Stawisha Instructional Leadership Institute Homabay
Kenya, 2020 - 2021
Get MicrodataCreated on
Feb 20, 2024
Last modified
Feb 20, 2024
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- Data files
- 2_Instructional_Leadership_Baseline_HB
- 4_Instructional_Leadership_Competency_Rubric_HB
- 5_School_Reopening_Recovery_Baseline_HB
- 7_Literacy_Assessment_HB
- 8_Numeracy_Assessment_HB
- 10_Lesson_Observation_HB
- 11_Instructional_Leadership_Endline_HB
- 12_EO_Coaching_HB
- 3_Lesson_Observation_Coaching_HB
- 6_School_Reopening_Recovery_Endline_HB
- 9_21st_Century_Skills_Assessment_HB
- 1_Lesson_Observation_Baseline_HB
Section Notes2 (Z)
Data file: 3_Lesson_Observation_Coaching_HB
Overview
Valid:
118
Invalid:
29
Type:
Discrete
Decimal:
0
Width:
2
Range:
1 - 98
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| 1 | Active class | 1 |
0.7%
|
| 2 | Active learner involvement | 1 |
0.7%
|
| 3 | Add more effort | 1 |
0.7%
|
| 4 | All learners engaded | 1 |
0.7%
|
| 5 | Captivating lesson | 1 |
0.7%
|
| 6 | Classroom management | 1 |
0.7%
|
| 7 | Correct use of alignment | 1 |
0.7%
|
| 8 | Different learners participate throughout the lesson | 1 |
0.7%
|
| 9 | Different learning Activities | 1 |
0.7%
|
| 10 | Different learning options | 1 |
0.7%
|
| 11 | Effective learner involvement | 1 |
0.7%
|
| 12 | Effective lesson delivery | 1 |
0.7%
|
| 13 | Form groups | 1 |
0.7%
|
| 14 | Gives learners clear directions to open page and select a word they can read in kiswahili | 1 |
0.7%
|
| 15 | Good application of varied sttategies | 1 |
0.7%
|
| 16 | Good seating arrangemeny | 1 |
0.7%
|
| 17 | Good teacher-learners relationship | 1 |
0.7%
|
| 18 | Good work | 2 |
1.4%
|
| 19 | Good work noted | 1 |
0.7%
|
| 20 | Grouping them | 1 |
0.7%
|
| 21 | Have varied learninh approaches while traching | 1 |
0.7%
|
| 22 | Inclusive work | 1 |
0.7%
|
| 23 | Inclusivity noted | 1 |
0.7%
|
| 24 | Involve learners fully | 1 |
0.7%
|
| 25 | Involving both gender | 1 |
0.7%
|
| 26 | Kept fidelity to the script | 1 |
0.7%
|
| 27 | Knows tall the learners | 1 |
0.7%
|
| 28 | Learners actively participate and teacher gives a variety of examples from real life experiences | 1 |
0.7%
|
| 29 | Learners are asked to volunteer to participate | 1 |
0.7%
|
| 30 | Learners diverse needs should be catered for. | 1 |
0.7%
|
| 31 | Learners engage in several counting activities. There is mixed ability balance in the activities | 1 |
0.7%
|
| 32 | Learners take turns leading the reading of sounds in the group. | 1 |
0.7%
|
| 33 | Learners work in groups in harmony and one learner takes the responsibility of counting sticks and putting them aside. There is also peer teaching. | 1 |
0.7%
|
| 34 | Learning options privided | 1 |
0.7%
|
| 35 | Lesson plan well followed | 1 |
0.7%
|
| 36 | Let headteacher certify your professional records | 1 |
0.7%
|
| 37 | Make learners more involved | 1 |
0.7%
|
| 38 | Mixed ability grouping | 2 |
1.4%
|
| 39 | Moxed ability grouping | 1 |
0.7%
|
| 40 | Offering opportunity for responsibility & provision of different learning options | 1 |
0.7%
|
| 41 | Options provision | 1 |
0.7%
|
| 42 | Previous work highlighted | 1 |
0.7%
|
| 43 | Professional records available | 1 |
0.7%
|
| 44 | Provide different learni g options | 1 |
0.7%
|
| 45 | Provide different learning optionss | 1 |
0.7%
|
| 46 | Provide varied learning options | 1 |
0.7%
|
| 47 | Provision for the different learning options | 1 |
0.7%
|
| 48 | Provision of different learning | 2 |
1.4%
|
| 49 | Provision of different learning options | 15 |
10.2%
|
| 50 | Provision of different learning options & opportunities for responsibility | 1 |
0.7%
|
| 51 | Provision of different learning options and opportunities | 1 |
0.7%
|
| 52 | Provision of different learning options and opportunities for learners to take responsibility | 1 |
0.7%
|
| 53 | Provision of different learning options during the lesson | 4 |
2.7%
|
| 54 | Provision of different options during the lesson | 1 |
0.7%
|
| 55 | Provision of opportunities for pupils to take responsibility, options for different learning | 1 |
0.7%
|
| 56 | Provision of opportunities for responsibility & options for learners during lessons | 1 |
0.7%
|
| 57 | Provision of options during 5lesson | 1 |
0.7%
|
| 58 | Provision of options during the lesson | 1 |
0.7%
|
| 59 | Provision of options & opportunity for responsibility | 1 |
0.7%
|
| 60 | Provision of options, | 1 |
0.7%
|
| 61 | Question and answer seems common. Not much variety in terms of methodologies. | 1 |
0.7%
|
| 62 | Read words twice | 1 |
0.7%
|
| 63 | Responsibilities opportunities | 1 |
0.7%
|
| 64 | Responsibility & different learning options provision | 1 |
0.7%
|
| 65 | Responsibility opportunities | 1 |
0.7%
|
| 66 | Some learners give examples from school others give examples from home | 1 |
0.7%
|
| 67 | Teacher provides options for learners | 1 |
0.7%
|
| 68 | Teacher tries to encourage learners to read, read correctly but her energy seems to influence general classroom moods | 1 |
0.7%
|
| 69 | Teacher uses songs while jumping and counting, flashcards. Learners arrange themselves at the front according to the card they are holding. They sing and the learner with the card steps forward and sits down. | 1 |
0.7%
|
| 70 | Teacher uses songs, writes on the board and read for and with learners. Learners read by themselves. Learners volunteer to lead others in reading the sounds on the board. | 1 |
0.7%
|
| 71 | Teacher uses text, pictures and video, learners demonstrate the exercise after the teacher's explanation in the field. | 1 |
0.7%
|
| 72 | Teaching aids available | 1 |
0.7%
|
| 73 | The class is well resource and participation level of learners is high. However the teacher needs to find ways to bring about order when learners volunteer to participate..it becomes too loud and chaotic | 1 |
0.7%
|
| 74 | The teacher asks alot of questions throughout and provokes learners to respond. A couple of discussions however veer off topic | 1 |
0.7%
|
| 75 | The teacher balances fast and struggling, average learners to participate in peer learning | 1 |
0.7%
|
| 76 | The teacher give clear directions, motivates learners to create own sentences and turn and talk, then demonstrate their words through actions or writing | 1 |
0.7%
|
| 77 | The teacher gives ample time for completion of group activities | 1 |
0.7%
|
| 78 | The teacher has a variety of materials to demonstrate the lesson. However she's the only one using them | 1 |
0.7%
|
| 79 | The teacher has incorporated a practical into the lesson where learners go and wash a white shirt for practical laundry work | 1 |
0.7%
|
| 80 | The teacher has one standardized activity for all learners. Learners in the front benefit more from the teachers attention | 1 |
0.7%
|
| 81 | The teacher is enthusiastic and calls upon different learners to demonstrate actions related to number work as they stand, sit or walk around the classroom | 1 |
0.7%
|
| 82 | The teacher is focused more on teaching than learning for the whole class | 1 |
0.7%
|
| 83 | The teacher is very accommodative of learners contributions. Learners are active in as much as it is almost lunchtime for pp1 | 1 |
0.7%
|
| 84 | The teacher provides opportunities for learners to participate. The learners however are reluctant to respond and only do so when called or volunteered by the teacher | 1 |
0.7%
|
| 85 | The teacher spirals back to previous lessons on prayer and persistence in prayer. Asks learners what they think persistence in prayers means and looks like | 1 |
0.7%
|
| 86 | The teacher tries to provide varied activities although the learners are too many for her to handle at times | 1 |
0.7%
|
| 87 | The teacher uses visuals, realia and shares information about the different types of fertilizers | 1 |
0.7%
|
| 88 | There are different counters provided for learners to choose from; maize cobs, stones, bottle tops | 1 |
0.7%
|
| 89 | There is peer teaching and demonstration after turn and talk. | 1 |
0.7%
|
| 90 | There is same activity for learners across the lesson duration | 1 |
0.7%
|
| 91 | There were enough opportunities provided for learners to participate. There needs to be a variety of those activities though | 1 |
0.7%
|
| 92 | Tusome book well used | 1 |
0.7%
|
| 93 | Use of varied teaching techniques | 1 |
0.7%
|
| 94 | Use other teaching strategies | 1 |
0.7%
|
| 95 | Varied pedagogies applied | 1 |
0.7%
|
| 96 | Varied teaching methods used | 1 |
0.7%
|
| 97 | Various methos used | 1 |
0.7%
|
| 98 | Well mastery of the subject content | 1 |
0.7%
|
| Sysmiss | 29 |
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.