_Stud401 105 214-Lit_Stud402 106 214-Lit_Stud403 107 214-Lit_Stud404 108 214-Lit_Stud405 109 214-Lit_Stud406 110 214-Lit_Stud407 111 423-Lit_Stud47 112 423-Lit_Stud48 113 423-Lit_Stud49 114 423-Lit_Stud50 115 423-Lit_Stud51 116 423-Lit_Stud52 117 423-Lit_Stud53 118 423-Lit_Stud54 119 423-Lit_Stud55 120 423-Lit_Stud56 121 423-Lit_Stud57 122 423-Lit_Stud58 123 423-Lit_Stud59 124 423-Lit_Stud60 125 423-Lit_Stud61 126 423-Lit_Stud62 127 423-Lit_Stud63 128 423-Lit_Stud64 129 423-Lit_Stud65 130 424-Lit_Stud66 131 424-Lit_Stud67 132 424-Lit_Stud68 133 424-Lit_Stud69 134 424-Lit_Stud70 135 424-Lit_Stud71 136 424-Lit_Stud72 137 424-Lit_Stud73 138 424-Lit_Stud74 139 424-Lit_Stud75 140 424-Lit_Stud76 141 424-Lit_Stud77 142 424-Lit_Stud78 143 424-Lit_Stud79 144 424-Lit_Stud80 145 424-Lit_Stud81 146 424-Lit_Stud82 147 424-Lit_Stud83 148 424-Lit_Stud84 149 424-Lit_Stud85 150 425-Lit_Stud100 151 425-Lit_Stud101 152 425-Lit_Stud102 153 425-Lit_Stud103 154 425-Lit_Stud104 155 425-Lit_Stud105 156 425-Lit_Stud106 157 425-Lit_Stud107 158 425-Lit_Stud108 159 425-Lit_Stud109 160 425-Lit_Stud90 161 425-Lit_Stud91 162 425-Lit_Stud92 163 425-Lit_Stud93 164 425-Lit_Stud94 165 425-Lit_Stud95 166 425-Lit_Stud96 167 425-Lit_Stud97 168 425-Lit_Stud98 169 425-Lit_Stud99 170 426-Lit_Stud170 171 426-Lit_Stud171 172 426-Lit_Stud172 173 426-Lit_Stud173 174 426-Lit_Stud174 175 426-Lit_Stud175 176 426-Lit_Stud176 177 426-Lit_Stud177 178 426-Lit_Stud178 179 426-Lit_Stud179 180 426-Lit_Stud180 181 426-Lit_Stud181 182 426-Lit_Stud182 183 426-Lit_Stud183 184 426-Lit_Stud184 185 426-Lit_Stud185 186 426-Lit_Stud186 187 426-Lit_Stud187 188 426-Lit_Stud188 189 426-Lit_Stud189 190 427-Lit_Stud228 191 427-Lit_Stud229 192 427-Lit_Stud230 193 427-Lit_Stud231 194 427-Lit_Stud232 195 427-Lit_Stud233 196 427-Lit_Stud234 197 427-Lit_Stud235 198 427-Lit_Stud236 199 427-Lit_Stud237 200 427-Lit_Stud238 201 427-Lit_Stud239 202 427-Lit_Stud240 203 427-Lit_Stud241 204 427-Lit_Stud242 205 427-Lit_Stud243 206 428-Lit_Stud210 207 428-Lit_Stud211 208 428-Lit_Stud212 209 428-Lit_Stud213 210 428-Lit_Stud214 211 428-Lit_Stud215 212 428-Lit_Stud216 213 428-Lit_Stud217 214 428-Lit_Stud218 215 428-Lit_Stud219 216 428-Lit_Stud220 217 428-Lit_Stud221 218 428-Lit_Stud222 219 428-Lit_Stud223 220 428-Lit_Stud224 221 428-Lit_Stud225 222 428-Lit_Stud226 223 428-Lit_Stud227 224 429-Lit_Stud318 225 429-Lit_Stud319 226 429-Lit_Stud320 227 429-Lit_Stud321 228 429-Lit_Stud322 229 429-Lit_Stud323 230 429-Lit_Stud324 231 429-Lit_Stud325 232 429-Lit_Stud326 233 429-Lit_Stud327 234 429-Lit_Stud328 235 429-Lit_Stud329 236 429-Lit_Stud330 237 429-Lit_Stud331 238 429-Lit_Stud332 239 429-Lit_Stud333 240 429-Lit_Stud334 241 429-Lit_Stud335 242 429-Lit_Stud336 243 430-Lit_Stud260 244 430-Lit_Stud261 245 430-Lit_Stud262 246 430-Lit_Stud263 247 430-Lit_Stud264 248 430-Lit_Stud265 249 430-Lit_Stud266 250 430-Lit_Stud267 251 430-Lit_Stud268 252 430-Lit_Stud269 253 430-Lit_Stud270 254 430-Lit_Stud271 255 430-Lit_Stud272 256 430-Lit_Stud273 257 430-Lit_Stud274 258 430-Lit_Stud275 259 430-Lit_Stud276 260 430-Lit_Stud277 261 430-Lit_Stud278 262 430-Lit_Stud279 263 70-Lit_Stud1 264 70-Lit_Stud10 265 70-Lit_Stud11 266 70-Lit_Stud12 267 70-Lit_Stud13 268 70-Lit_Stud14 269 70-Lit_Stud15 270 70-Lit_Stud2 271 70-Lit_Stud3 272 70-Lit_Stud4 273 70-Lit_Stud5 274 70-Lit_Stud6 275 70-Lit_Stud7 276 70-Lit_Stud8 277 70-Lit_Stud9 278 72-Lit_Stud129 279 72-Lit_Stud130 280 72-Lit_Stud131 281 72-Lit_Stud132 282 72-Lit_Stud133 283 72-Lit_Stud134 284 72-Lit_Stud135 285 72-Lit_Stud136 286 72-Lit_Stud137 287 72-Lit_Stud138 288 72-Lit_Stud139 289 72-Lit_Stud140 290 72-Lit_Stud141 291 72-Lit_Stud142 292 72-Lit_Stud143 293 72-Lit_Stud144 294 72-Lit_Stud145 295 72-Lit_Stud146 296 72-Lit_Stud147 297 72-Lit_Stud148 298 73-Lit_Stud149 299 73-Lit_Stud150 300 73-Lit_Stud151 301 73-Lit_Stud152 302 73-Lit_Stud153 303 73-Lit_Stud154 304 73-Lit_Stud155 305 73-Lit_Stud156 306 73-Lit_Stud157 307 73-Lit_Stud158 308 73-Lit_Stud159 309 73-Lit_Stud160 310 73-Lit_Stud161 311 73-Lit_Stud162 312 75-Lit_Stud190 313 75-Lit_Stud191 314 75-Lit_Stud192 315 75-Lit_Stud193 316 75-Lit_Stud194 317 75-Lit_Stud195 318 75-Lit_Stud196 319 75-Lit_Stud197 320 75-Lit_Stud198 321 75-Lit_Stud199 322 75-Lit_Stud200 323 75-Lit_Stud201 324 75-Lit_Stud202 325 75-Lit_Stud203 326 75-Lit_Stud204 327 75-Lit_Stud205 328 75-Lit_Stud206 329 75-Lit_Stud207 330 75-Lit_Stud208 331 75-Lit_Stud209 332 77-Lit_Stud280 333 77-Lit_Stud281 334 77-Lit_Stud282 335 77-Lit_Stud283 336 77-Lit_Stud284 337 77-Lit_Stud285 338 77-Lit_Stud286 339 77-Lit_Stud287 340 77-Lit_Stud288 341 77-Lit_Stud289 342 77-Lit_Stud290 343 77-Lit_Stud291 344 77-Lit_Stud292 345 77-Lit_Stud293 346 77-Lit_Stud294 347 77-Lit_Stud295 348 77-Lit_Stud296 349 77-Lit_Stud297 350 77-Lit_Stud298 351 80-Lit_Stud299 352 80-Lit_Stud300 353 80-Lit_Stud301 354 80-Lit_Stud302 355 80-Lit_Stud303 356 80-Lit_Stud304 357 80-Lit_Stud305 358 80-Lit_Stud306 359 80-Lit_Stud307 360 80-Lit_Stud308 361 80-Lit_Stud309 362 80-Lit_Stud310 363 80-Lit_Stud311 364 80-Lit_Stud312 365 80-Lit_Stud313 366 80-Lit_Stud314 367 80-Lit_Stud315 368 80-Lit_Stud316 369 80-Lit_Stud317 370 83-Lit_Stud337 371 83-Lit_Stud338 372 83-Lit_Stud339 373 83-Lit_Stud340 374 83-Lit_Stud341 375 83-Lit_Stud342 376 83-Lit_Stud343 377 83-Lit_Stud344 378 83-Lit_Stud345 379 83-Lit_Stud346 380 83-Lit_Stud347 381 83-Lit_Stud348 382 83-Lit_Stud349 383 83-Lit_Stud350 384 83-Lit_Stud351 385 83-Lit_Stud352 386 83-Lit_Stud353 387 83-Lit_Stud354 388 83-Lit_Stud355 389 83-Lit_Stud356 390 87-Lit_Stud370 391 87-Lit_Stud371 392 87-Lit_Stud372 393 87-Lit_Stud373 394 87-Lit_Stud374 395 87-Lit_Stud375 396 87-Lit_Stud376 397 87-Lit_Stud377 398 87-Lit_Stud378 399 87-Lit_Stud379 400 87-Lit_Stud380 401 87-Lit_Stud381 402 87-Lit_Stud382 403 87-Lit_Stud383 404 87-Lit_Stud384 405 87-Lit_Stud385 406 87-Lit_Stud386 407 87-Lit_Stud387 Gender Gender Gender Gender Gender 407 1 Female 2 Male 3 female 4 male Grade Grade Grade Grade Grade 407 1 Grade 2 2 Grade 5 3 grade2 4 grade5 Highest level attained Highest level attained Highest level attained Highest level attained Highest level attained 407 1 Letter 2 Paragraph 3 Story 4 Word 5 letter 6 nothing 7 paragraph 8 story 9 word Comprehension Question 1 Comprehension Question 1 Comprehension Question 1 Comprehension Question 1 Comprehension Question 1 359 48 1 2 Can Do 3 Can_Do 4 Cannot Do 5 Cannot_Do Sysmiss Comprehension Question 2 Comprehension Question 2 Comprehension Question 2 Comprehension Question 2 Comprehension Question 2 359 48 1 2 Can Do 3 Can_Do 4 Cannot Do 5 Cannot_Do Sysmiss Cohort Cohort Cohort Cohort Cohort 407 1 2020 - 2021 2 2021 - 2022 3 Comparison Cohort School ID School ID School ID School ID School ID 405 2 1 195 2 196 3 197 4 199 5 206 6 208 7 212 8 214 9 423 10 424 11 425 12 426 13 427 14 428 15 429 16 430 17 70 18 72 19 73 20 75 21 77 22 80 23 83 24 87 Sysmiss Learner ID Learner ID Learner ID Learner ID Learner ID 407 1 -Num_Stud406 2 -Num_Stud407 3 195-Num_Stud16 4 195-Num_Stud17 5 195-Num_Stud18 6 195-Num_Stud19 7 195-Num_Stud20 8 195-Num_Stud21 9 195-Num_Stud22 10 195-Num_Stud23 11 195-Num_Stud24 12 195-Num_Stud25 13 195-Num_Stud26 14 195-Num_Stud27 15 195-Num_Stud28 16 195-Num_Stud29 17 195-Num_Stud30 18 195-Num_Stud31 19 195-Num_Stud32 20 195-Num_Stud33 21 195-Num_Stud34 22 195-Num_Stud35 23 196-Num_Stud36 24 196-Num_Stud37 25 196-Num_Stud38 26 196-Num_Stud39 27 196-Num_Stud40 28 196-Num_Stud41 29 196-Num_Stud42 30 196-Num_Stud43 31 196-Num_Stud44 32 196-Num_Stud45 33 196-Num_Stud46 34 197-Num_Stud86 35 197-Num_Stud87 36 197-Num_Stud88 37 197-Num_Stud89 38 199-Num_Stud110 39 199-Num_Stud111 40 199-Num_Stud112 41 199-Num_Stud113 42 199-Num_Stud114 43 199-Num_Stud115 44 199-Num_Stud116 45 199-Num_Stud117 46 199-Num_Stud118 47 199-Num_Stud119 48 199-Num_Stud120 49 199-Num_Stud121 50 199-Num_Stud122 51 199-Num_Stud123 52 199-Num_Stud124 53 199-Num_Stud125 54 199-Num_Stud126 55 199-Num_Stud127 56 199-Num_Stud128 57 199-Num_Stud129 58 206-Num_Stud164 59 206-Num_Stud165 60 206-Num_Stud166 61 206-Num_Stud167 62 206-Num_Stud168 63 208-Num_Stud242 64 208-Num_Stud243 65 208-Num_Stud244 66 208-Num_Stud245 67 208-Num_Stud246 68 208-Num_Stud247 69 208-Num_Stud248 70 208-Num_Stud249 71 208-Num_Stud250 72 208-Num_Stud251 73 208-Num_Stud252 74 208-Num_Stud253 75 208-Num_Stud254 76 208-Num_Stud255 77 208-Num_Stud256 78 208-Num_Stud257 79 212-Num_Stud354 80 212-Num_Stud355 81 212-Num_Stud356 82 212-Num_Stud357 83 212-Num_Stud358 84 212-Num_Stud359 85 212-Num_Stud360 86 212-Num_Stud361 87 212-Num_Stud362 88 212-Num_Stud363 89 212-Num_Stud364 90 214-Num_Stud385 91 214-Num_Stud386 92 214-Num_Stud387 93 214-Num_Stud388 94 214-Num_Stud389 95 214-Num_Stud390 96 214-Num_Stud391 97 214-Num_Stud392 98 214-Num_Stud393 99 214-Num_Stud394 100 214-Num_Stud395 101 214-Num_Stud396 102 214-Num_Stud397 103 214-Num_Stud398 104 214-Num_Stud399 105 214-Num_Stud400 106 214-Num_Stud401 107 214-Num_Stud402 108 214-Num_Stud403 109 214-Num_Stud404 110 214-Num_Stud405 111 423-Num_Stud47 112 423-Num_Stud48 113 423-Num_Stud49 114 423-Num_Stud50 115 423-Num_Stud51 116 423-Num_Stud52 117 423-Num_Stud53 118 423-Num_Stud54 119 423-Num_Stud55 120 423-Num_Stud56 121 423-Num_Stud57 122 423-Num_Stud58 123 423-Num_Stud59 124 423-Num_Stud60 125 423-Num_Stud61 126 423-Num_Stud62 127 423-Num_Stud63 128 423-Num_Stud64 129 423-Num_Stud65 130 424-Num_Stud66 131 424-Num_Stud67 132 424-Num_Stud68 133 424-Num_Stud69 134 424-Num_Stud70 135 424-Num_Stud71 136 424-Num_Stud72 137 424-Num_Stud73 138 424-Num_Stud74 139 424-Num_Stud75 140 424-Num_Stud76 141 424-Num_Stud77 142 424-Num_Stud78 143 424-Num_Stud79 144 424-Num_Stud80 145 424-Num_Stud81 146 424-Num_Stud82 147 424-Num_Stud83 148 424-Num_Stud84 149 424-Num_Stud85 150 425-Num_Stud100 151 425-Num_Stud101 152 425-Num_Stud102 153 425-Num_Stud103 154 425-Num_Stud104 155 425-Num_Stud105 156 425-Num_Stud106 157 425-Num_Stud107 158 425-Num_Stud108 159 425-Num_Stud109 160 425-Num_Stud90 161 425-Num_Stud91 162 425-Num_Stud92 163 425-Num_Stud93 164 425-Num_Stud94 165 425-Num_Stud95 166 425-Num_Stud96 167 425-Num_Stud97 168 425-Num_Stud98 169 425-Num_Stud99 170 426-Num_Stud169 171 426-Num_Stud170 172 426-Num_Stud171 173 426-Num_Stud172 174 426-Num_Stud173 175 426-Num_Stud174 176 426-Num_Stud175 177 426-Num_Stud176 178 426-Num_Stud177 179 426-Num_Stud178 180 426-Num_Stud179 181 426-Num_Stud180 182 426-Num_Stud181 183 426-Num_Stud182 184 426-Num_Stud183 185 426-Num_Stud184 186 426-Num_Stud185 187 426-Num_Stud186 188 426-Num_Stud187 189 426-Num_Stud188 190 427-Num_Stud227 191 427-Num_Stud228 192 427-Num_Stud229 193 427-Num_Stud230 194 427-Num_Stud231 195 427-Num_Stud232 196 427-Num_Stud233 197 427-Num_Stud234 198 427-Num_Stud235 199 427-Num_Stud236 200 427-Num_Stud237 201 427-Num_Stud238 202 427-Num_Stud239 203 427-Num_Stud240 204 427-Num_Stud241 205 428-Num_Stud209 206 428-Num_Stud210 207 428-Num_Stud211 208 428-Num_Stud212 209 428-Num_Stud213 210 428-Num_Stud214 211 428-Num_Stud215 212 428-Num_Stud216 213 428-Num_Stud217 214 428-Num_Stud218 215 428-Num_Stud219 216 428-Num_Stud220 217 428-Num_Stud221 218 428-Num_Stud222 219 428-Num_Stud223 220 428-Num_Stud224 221 428-Num_Stud225 222 428-Num_Stud226 223 429-Num_Stud316 224 429-Num_Stud317 225 429-Num_Stud318 226 429-Num_Stud319 227 429-Num_Stud320 228 429-Num_Stud321 229 429-Num_Stud322 230 429-Num_Stud323 231 429-Num_Stud324 232 429-Num_Stud325 233 429-Num_Stud326 234 429-Num_Stud327 235 429-Num_Stud328 236 429-Num_Stud329 237 429-Num_Stud330 238 429-Num_Stud331 239 429-Num_Stud332 240 429-Num_Stud333 241 430-Num_Stud258 242 430-Num_Stud259 243 430-Num_Stud260 244 430-Num_Stud261 245 430-Num_Stud262 246 430-Num_Stud263 247 430-Num_Stud264 248 430-Num_Stud265 249 430-Num_Stud266 250 430-Num_Stud267 251 430-Num_Stud268 252 430-Num_Stud269 253 430-Num_Stud270 254 430-Num_Stud271 255 430-Num_Stud272 256 430-Num_Stud273 257 430-Num_Stud274 258 430-Num_Stud275 259 430-Num_Stud276 260 430-Num_Stud277 261 70-Num_Stud1 262 70-Num_Stud10 263 70-Num_Stud11 264 70-Num_Stud12 265 70-Num_Stud13 266 70-Num_Stud14 267 70-Num_Stud15 268 70-Num_Stud2 269 70-Num_Stud3 270 70-Num_Stud4 271 70-Num_Stud5 272 70-Num_Stud6 273 70-Num_Stud7 274 70-Num_Stud8 275 70-Num_Stud9 276 72-Num_Stud130 277 72-Num_Stud131 278 72-Num_Stud132 279 72-Num_Stud133 280 72-Num_Stud134 281 72-Num_Stud135 282 72-Num_Stud136 283 72-Num_Stud137 284 72-Num_Stud138 285 72-Num_Stud139 286 72-Num_Stud140 287 72-Num_Stud141 288 72-Num_Stud142 289 72-Num_Stud143 290 72-Num_Stud144 291 72-Num_Stud145 292 72-Num_Stud146 293 72-Num_Stud147 294 72-Num_Stud148 295 72-Num_Stud149 296 73-Num_Stud150 297 73-Num_Stud151 298 73-Num_Stud152 299 73-Num_Stud153 300 73-Num_Stud154 301 73-Num_Stud155 302 73-Num_Stud156 303 73-Num_Stud157 304 73-Num_Stud158 305 73-Num_Stud159 306 73-Num_Stud160 307 73-Num_Stud161 308 73-Num_Stud162 309 73-Num_Stud163 310 75-Num_Stud189 311 75-Num_Stud190 312 75-Num_Stud191 313 75-Num_Stud192 314 75-Num_Stud193 315 75-Num_Stud194 316 75-Num_Stud195 317 75-Num_Stud196 318 75-Num_Stud197 319 75-Num_Stud198 320 75-Num_Stud199 321 75-Num_Stud200 322 75-Num_Stud201 323 75-Num_Stud202 324 75-Num_Stud203 325 75-Num_Stud204 326 75-Num_Stud205 327 75-Num_Stud206 328 75-Num_Stud207 329 75-Num_Stud208 330 77-Num_Stud278 331 77-Num_Stud279 332 77-Num_Stud280 333 77-Num_Stud281 334 77-Num_Stud282 335 77-Num_Stud283 336 77-Num_Stud284 337 77-Num_Stud285 338 77-Num_Stud286 339 77-Num_Stud287 340 77-Num_Stud288 341 77-Num_Stud289 342 77-Num_Stud290 343 77-Num_Stud291 344 77-Num_Stud292 345 77-Num_Stud293 346 77-Num_Stud294 347 77-Num_Stud295 348 77-Num_Stud296 349 80-Num_Stud297 350 80-Num_Stud298 351 80-Num_Stud299 352 80-Num_Stud300 353 80-Num_Stud301 354 80-Num_Stud302 355 80-Num_Stud303 356 80-Num_Stud304 357 80-Num_Stud305 358 80-Num_Stud306 359 80-Num_Stud307 360 80-Num_Stud308 361 80-Num_Stud309 362 80-Num_Stud310 363 80-Num_Stud311 364 80-Num_Stud312 365 80-Num_Stud313 366 80-Num_Stud314 367 80-Num_Stud315 368 83-Num_Stud334 369 83-Num_Stud335 370 83-Num_Stud336 371 83-Num_Stud337 372 83-Num_Stud338 373 83-Num_Stud339 374 83-Num_Stud340 375 83-Num_Stud341 376 83-Num_Stud342 377 83-Num_Stud343 378 83-Num_Stud344 379 83-Num_Stud345 380 83-Num_Stud346 381 83-Num_Stud347 382 83-Num_Stud348 383 83-Num_Stud349 384 83-Num_Stud350 385 83-Num_Stud351 386 83-Num_Stud352 387 83-Num_Stud353 388 87-Num_Stud365 389 87-Num_Stud366 390 87-Num_Stud367 391 87-Num_Stud368 392 87-Num_Stud369 393 87-Num_Stud370 394 87-Num_Stud371 395 87-Num_Stud372 396 87-Num_Stud373 397 87-Num_Stud374 398 87-Num_Stud375 399 87-Num_Stud376 400 87-Num_Stud377 401 87-Num_Stud378 402 87-Num_Stud379 403 87-Num_Stud380 404 87-Num_Stud381 405 87-Num_Stud382 406 87-Num_Stud383 407 87-Num_Stud384 Gender Gender Gender Gender Gender 407 1 Female 2 Male Grade Grade Grade Grade Grade 407 1 Grade 2 2 Grade 5 3 grade2 4 grade5 Q1_In_this_picture_at_is_inside_the_box Q1_In_this_picture_at_is_inside_the_box Q1_In_this_picture_at_is_inside_the_box Q1_In_this_picture_at_is_inside_the_box Q1_In_this_picture_at_is_inside_the_box In this picture look at what is inside the box 407 1 Can Do 2 Cannot Do Q2_In_this_picture_rthest_from_the_tree Q2_In_this_picture_rthest_from_the_tree Q2_In_this_picture_rthest_from_the_tree Q2_In_this_picture_rthest_from_the_tree Q2_In_this_picture_rthest_from_the_tree 407 1 Can Do 2 Cannot Do Q3_In_this_picture_the_shortest_pencil Q3_In_this_picture_the_shortest_pencil Q3_In_this_picture_the_shortest_pencil Q3_In_this_picture_the_shortest_pencil Q3_In_this_picture_the_shortest_pencil 407 1 Can Do 2 Cannot Do Q4_Here_are_four_ba_most_number_of_balls Q4_Here_are_four_ba_most_number_of_balls Q4_Here_are_four_ba_most_number_of_balls Q4_Here_are_four_ba_most_number_of_balls Q4_Here_are_four_ba_most_number_of_balls 407 1 Can Do 2 Cannot Do Q5_How_many_apples_are_there Q5_How_many_apples_are_there Q5_How_many_apples_are_there Q5_How_many_apples_are_there Q5_How_many_apples_are_there 407 1 Can Do 2 Cannot Do Q6_How_many_more_ba_e_there_than_oranges Q6_How_many_more_ba_e_there_than_oranges Q6_How_many_more_ba_e_there_than_oranges Q6_How_many_more_ba_e_there_than_oranges Q6_How_many_more_ba_e_there_than_oranges 407 1 Can Do 2 Cannot Do Q7_What_is_the_time_in_the_clock Q7_What_is_the_time_in_the_clock Q7_What_is_the_time_in_the_clock Q7_What_is_the_time_in_the_clock Q7_What_is_the_time_in_the_clock 407 1 Can Do 2 Cannot Do Q8_What_is_the_time_in_the_clock Q8_What_is_the_time_in_the_clock Q8_What_is_the_time_in_the_clock Q8_What_is_the_time_in_the_clock Q8_What_is_the_time_in_the_clock 407 1 Can Do 2 Cannot Do Q9_What_is_the_day_on_5th_March Q9_What_is_the_day_on_5th_March Q9_What_is_the_day_on_5th_March Q9_What_is_the_day_on_5th_March Q9_What_is_the_day_on_5th_March 407 1 Can Do 2 Cannot Do Q10_What_is_the_dat_cond_Monday_of_March Q10_What_is_the_dat_cond_Monday_of_March Q10_What_is_the_dat_cond_Monday_of_March Q10_What_is_the_dat_cond_Monday_of_March Q10_What_is_the_dat_cond_Monday_of_March 407 1 Can Do 2 Cannot Do Q11_Which_of_these_is_a_straight_line Q11_Which_of_these_is_a_straight_line Q11_Which_of_these_is_a_straight_line Q11_Which_of_these_is_a_straight_line Q11_Which_of_these_is_a_straight_line 407 1 Can Do 2 Cannot Do Q12_Look_at_these_s_these_is_a_triangle Q12_Look_at_these_s_these_is_a_triangle Q12_Look_at_these_s_these_is_a_triangle Q12_Look_at_these_s_these_is_a_triangle Q12_Look_at_these_s_these_is_a_triangle 407 1 Can Do 2 Cannot Do Q13_How_many_birds_e_the_correct_number Q13_How_many_birds_e_the_correct_number Q13_How_many_birds_e_the_correct_number Q13_How_many_birds_e_the_correct_number Q13_How_many_birds_e_the_correct_number 407 1 Can Do 2 Cannot Do Q14_There_are_four_st_number_of_objects Q14_There_are_four_st_number_of_objects Q14_There_are_four_st_number_of_objects Q14_There_are_four_st_number_of_objects Q14_There_are_four_st_number_of_objects 407 1 Can Do 2 Cannot Do Q15_Recognize_numbers Q15_Recognize_numbers Q15_Recognize_numbers Q15_Recognize_numbers Q15_Recognize_numbers 407 1 Can Do 2 Cannot Do Q16_Solve_the_following_Addi Q16_Solve_the_following_Addi Q16_Solve_the_following_Addi Q16_Solve_the_following_Addi Q16_Solve_the_following_Addi 407 1 Can Do 2 Cannot Do Q17_Solve_the_following_Subt Q17_Solve_the_following_Subt Q17_Solve_the_following_Subt Q17_Solve_the_following_Subt Q17_Solve_the_following_Subt 407 1 Can Do 2 Cannot Do Q18_Solve_the_following_Mult Q18_Solve_the_following_Mult Q18_Solve_the_following_Mult Q18_Solve_the_following_Mult Q18_Solve_the_following_Mult 407 1 Can Do 2 Cannot Do Q19_Solve_the_following_Divi Q19_Solve_the_following_Divi Q19_Solve_the_following_Divi Q19_Solve_the_following_Divi Q19_Solve_the_following_Divi 407 1 Can Do 2 Cannot Do data-set_3_qns-Set_3_tasks_are_give_task_Q16_correctly data-set_3_qns-Set_3_tasks_are_give_task_Q16_correctly data-set_3_qns-Set_3_tasks_are_give_task_Q16_correctly data-set_3_qns-Set_3_tasks_are_give_task_Q16_correctly data-set_3_qns-Set_3_tasks_are_give_task_Q16_correctly 255 152 1 Sysmiss Q20_Recognize_numbers Q20_Recognize_numbers Q20_Recognize_numbers Q20_Recognize_numbers Q20_Recognize_numbers 407 1 2 Can Do 3 Cannot Do Q21_Solve_the_following_Addition Q21_Solve_the_following_Addition Q21_Solve_the_following_Addition Q21_Solve_the_following_Addition Q21_Solve_the_following_Addition 389 18 1 2 Can Do 3 Cannot Do Sysmiss Q22_Solve_the_following_Subtraction Q22_Solve_the_following_Subtraction Q22_Solve_the_following_Subtraction Q22_Solve_the_following_Subtraction Q22_Solve_the_following_Subtraction 379 28 1 2 Can Do 3 Cannot Do Sysmiss Q23_Solve_the_following_Multiplication Q23_Solve_the_following_Multiplication Q23_Solve_the_following_Multiplication Q23_Solve_the_following_Multiplication Q23_Solve_the_following_Multiplication 378 29 1 2 Can Do 3 Cannot Do Sysmiss Q24_Solve_the_following_Division Q24_Solve_the_following_Division Q24_Solve_the_following_Division Q24_Solve_the_following_Division Q24_Solve_the_following_Division 368 39 1 2 Can Do 3 Cannot Do Sysmiss Q25_There_were_43_c_left_in_the_park_now Q25_There_were_43_c_left_in_the_park_now Q25_There_were_43_c_left_in_the_park_now Q25_There_were_43_c_left_in_the_park_now Q25_There_were_43_c_left_in_the_park_now 407 1 Can Do 2 Cannot Do Q26_A_shopkeeper_ha_d_to_keep_the_apples Q26_A_shopkeeper_ha_d_to_keep_the_apples Q26_A_shopkeeper_ha_d_to_keep_the_apples Q26_A_shopkeeper_ha_d_to_keep_the_apples Q26_A_shopkeeper_ha_d_to_keep_the_apples 407 1 Can Do 2 Cannot Do Cohort Cohort Cohort Cohort Cohort 377 1 2020 - 2021 2 2021 - 2022 3 Comparison Cohort School ID School ID School ID School ID School ID 377 1 195 2 197 3 199 4 206 5 208 6 212 7 214 8 423 9 424 10 425 11 426 12 427 13 428 14 429 15 430 16 70 17 72 18 73 19 75 20 77 21 80 22 83 23 87 Learner ID Learner ID Learner ID Learner ID Learner ID 377 1 195-21st_Stud10 2 195-21st_Stud11 3 195-21st_Stud12 4 195-21st_Stud13 5 195-21st_Stud14 6 195-21st_Stud15 7 195-21st_Stud16 8 195-21st_Stud7 9 195-21st_Stud8 10 195-21st_Stud9 11 197-21st_Stud85 12 197-21st_Stud86 13 197-21st_Stud87 14 199-21st_Stud108 15 199-21st_Stud109 16 199-21st_Stud110 17 199-21st_Stud111 18 199-21st_Stud112 19 199-21st_Stud113 20 199-21st_Stud114 21 199-21st_Stud115 22 199-21st_Stud116 23 199-21st_Stud117 24 199-21st_Stud118 25 199-21st_Stud119 26 199-21st_Stud120 27 199-21st_Stud121 28 199-21st_Stud122 29 199-21st_Stud123 30 199-21st_Stud124 31 199-21st_Stud125 32 199-21st_Stud126 33 206-21st_Stud159 34 206-21st_Stud160 35 208-21st_Stud257 36 208-21st_Stud258 37 208-21st_Stud259 38 208-21st_Stud260 39 208-21st_Stud261 40 208-21st_Stud262 41 208-21st_Stud263 42 208-21st_Stud264 43 212-21st_Stud351 44 212-21st_Stud352 45 214-21st_Stud368 46 214-21st_Stud369 47 214-21st_Stud370 48 214-21st_Stud371 49 214-21st_Stud372 50 214-21st_Stud373 51 214-21st_Stud374 52 214-21st_Stud375 53 214-21st_Stud376 54 214-21st_Stud377 55 423-21st_Stud17 56 423-21st_Stud18 57 423-21st_Stud19 58 423-21st_Stud20 59 423-21st_Stud21 60 423-21st_Stud22 61 423-21st_Stud23 62 423-21st_Stud24 63 423-21st_Stud25 64 423-21st_Stud26 65 423-21st_Stud27 66 423-21st_Stud28 67 423-21st_Stud29 68 423-21st_Stud30 69 423-21st_Stud31 70 423-21st_Stud32 71 423-21st_Stud33 72 423-21st_Stud34 73 423-21st_Stud35 74 423-21st_Stud36 75 423-21st_Stud37 76 424-21st_Stud38 77 424-21st_Stud39 78 424-21st_Stud40 79 424-21st_Stud41 80 424-21st_Stud42 81 424-21st_Stud43 82 424-21st_Stud44 83 424-21st_Stud45 84 424-21st_Stud46 85 424-21st_Stud47 86 424-21st_Stud48 87 424-21st_Stud49 88 424-21st_Stud50 89 424-21st_Stud51 90 424-21st_Stud52 91 424-21st_Stud53 92 424-21st_Stud54 93 424-21st_Stud55 94 424-21st_Stud56 95 424-21st_Stud57 96 424-21st_Stud58 97 424-21st_Stud59 98 424-21st_Stud60 99 424-21st_Stud61 100 424-21st_Stud62 101 424-21st_Stud63 102 424-21st_Stud64 103 424-21st_Stud65 104 424-21st_Stud66 105 424-21st_Stud67 106 424-21st_Stud68 107 424-21st_Stud69 108 424-21st_Stud70 109 424-21st_Stud71 110 424-21st_Stud72 111 424-21st_Stud73 112 424-21st_Stud74 113 424-21st_Stud75 114 424-21st_Stud76 115 424-21st_Stud77 116 424-21st_Stud78 117 424-21st_Stud79 118 424-21st_Stud80 119 424-21st_Stud81 120 424-21st_Stud82 121 424-21st_Stud83 122 424-21st_Stud84 123 425-21st_Stud100 124 425-21st_Stud101 125 425-21st_Stud102 126 425-21st_Stud103 127 425-21st_Stud104 128 425-21st_Stud105 129 425-21st_Stud106 130 425-21st_Stud107 131 425-21st_Stud88 132 425-21st_Stud89 133 425-21st_Stud90 134 425-21st_Stud91 135 425-21st_Stud92 136 425-21st_Stud93 137 425-21st_Stud94 138 425-21st_Stud95 139 425-21st_Stud96 140 425-21st_Stud97 141 425-21st_Stud98 142 425-21st_Stud99 143 426-21st_Stud161 144 426-21st_Stud162 145 426-21st_Stud163 146 426-21st_Stud164 147 426-21st_Stud165 148 426-21st_Stud166 149 426-21st_Stud167 150 426-21st_Stud168 151 426-21st_Stud169 152 426-21st_Stud170 153 426-21st_Stud171 154 426-21st_Stud172 155 426-21st_Stud173 156 426-21st_Stud174 157 426-21st_Stud175 158 426-21st_Stud176 159 426-21st_Stud177 160 426-21st_Stud178 161 426-21st_Stud179 162 426-21st_Stud180 163 426-21st_Stud181 164 426-21st_Stud182 165 426-21st_Stud183 166 426-21st_Stud184 167 426-21st_Stud185 168 426-21st_Stud186 169 426-21st_Stud187 170 426-21st_Stud188 171 426-21st_Stud189 172 426-21st_Stud190 173 427-21st_Stud250 174 427-21st_Stud251 175 427-21st_Stud252 176 427-21st_Stud253 177 427-21st_Stud254 178 427-21st_Stud255 179 427-21st_Stud256 180 428-21st_Stud216 181 428-21st_Stud217 182 428-21st_Stud218 183 428-21st_Stud219 184 428-21st_Stud220 185 428-21st_Stud221 186 428-21st_Stud222 187 428-21st_Stud223 188 428-21st_Stud224 189 428-21st_Stud225 190 428-21st_Stud226 191 428-21st_Stud227 192 428-21st_Stud228 193 428-21st_Stud229 194 428-21st_Stud230 195 428-21st_Stud231 196 428-21st_Stud232 197 428-21st_Stud233 198 428-21st_Stud234 199 428-21st_Stud235 200 428-21st_Stud236 201 428-21st_Stud237 202 428-21st_Stud238 203 428-21st_Stud239 204 428-21st_Stud240 205 428-21st_Stud241 206 428-21st_Stud242 207 428-21st_Stud243 208 428-21st_Stud244 209 428-21st_Stud245 210 428-21st_Stud246 211 428-21st_Stud247 212 428-21st_Stud248 213 428-21st_Stud249 214 429-21st_Stud307 215 429-21st_Stud308 216 429-21st_Stud309 217 429-21st_Stud310 218 429-21st_Stud311 219 429-21st_Stud312 220 429-21st_Stud313 221 429-21st_Stud314 222 429-21st_Stud315 223 429-21st_Stud316 224 429-21st_Stud317 225 429-21st_Stud318 226 429-21st_Stud319 227 429-21st_Stud320 228 429-21st_Stud321 229 429-21st_Stud322 230 429-21st_Stud323 231 429-21st_Stud324 232 429-21st_Stud325 233 429-21st_Stud326 234 429-21st_Stud327 235 429-21st_Stud328 236 429-21st_Stud329 237 429-21st_Stud330 238 429-21st_Stud331 239 430-21st_Stud265 240 430-21st_Stud266 241 430-21st_Stud267 242 430-21st_Stud268 243 430-21st_Stud269 244 430-21st_Stud270 245 430-21st_Stud271 246 430-21st_Stud272 247 430-21st_Stud273 248 430-21st_Stud274 249 430-21st_Stud275 250 430-21st_Stud276 251 430-21st_Stud277 252 430-21st_Stud278 253 430-21st_Stud279 254 430-21st_Stud280 255 430-21st_Stud281 256 70-21st_Stud1 257 70-21st_Stud2 258 70-21st_Stud3 259 70-21st_Stud4 260 70-21st_Stud5 261 70-21st_Stud6 262 72-21st_Stud127 263 72-21st_Stud128 264 72-21st_Stud129 265 72-21st_Stud130 266 72-21st_Stud131 267 72-21st_Stud132 268 72-21st_Stud133 269 72-21st_Stud134 270 72-21st_Stud135 271 72-21st_Stud136 272 72-21st_Stud137 273 72-21st_Stud138 274 72-21st_Stud139 275 72-21st_Stud140 276 72-21st_Stud141 277 72-21st_Stud142 278 72-21st_Stud143 279 72-21st_Stud144 280 72-21st_Stud145 281 72-21st_Stud146 282 72-21st_Stud147 283 72-21st_Stud148 284 72-21st_Stud149 285 72-21st_Stud150 286 72-21st_Stud151 287 73-21st_Stud152 288 73-21st_Stud153 289 73-21st_Stud154 290 73-21st_Stud155 291 73-21st_Stud156 292 73-21st_Stud157 293 73-21st_Stud158 294 75-21st_Stud191 295 75-21st_Stud192 296 75-21st_Stud193 297 75-21st_Stud194 298 75-21st_Stud195 299 75-21st_Stud196 300 75-21st_Stud197 301 75-21st_Stud198 302 75-21st_Stud199 303 75-21st_Stud200 304 75-21st_Stud201 305 75-21st_Stud202 306 75-21st_Stud203 307 75-21st_Stud204 308 75-21st_Stud205 309 75-21st_Stud206 310 75-21st_Stud207 311 75-21st_Stud208 312 75-21st_Stud209 313 75-21st_Stud210 314 75-21st_Stud211 315 75-21st_Stud212 316 75-21st_Stud213 317 75-21st_Stud214 318 75-21st_Stud215 319 77-21st_Stud282 320 77-21st_Stud283 321 77-21st_Stud284 322 77-21st_Stud285 323 77-21st_Stud286 324 77-21st_Stud287 325 77-21st_Stud288 326 77-21st_Stud289 327 77-21st_Stud290 328 77-21st_Stud291 329 77-21st_Stud292 330 77-21st_Stud293 331 77-21st_Stud294 332 77-21st_Stud295 333 77-21st_Stud296 334 80-21st_Stud297 335 80-21st_Stud298 336 80-21st_Stud299 337 80-21st_Stud300 338 80-21st_Stud301 339 80-21st_Stud302 340 80-21st_Stud303 341 80-21st_Stud304 342 80-21st_Stud305 343 80-21st_Stud306 344 83-21st_Stud332 345 83-21st_Stud333 346 83-21st_Stud334 347 83-21st_Stud335 348 83-21st_Stud336 349 83-21st_Stud337 350 83-21st_Stud338 351 83-21st_Stud339 352 83-21st_Stud340 353 83-21st_Stud341 354 83-21st_Stud342 355 83-21st_Stud343 356 83-21st_Stud344 357 83-21st_Stud345 358 83-21st_Stud346 359 83-21st_Stud347 360 83-21st_Stud348 361 83-21st_Stud349 362 83-21st_Stud350 363 87-21st_Stud353 364 87-21st_Stud354 365 87-21st_Stud355 366 87-21st_Stud356 367 87-21st_Stud357 368 87-21st_Stud358 369 87-21st_Stud359 370 87-21st_Stud360 371 87-21st_Stud361 372 87-21st_Stud362 373 87-21st_Stud363 374 87-21st_Stud364 375 87-21st_Stud365 376 87-21st_Stud366 377 87-21st_Stud367 Gender Gender Gender Gender Gender 377 1 Female 2 Male Grade 5 Grade 5 Grade 5 Grade 5 Grade 5 377 1 Grade 5 data-a_Do_you_do_classwo_roups_during_lessons data-a_Do_you_do_classwo_roups_during_lessons data-a_Do_you_do_classwo_roups_during_lessons data-a_Do_you_do_classwo_roups_during_lessons data-a_Do_you_do_classwo_roups_during_lessons Do you do classwork in groups during lessons? 377 1 No 2 Yes data-collaboration-b_When_doing_classw_art_of_the_classwork data-collaboration-b_When_doing_classw_art_of_the_classwork data-collaboration-b_When_doing_classw_art_of_the_classwork data-collaboration-b_When_doing_classw_art_of_the_classwork data-collaboration-b_When_doing_classw_art_of_the_classwork When doing classwork in a group, I find it difficult to complete my part of the classwork 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-collaboration-c_During_group_work_ns_of_my_group_mates data-collaboration-c_During_group_work_ns_of_my_group_mates data-collaboration-c_During_group_work_ns_of_my_group_mates data-collaboration-c_During_group_work_ns_of_my_group_mates data-collaboration-c_During_group_work_ns_of_my_group_mates During group work, I appreciate the opinions of my group mates 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-collaboration-d_If_the_teacher_gi_classmates_for_help data-collaboration-d_If_the_teacher_gi_classmates_for_help data-collaboration-d_If_the_teacher_gi_classmates_for_help data-collaboration-d_If_the_teacher_gi_classmates_for_help data-collaboration-d_If_the_teacher_gi_classmates_for_help If the teacher gives classwork that is hard to understand, I can reach out to my classmates for help 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-collaboration-e_I_do_not_trust_my_me_with_my_classwork data-collaboration-e_I_do_not_trust_my_me_with_my_classwork data-collaboration-e_I_do_not_trust_my_me_with_my_classwork data-collaboration-e_I_do_not_trust_my_me_with_my_classwork data-collaboration-e_I_do_not_trust_my_me_with_my_classwork I do not trust my classmates to help me with my classwork 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-collaboration-f_Imagine_when_your_inish_the_class_work data-collaboration-f_Imagine_when_your_inish_the_class_work data-collaboration-f_Imagine_when_your_inish_the_class_work data-collaboration-f_Imagine_when_your_inish_the_class_work data-collaboration-f_Imagine_when_your_inish_the_class_work Imagine when your teacher asks you and your classmates to complete class work in groups. How will you make sure you finish the class work? (Please tick one of the choices provided) 377 1 I do not know 2 I will complete the class work alone 3 I will not participate in the group work with my classmates 4 I will work on the class work with my classmates to completion data-self_efficacy-g_When_I_face_a_pro_t_or_find_a_solution data-self_efficacy-g_When_I_face_a_pro_t_or_find_a_solution data-self_efficacy-g_When_I_face_a_pro_t_or_find_a_solution data-self_efficacy-g_When_I_face_a_pro_t_or_find_a_solution data-self_efficacy-g_When_I_face_a_pro_t_or_find_a_solution When I face a problem in school, I believe I can solve it or find a solution 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-self_efficacy-h_When_I_have_class_finish_it_by_myself data-self_efficacy-h_When_I_have_class_finish_it_by_myself data-self_efficacy-h_When_I_have_class_finish_it_by_myself data-self_efficacy-h_When_I_have_class_finish_it_by_myself data-self_efficacy-h_When_I_have_class_finish_it_by_myself When I have class work, I believe I can finish it by myself. 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-self_efficacy-i_I_am_not_confiden_have_learnt_in_class data-self_efficacy-i_I_am_not_confiden_have_learnt_in_class data-self_efficacy-i_I_am_not_confiden_have_learnt_in_class data-self_efficacy-i_I_am_not_confiden_have_learnt_in_class data-self_efficacy-i_I_am_not_confiden_have_learnt_in_class I am not confident I can answer my teacher’s questions on what I have learnt in class 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-learning_to_learn-j_I_enjoy_learning_new_things data-learning_to_learn-j_I_enjoy_learning_new_things data-learning_to_learn-j_I_enjoy_learning_new_things data-learning_to_learn-j_I_enjoy_learning_new_things data-learning_to_learn-j_I_enjoy_learning_new_things I enjoy learning new things 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-learning_to_learn-k_I_feel_happy_when_mething_new_to_learn data-learning_to_learn-k_I_feel_happy_when_mething_new_to_learn data-learning_to_learn-k_I_feel_happy_when_mething_new_to_learn data-learning_to_learn-k_I_feel_happy_when_mething_new_to_learn data-learning_to_learn-k_I_feel_happy_when_mething_new_to_learn I feel happy when I see there is something new to learn 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-learning_to_learn-l_I_do_not_feel_exc_w_to_learn_in_school data-learning_to_learn-l_I_do_not_feel_exc_w_to_learn_in_school data-learning_to_learn-l_I_do_not_feel_exc_w_to_learn_in_school data-learning_to_learn-l_I_do_not_feel_exc_w_to_learn_in_school data-learning_to_learn-l_I_do_not_feel_exc_w_to_learn_in_school I do not feel excited when there is something new to learn in school 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-learning_to_learn-m_I_seek_help_from_understand_classwork data-learning_to_learn-m_I_seek_help_from_understand_classwork data-learning_to_learn-m_I_seek_help_from_understand_classwork data-learning_to_learn-m_I_seek_help_from_understand_classwork data-learning_to_learn-m_I_seek_help_from_understand_classwork I seek help from the teacher when I do not understand classwork 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-group_cd5um81-n_I_ask_my_teacher_ns_during_the_lesson data-group_cd5um81-n_I_ask_my_teacher_ns_during_the_lesson data-group_cd5um81-n_I_ask_my_teacher_ns_during_the_lesson data-group_cd5um81-n_I_ask_my_teacher_ns_during_the_lesson data-group_cd5um81-n_I_ask_my_teacher_ns_during_the_lesson I ask my teacher questions during the lesson 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-group_cd5um81-o_I_am_always_inter_ore_from_the_teacher data-group_cd5um81-o_I_am_always_inter_ore_from_the_teacher data-group_cd5um81-o_I_am_always_inter_ore_from_the_teacher data-group_cd5um81-o_I_am_always_inter_ore_from_the_teacher data-group_cd5um81-o_I_am_always_inter_ore_from_the_teacher I am always interested in finding out more from the teacher 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-group_cd5um81-p_I_am_always_inter_e_from_my_classmates data-group_cd5um81-p_I_am_always_inter_e_from_my_classmates data-group_cd5um81-p_I_am_always_inter_e_from_my_classmates data-group_cd5um81-p_I_am_always_inter_e_from_my_classmates data-group_cd5um81-p_I_am_always_inter_e_from_my_classmates I am always interested in finding out more from my classmates 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-group_cd5um81-q_I_shy_away_from_a_ns_during_the_lesson data-group_cd5um81-q_I_shy_away_from_a_ns_during_the_lesson data-group_cd5um81-q_I_shy_away_from_a_ns_during_the_lesson data-group_cd5um81-q_I_shy_away_from_a_ns_during_the_lesson data-group_cd5um81-q_I_shy_away_from_a_ns_during_the_lesson I shy away from asking questions during the lesson 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-group_cd5um81-r_Think_of_a_time_t_do_in_this_situation data-group_cd5um81-r_Think_of_a_time_t_do_in_this_situation data-group_cd5um81-r_Think_of_a_time_t_do_in_this_situation data-group_cd5um81-r_Think_of_a_time_t_do_in_this_situation data-group_cd5um81-r_Think_of_a_time_t_do_in_this_situation Think of a time the teacher asks learners to work in groups during the lesson. You work really hard on the classwork given but you realize that one of the group members is not willing to contribute. What would you do in this situation? 377 1 Complete the classwork yourself 2 Don’t worry about it, just send the incomplete classwork 3 Help your classmate and share ideas on how to finish the classwork together 4 Report him/her to the teacher data-creativity-s_I_regularly_think_ways_of_doing_things data-creativity-s_I_regularly_think_ways_of_doing_things data-creativity-s_I_regularly_think_ways_of_doing_things data-creativity-s_I_regularly_think_ways_of_doing_things data-creativity-s_I_regularly_think_ways_of_doing_things I regularly think of different ways of doing things 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-creativity-t_I_enjoy_creating_re_new_and_different data-creativity-t_I_enjoy_creating_re_new_and_different data-creativity-t_I_enjoy_creating_re_new_and_different data-creativity-t_I_enjoy_creating_re_new_and_different data-creativity-t_I_enjoy_creating_re_new_and_different I enjoy creating things that are new and different 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true data-creativity-u_I_enjoy_discoveri_and_different_things data-creativity-u_I_enjoy_discoveri_and_different_things data-creativity-u_I_enjoy_discoveri_and_different_things data-creativity-u_I_enjoy_discoveri_and_different_things data-creativity-u_I_enjoy_discoveri_and_different_things I enjoy discovering new and different things 377 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true