Jifunze Uelewe Activity, Training, Mentoring, and Coaching Plan

The activity is implemented by RTI International for the United States Agency for International Development (USAID)/Tanzania. The goal of the initiative is to sustainably improve literacy and numeracy skills for all pupils in the targeted regions. The activity will support continuous professional development for pre-primary to Standard 4 teachers in the targeted regions through in-service teacher training and coaching and mentoring. The in-service teacher training will include large-scale in-person training and virtual content delivery to teachers. The virtual content aims to reinforce the in-person teacher trainings and support teachers in their school-based communities of learning discussions and practices. Coaching will be delivered through Ward Education Officers (WEOs) and Head Teachers (HTs) at the school level for Mainland Tanzania and through Subject Advisors (SAs), HTs, and Lead Teachers for Zanzibar. Mentoring will involve peer-to-peer formal discussions among teachers, peer classroom observations, and target actions for addressing classroom instruction challenges and using opportunities for improving pupils' learning outcomes. The activity will use a collaborative monitoring approach using Viamo's advanced reporting application and a simple visual dashboard to track teacher performance and identify areas where teachers are struggling. The dashboard will show response rates and performance on quizzes, providing insight into the content areas where teachers need additional support. The activity will also use a collaborative monitoring approach to track teacher performance and identify areas where teachers are struggling. The Regional Monitoring, Evaluation, and Learning (MEL) Specialists will support Local Government Authorities (LGAs) in presenting weekly summaries to WEOs, HTs, and SAs to guide discussions during Community of Learning (COL) meetings. The activity will use the following strategies to achieve its aims: targeted in-person training, virtual continuous professional development, and coaching and mentoring. The targeted in-person training will be delivered directly to Education Managers from the Government of the United Republic of Tanzania (GOT) and the Revolutionary Government of Zanzibar (GOZ) through on-the-job support via technical assistance from the activity. The virtual continuous professional development will reinforce in-person training with virtual content via interactive voice response (IVR) systems and short message service (SMS) texts to teachers via their mobile phones. The IVR system allows teacher beneficiaries with low-bandwidth areas and low-feature phones to receive and interact with the content. Virtual messaging directly to teachers will be delivered between each COL event and will provide examples so teachers can practice them and reflect on their own classroom practice. The coaching and mentoring will be implemented via classroom observations undertaken by a Teacher's Supervisor (an Academic Teacher, an HT, an SA, or a WEO), followed by targeted feedback regarding the application of specific instructional strategies that improve teacher's instruction and contribute to pupil's early grade reading assessment (EGRA) and literacy and numeracy skills. The activity will use a collaborative approach to build and reinforce individual and institutional capacity to set and communicate clear expectations, plan and implement technical activities for achieving outcome-based classroom instruction, and monitor and support learning outcomes in reading, writing, arithmetic (the 3Rs). The activity will use the following strategies to achieve these aims: targeted in-person training, virtual continuous professional development, and coaching and mentoring. The activity will support the Government of the United Republic of Tanzania (GOT) and the Revolutionary Government of Zanzibar (GOZ) in building and reinforcing individual and institutional capacity to set and communicate clear expectations, plan and implement technical activities for achieving outcome-based classroom instruction, and monitor and support learning outcomes in reading, writing, arithmetic (the 3Rs). The activity will use a collaborative approach to achieve these aims and will work closely with the GOT and GOZ to ensure that the activity is aligned with their priorities and goals.