Structuring Effective 1-1 Support : Technical Guidance Note
Teachers in low- and middle-income countries often lack the knowledge to improve student achievement and exhibit weak cognitive skills and ineffective teaching practices. Teacher professional development (TPD) programs that are embedded as part of...
| Main Authors: | , |
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| Format: | Brief |
| Language: | English English |
| Published: |
World Bank, Washington, DC
2022
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| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/302121614665652823/Technical-Guidance-Note http://hdl.handle.net/10986/38002 |
| Summary: | Teachers in low- and middle-income
countries often lack the knowledge to improve student
achievement and exhibit weak cognitive skills and
ineffective teaching practices. Teacher professional
development (TPD) programs that are embedded as part of a
larger comprehensive capacity development strategy and
include ongoing individualized feedback have shown large
positive effects on teachers' instruction, and,
subsequently, on student learning outcomes. However, what
this comprehensive professional development entails in
practice has not been systematically documented. The
questions are who in the system is best placed to support
teachers; how many teachers should these individuals
support; how often should these individuals visit teachers;
and how long should these individuals observe and provide
feedback. This technical guidance note provides explicit
guidance for policymakers on how to structure the delivery
of a successful in-service TPD coaching intervention. This
note also can be used by Task Team Leaders (TTLs) to
establish dialogue with their clients and to inform project
preparation and supervision. |
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