Teacher Coaching

This first phase of this Teacher Guide Uptake Study (TGUS I) examines teachers’ use of TGs and application of student-centered teaching strategies to provide targeted feedback for the revision of the TGs. The second phase of the TGUS will continue to examine the adoption of the new ICT and EFL teaching materials as part of the pilot process. PURPOSE- The purpose of this first phase study is to determine what changes and adaptations, in terms of content, classroom instruction, and design, should be made to ICT and EFL TGs.

The Uzbekistan Education for Excellence Program funded by the United States Agency for International Development (USAID), conducted the Teacher Support System Study (TSSS) to examine the existing teacher support system in Uzbekistan and identify teacher support challenges and opportunities. The Program is implemented by the RTI International Consortium, which includes Florida State University and Mississippi State University.

Lot Quality Assurance Sampling (LQAS) is a methodology to measure the quality of a product. It was first used in the early 1920s of the last century in car factories to ensure their products quality. A sample of the cars manufactured by the production lines is tested to ensure its quality. Thus, the test result is mainstreamed to all cars. Through this methodology, poor quality products or “defects” can be quickly and accurately identified so that they can be disposed or repaired. As it would be a very expensive and time-consuming process if manufacturers checked the quality of each individual product they produce. Therefore, LQAS methodology provided sampling that allowed the classification of an entire production unit by testing a small number of randomly selected products of that unit. If the selected products meet the minimum quality standards, the producers are satisfied that the entire unit has met the minimum quality standards, and if a sufficient number of those selected products do not meet the minimum quality standards, then the entire unit is rejected. This methodology was first used in the humanities, including education, about 20 years ago. Using such a methodology in the education sector enables the Ministry of Education and field directorates to control the quality of the teaching and learning process, and to classify schools as “Achieving” or “Not achieving” the minimum standards of performance quality. Likewise, the MOE’s officials can categorize field directorates as “Achieving” and “Not achieving” the minimum performance standards.

To improve the quality of instruction and learning, a challenge that many ministries must confront, is the need to provide teacher professional development at scale. Uzbekistan has approximately 10,104 schools, 502,687 teachers, and 6,336, 933 students.2 In 2022, when MoPSE rolled out the new EFL teacher and student books, it struggled to reach and train all teachers.

The Status of Instruction Study (SIS) aims to shed light on teachers’ knowledge, attitudes, beliefs, skills, and behaviors, as well as the available resources at the school level and for the targeted subjects, and how these resources are used. The SIS was designed to inform the customization and development of student textbooks, teacher guides, and teacher professional development approaches. This report presents the SIS methodology and findings from online surveys with over 4000 teachers, 183 school directors and 131 methodologists from all regions of Uzbekistan, including the Republic of Karakalpakstan and Tashkent City.

This brief described how the design of the Read Liberia Activity applied comprehensive supports to help teachers implement sound literacy instruction in the classroom. Insights from Read Liberia's model may have potential implications for the design of education programs targeting large-scale change.

This material highlights the eleven tasks Read Liberia coaches performed to support teachers and schools.

In Liberia, as elsewhere around the world, recent school closures disrupted learning for all students. The effects of the COVID-19 pandemic have exacerbated pre-existing education inequality, especially disadvantaging girls, students with disabilities, people living in extreme poverty, and other marginalized groups. For Read Liberia’s technical team, the recent pandemic was a catalyst for innovation. The project quickly adapted to a new virtual implementation model to continue trainings, community engagement, and teacher instructional coaching. Read this brief to learn more about what the Activity did to ensure Liberia's students continued to learn during the pandemic.