Rapid Feedback MERL Lecture Pour Tous: Findings Memo | Research Question 3 Phase 1: COACHING

LPT is a USAID-funded technical assistance program that supplies training and support to inspectors, school directors, and teachers to improve student literacy in national languages. The program has partnered with Mathematica Policy Research and Results for Development to participate in Rapid Feedback Monitoring, Evaluation, Research, and Learning (Rapid Feedback MERL). Rapid Feedback MERL is a proven evaluation method that employs a mix of qualitative and quantitative methods to engage in course correction earlier than is typical in a project cycle. The MERL team has sought to answer the question: What is the most effective approach to coaching teachers? Phase I of the study assessed barriers and facilitators for inspector coaching of directors and teachers, director coaching of teachers, and peer-to-peer teacher coaching in Senegal. The findings from Phase I indicate that inspectors understand their responsibilities and objectives associated with the coaching role. Directors regularly coach teachers, and their supervisory role has not functioned as a barrier to providing effective coaching. Peer-to-peer support and learning is viewed as valuable for both teachers and directors and is facilitated by the ICT tools that LPT has begun to roll out. However, the findings also show that there are some challenges to implementation of LPT's coaching model. The cascading training of trainers model for coaching training requires the expertise and intensive participation of inspectors, and struggles to function effectively if they are not available. The hierarchical structure in Senegal's education system impacts both the way that inspectors perceive their role and directors' role within LPT, and the way that teachers perceive coaching from inspectors. The full potential of the coaching model is hampered by a lack of information on multiple fronts. Inspectors have few opportunities to gather information about challenges and issues in schools, and even fewer opportunities to use that information to better support teachers/directors. LPT has limited information on if, when, and where coaching is happening, the quality of coaching that is being delivered, and which elements of the curriculum challenge teachers. Based on the findings, the MERL team proposes the following principles to guide the next phase of work. The role of ICT in LPT's coaching model should be continued and expanded. Steps should be taken to improve the frequency and quality of data to which both inspectors and LPT have access, and ensure appropriate use of those data. Alternative ways to reinforce the support that directors receive to ensure that they are providing high-quality coaching to teachers should be considered. Support should be provided to coaches that are incapable of providing the required amount of coaching sessions as currently designed.