PEA Coaching Guide for National Reading Programme

The PEA's primary objective is to strengthen the coaching capacity of Section Heads, who in turn coach teachers in Standards 1-4. The PEA's coaching process involves observing and coaching two Section Heads during a visit. The PEA observes a lesson or CA&R session conducted by one Section Head, followed by the Section Head coaching their colleague. The PEA then provides coaching feedback to the Section Head who was observed coaching. The PEA also reviews the Coaching Logbook maintained by the Section Head to identify areas of teaching practice (ATPs) that require improvement. The PEA's coaching checklist includes 14 key points, such as inviting the teacher to a pre-conference meeting, identifying good teaching practices, and providing actionable feedback to learners. The PEA is expected to observe the lesson or CA&R session together with the coach in the classroom and attend pre- and post-conference meetings during the coaching process. Before the visit, the PEA needs to consider several factors, including which Section Head to observe and coach, whether it is the first time observing and coaching this Section Head, and whether the Section Head is experienced or new. The PEA should also review the Coaching Logbook to inform their coaching. The PEA's role is that of a master coach, and they should conduct themselves as a "peer" coach, offering coaching advice with respect and appreciation for the Section Head's coaching efforts. The PEA should also be familiar with procedures for instruction, continuous assessment, and remediation, as well as procedures for giving actionable feedback. During the coaching visit, the PEA should introduce themselves to the Section Head, explaining their role and the purpose of the visit. The PEA should also review the Coaching Tool with the Section Head, ensuring they are familiar with its contents and use it regularly when observing and coaching teachers. The NRP PEA Coaching Procedure outlines the steps to be followed during the coaching visit, including preparing for the session, observing the CA or remediation session or lesson, and providing coaching feedback to the Section Head. The PEA should also provide feedback on the teaching or CA&R administration process. Best practice in PEA coaching emphasizes that the PEA should not provide coaching feedback directly to the teacher observed, but rather to the Section Head coach. The PEA's role is to strengthen coaching, and they should focus on providing coaching feedback to the Section Head who was observed coaching. Overall, the National Reading Programme Coaching Guide provides a framework for the PEA's coaching role, emphasizing the importance of strengthening the coaching capacity of Section Heads to improve teaching and learning outcomes in Standards 1-4.