Dignitas-Ustawi-HB-01 Dignitas Limited African Population & Health Research Centre 2024-01-15 NADA Version 1.0, with anonymized datasets Stawisha Instructional Leadership Institute Homabay Dignitas-Ustawi-HB-01 Dignitas Limited Copyright © Dignitas, 2024 NADA Wellspring Philanthropic Fund 1-2-3 Survey, phase 1 [hh/123-1] Dignitas' mission is to equip and empower educators in marginalized communities who will transform opportunities for the next generation. The Stawisha Program aims to strengthen partner schools' leadership, improve instructional quality, and provide support to help create an environment where all students can develop the skills and strength of character to thrive and succeed. Through the Stawisha Instructional Leadership Institute, Dignitas provides training to the school leaders through Leadership Academies, Professional Development (PD) Workshops, Coaching, and Professional Learning Communities (PLCs) for a period of one year. Leadership Academies are intensive classroom-based training summits that introduce ideas and concepts that empower educators to be inspiring leaders and excellent teachers. The aim is to shift beliefs, attitudes and values so that educators see the potential in their schools and students. The Academies lay the foundation for educators to take charge of improving their schools and catalyzes school improvement efforts. Professional Development Workshops provide targeted development opportunities for both school leaders and teachers that build on the foundation created in the Academies with intense modelling and practice. Coaching provides personalized, in-class mentoring to the educators. It focuses on practical application of skills and concepts learned in training to ensure they are implemented in the classroom. Individualized coaching also ensures that each teacher receives support specific to his or her needs and abilities. Professional Learning Communities help educators to routinize sustainable reflective practice towards whole school improvement In 2020 and 2021, Dignitas partnered with 20 schools from Ayiengo and 22 schools from Awach zones respectively; reaching 168 School Leaders (80 were recruited in 2020 and 88 in 2021). In 2020, Dignitas delivered Covid-related support to the 2020 School Leaders; in which Ayiengo participated as a learning cohort. Upon school reopening in October 2020, Dignitas developed and delivered content around school reopening and recovery, to ensure schools are well prepared for reopening and learning recovery. Stawisha Program was delivered between April 2021 and February 2022 for both Homabay 2020 and 2021 cohorts. KENYA Homabay Indivisual Learners, Schools, and School Leaders. In 2020 and 2021, Dignitas partnered with 20 schools from Ayiengo and 22 schools from Awach zones respectively; reaching 168 School Leaders (80 were recruited in 2020 and 88 in 2021) 168 School Leaders (80 were recruited in 2020 and 88 in 2021). Stawisha Program was delivered between April 2021 and February 2022 for both Homabay 2020 and 2021 cohorts. Face-to-face [f2f] Dignitas Limited The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses. 2_Instructional_Leadership_Baseline_HB The dataset contains baseline information of Instructional Leaders' practices. Data collected from both 2020-2021 and 2021-2022 cohorts 60 19 4_Instructional_Leadership_Competency_Rubric_HB 1. The dataset contains in-person coaching and performance data for Instructional Leaders; performance data is for 8 Instructional Leadership competencies; relationship building, implementation, PLC, modelling expectations, collecting and recording data, data collection and analysis, coaching and feedback, and planning. Data collected from both 2020-2021 and 2021-2022 cohorts 82 17 5_School_Reopening_Recovery_Baseline_HB 1. The dataset contains information on preparedness of schools for reopening. Data collected from the 2020-2021 cohort only. 28 53 7_Literacy_Assessment_HB The dataset contains literacy data; collected using the UWEZO Kenya Tool. Only Grade 2 and 5 learners were assessed during Baselines whereas Grade 3 and 6 assessed during endline. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 957 9 8_Numeracy_Assessment_HB The dataset contains numeracy data; collected using ICAN. Only Grade 2 and 5 learners were assessed during baseline whereas grade 3 and 6 were assessed during endline. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 957 33 10_Lesson_Observation_HB The dataset contains endline information of teachers' classroom practices. Data collected from both 2020-2021 and 2021-2022 cohorts 93 44 11_Instructional_Leadership_Endline_HB The dataset contains endline information of Instructional Leaders' practices. Data collected from both 2020-2021 and 2021-2022 cohorts 36 28 12_EO_Coaching_HB The dataset contains in-person coaching and performance data for Education Officers who supported 2020-2021 and 2021-2022 cohorts 4 18 3_Lesson_Observation_Coaching_HB The dataset contains in-person coaching data for teachers. Data collected from both 2020-2021 and 2021-2022 cohorts 147 66 6_School_Reopening_Recovery_Endline_HB The dataset contains information on preparedness of schools for reopening. Data collected from the 2020-2021 cohort only. 13 57 9_21st_Century_Skills_Assessment_HB The dataset contains learner assessment data on soft skills; collaboration, self-efficacy, creativity, learning to learn, problem solving, and imagination. Only Grade 5 learners were assessed during baseline and only Class 6 assessed during endline. Data collected from both 2020-2021 and 2021-2022 cohorts as well as a comparison group. 1196 27 1_Lesson_Observation_Baseline_HB The dataset contains baseline information of teachers' classroom practices. Data collected from both 2020-2021 and 2021-2022 cohorts. 180 41 Cohort Cohort Cohort Cohort Cohort 180 1 2020-2021 2 2021-2022 3 Comparison Cohort School ID School ID School ID School ID School ID 180 1 125 2 126 3 127 4 128 5 129 6 130 7 131 8 132 9 133 10 134 11 135 12 136 13 137 14 138 15 139 16 140 17 141 18 142 19 143 20 144 21 241 22 242 23 243 24 244 25 245 26 246 27 248 28 249 29 250 30 251 31 252 32 253 33 255 34 256 35 257 36 258 37 259 38 260 39 261 40 262 41 363 42 364 43 365 44 366 45 367 46 368 47 369 48 370 49 371 50 372 51 373 52 374 53 375 54 376 55 378 56 379 57 380 58 381 59 422 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 180 1 125-1199 2 125-1200 3 125-1201 4 126-1204 5 126-2208 6 126-2260 7 127-1206 8 127-1208 9 127-1209 10 128-1212 11 128-1213 12 128-2204 13 129-1215 14 129-1216 15 129-2211 16 130-1221 17 130-2210 18 130-2215 19 131-1222 20 131-1224 21 131-2212 22 132-1226 23 132-1228 24 132-2209 25 133-1229 26 133-2206 27 133-2216 28 134-1233 29 134-1234 30 134-1235 31 135-1237 32 135-1238 33 135-1239 34 136-1242 35 136-1936 36 136-2213 37 137-1244 38 137-1245 39 137-1246 40 138-1248 41 138-1250 42 138-2218 43 139-1252 44 139-1254 45 139-2217 46 140-1256 47 140-1258 48 140-2219 49 141-1261 50 141-2205 51 141-2214 52 142-1264 53 142-1265 54 142-2220 55 143-1267 56 143-1268 57 143-1269 58 144-1271 59 144-1273 60 144-2207 61 241-1531 62 241-2245 63 241-2249 64 242-1536 65 242-2235 66 242-2238 67 243-1541 68 243-2240 69 243-2248 70 244-1543 71 244-1544 72 244-2237 73 245-1548 74 245-1549 75 246-1551 76 246-1554 77 246-2244 78 248-1561 79 248-1562 80 248-2229 81 249-1565 82 249-2230 83 249-2247 84 250-1568 85 250-1570 86 250-2228 87 251-1572 88 251-1573 89 251-1574 90 252-1576 91 252-2242 92 252-2246 93 253-1579 94 253-1581 95 253-2250 96 255-1587 97 255-1590 98 255-2225 99 256-1592 100 256-2227 101 256-2243 102 257-1598 103 257-2226 104 257-2234 105 258-1599 106 258-1601 107 258-2232 108 259-1603 109 259-1605 110 259-2241 111 260-1608 112 260-1610 113 260-2239 114 261-1614 115 261-2231 116 261-2236 117 262-1617 118 262-1618 119 262-2233 120 363-1864 121 363-1865 122 363-1866 123 364-1867 124 364-1868 125 364-1869 126 365-1870 127 365-1871 128 365-1872 129 366-1873 130 366-1874 131 366-1875 132 367-1876 133 367-1877 134 367-1878 135 367-1879 136 368-1880 137 368-1881 138 368-1882 139 369-1883 140 369-1884 141 369-1885 142 370-1886 143 370-1887 144 370-1888 145 371-1889 146 371-1890 147 371-1891 148 372-1892 149 372-1893 150 372-1894 151 373-1895 152 373-1896 153 373-1897 154 374-1898 155 374-1899 156 374-1900 157 375-1901 158 375-1902 159 375-1903 160 376-1904 161 376-1905 162 376-2265 163 378-1907 164 378-1908 165 378-1909 166 379-1910 167 379-1911 168 379-1912 169 380-1913 170 380-1914 171 380-1915 172 381-1916 173 381-1917 174 381-1918 175 381-1919 176 381-1920 177 381-1921 178 422-1923 179 422-1924 180 422-1925 Teacher Teacher Teacher Teacher Teacher 180 1 1199 2 1200 3 1201 4 1204 5 1206 6 1208 7 1209 8 1212 9 1213 10 1215 11 1216 12 1221 13 1222 14 1224 15 1226 16 1228 17 1229 18 1233 19 1234 20 1235 21 1237 22 1238 23 1239 24 1242 25 1244 26 1245 27 1246 28 1248 29 1250 30 1252 31 1254 32 1256 33 1258 34 1261 35 1264 36 1265 37 1267 38 1268 39 1269 40 1271 41 1273 42 1531 43 1536 44 1541 45 1543 46 1544 47 1548 48 1549 49 1551 50 1554 51 1561 52 1562 53 1565 54 1568 55 1570 56 1572 57 1573 58 1574 59 1576 60 1579 61 1581 62 1587 63 1590 64 1592 65 1598 66 1599 67 1601 68 1603 69 1605 70 1608 71 1610 72 1614 73 1617 74 1618 75 1864 76 1865 77 1866 78 1867 79 1868 80 1869 81 1870 82 1871 83 1872 84 1873 85 1874 86 1875 87 1876 88 1877 89 1878 90 1879 91 1880 92 1881 93 1882 94 1883 95 1884 96 1885 97 1886 98 1887 99 1888 100 1889 101 1890 102 1891 103 1892 104 1893 105 1894 106 1895 107 1896 108 1897 109 1898 110 1899 111 1900 112 1901 113 1902 114 1903 115 1904 116 1905 117 1907 118 1908 119 1909 120 1910 121 1911 122 1912 123 1913 124 1914 125 1915 126 1916 127 1917 128 1918 129 1919 130 1920 131 1921 132 1923 133 1924 134 1925 135 1936 136 2204 137 2205 138 2206 139 2207 140 2208 141 2209 142 2210 143 2211 144 2212 145 2213 146 2214 147 2215 148 2216 149 2217 150 2218 151 2219 152 2220 153 2225 154 2226 155 2227 156 2228 157 2229 158 2230 159 2231 160 2232 161 2233 162 2234 163 2235 164 2236 165 2237 166 2238 167 2239 168 2240 169 2241 170 2242 171 2243 172 2244 173 2245 174 2246 175 2247 176 2248 177 2249 178 2250 179 2260 180 2265 data-teacher_data-grade_level data-teacher_data-grade_level data-teacher_data-grade_level data-teacher_data-grade_level data-teacher_data-grade_level 180 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 PP1 10 PP2 data-teacher_data-subject data-teacher_data-subject data-teacher_data-subject data-teacher_data-subject data-teacher_data-subject 180 1 AGRICULTURE 2 Agriculture 3 CRE 4 Christian religious educqtion 5 Creative Activities 6 ENGLISH ACTIVITY 7 ENVINMENTAL 8 English 9 English Activities 10 English Language Activities 11 English activities 12 Environmental 13 Environmental Activities 14 GHC 15 Hygiene and Nutrition 16 KISWAHILI 17 Kiswahili 18 Kiswahili Activities 19 Kusoma 20 LANGUAGE 21 Language 22 Language Activities 23 MATHEMATIC ACTIVITY 24 MATHEMATICS 25 MUSIC 26 Math Activities 27 Mathematical Activities 28 Mathematical activities 29 Mathematics 30 Mathematics Activities 31 Maths 32 Music 33 No subject 34 Number work 35 Number Work 36 Physical education 37 Religious Activities 38 Science 39 Social Studies 40 Social Studies 41 Social studies 42 kiswahili 43 language 44 maths 45 music 46 science data-Coaching_area_focus data-Coaching_area_focus data-Coaching_area_focus data-Coaching_area_focus data-Coaching_area_focus 118 62 1 LE Sysmiss data-lesson_plan data-lesson_plan data-lesson_plan data-lesson_plan data-lesson_plan 180 1 No 2 Yes lesson plan data-lesson_plan_components data-lesson_plan_components data-lesson_plan_components data-lesson_plan_components data-lesson_plan_components 180 1 2 different_learner_activity 3 learner_centred_methodologies, teaching_and_l, learning_outco, lesson_plan_fo, different_learner_activity 4 learning_outco, different_learner_activity 5 learning_outco, different_learner_activity, lesson_plan_si 6 learning_outco, learner_centred_methodologies 7 learning_outco, lesson_plan_fo, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_si 8 learning_outco, lesson_plan_si, reflections 9 lesson_plan_fo, learning_outco 10 lesson_plan_fo, learning_outco, different_learner_activity, learner_centred_methodologies 11 lesson_plan_fo, learning_outco, different_learner_activity, learner_centred_methodologies, lesson_plan_si 12 lesson_plan_fo, learning_outco, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_si 13 lesson_plan_fo, learning_outco, learner_centred_methodologies 14 lesson_plan_fo, learning_outco, learner_centred_methodologies, reflections, lesson_plan_si 15 lesson_plan_fo, learning_outco, learner_centred_methodologies, teaching_and_l 16 lesson_plan_fo, learning_outco, reflections, different_learner_activity, lesson_plan_si 17 lesson_plan_fo, learning_outco, reflections, lesson_plan_si 18 lesson_plan_fo, learning_outco, teaching_and_l 19 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity 20 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies 21 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_si 22 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, learner_centred_methodologies, reflections, lesson_plan_si, none_of_the_ab 23 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, lesson_plan_si, learner_centred_methodologies 24 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, reflections, learner_centred_methodologies, lesson_plan_si 25 lesson_plan_fo, learning_outco, teaching_and_l, different_learner_activity, reflections, lesson_plan_si 26 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies 27 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies, reflections 28 lesson_plan_fo, learning_outco, teaching_and_l, learner_centred_methodologies, reflections, lesson_plan_si 29 lesson_plan_fo, learning_outco, teaching_and_l, lesson_plan_si 30 lesson_plan_fo, reflections, learner_centred_methodologies, different_learner_activity, teaching_and_l, learning_outco, lesson_plan_si 31 lesson_plan_fo, teaching_and_l, different_learner_activity, learner_centred_methodologies, lesson_plan_si 32 lesson_plan_fo, teaching_and_l, learning_outco, learner_centred_methodologies 33 lesson_plan_fo, teaching_and_l, lesson_plan_si, reflections, learner_centred_methodologies, different_learner_activity 34 lesson_plan_si, learner_centred_methodologies, different_learner_activity, teaching_and_l, learning_outco 35 lesson_plan_si, learner_centred_methodologies, different_learner_activity, teaching_and_l, learning_outco, lesson_plan_fo 36 lesson_plan_si, learner_centred_methodologies, different_learner_activity, teaching_and_l, learning_outco, reflections 37 lesson_plan_si, reflections, learner_centred_methodologies, different_learner_activity, teaching_and_l, learning_outco 38 lesson_plan_si, reflections, learner_centred_methodologies, different_learner_activity, teaching_and_l, learning_outco, lesson_plan_fo 39 lesson_plan_si, reflections, learner_centred_methodologies, different_learner_activity, teaching_and_l, lesson_plan_fo, learning_outco 40 lesson_plan_si, reflections, teaching_and_l, learning_outco, lesson_plan_fo, learner_centred_methodologies, different_learner_activity 41 reflections, learner_centred_methodologies, teaching_and_l, learning_outco, lesson_plan_fo, different_learner_activity 42 teaching_and_l, different_learner_activity, learner_centred_methodologies 43 teaching_and_l, learner_centred_methodologies 44 teaching_and_l, learning_outco, lesson_plan_fo, reflections lesson plan components data-why_no_lesson_plan data-why_no_lesson_plan data-why_no_lesson_plan data-why_no_lesson_plan data-why_no_lesson_plan 180 1 2 B 3 Because of over loaded. 4 DID NOT CARRY IT FROM HOME 5 DID NOT PLAN 6 DIDN'T HAVE THE ONE FOR THE DAY BUT HAD YHE PREVIOUS ONES. 7 Didn't get time to prepare the lesson. 8 Dint prepare the lesson plan 9 Don't have the time to prepare all lesson plans 10 Forgot at home. 11 Forgot at home 12 HE NEVER PREPARED. 13 Has a lesson plan that's not updated. 14 Have had no time to prepare though had previous one which are signed and stamped 15 He had not prepared 16 It was misplaced 17 It was missing-lost 18 Lack of enough time 19 Left at home 20 Left them at home 21 Left at home 22 Left at home 23 Newly employed, had not prepared yet 24 No lesson plans have been prepared 25 No reason 26 Not prepared 27 Not ready at the moment.. 28 Not updated 29 Not yet ready 30 Only schemes of work was available 31 Previous lesson plans were available but not for this lesson 32 Says lesson plan is at home 33 Searched for the lesson plan didn't get it.That implied she didn't prepare it. 34 She had not prepared 35 She had not prepared yet 36 She had schemes of work 37 She has been sick and had not lesson planned. There are lesson plans for 6th and 8th January, signed by the head teacher and stamped. 38 Since its a candidate class there is no need as no much time is left 39 Teacher never carried the lesson plan to class. He did a brief introduction to link the previous lesson to the current one. 40 The teacher didn't prepare . 41 The teacher was committed outside the school. 42 The teacher didn't prepare 43 The teacher said that he was over loaded. 44 not prepared because..books have not been provided 45 not yet updadted 46 she only had scheme of work 47 she says that she left in the office 48 still being prepared.. and not complete 49 there is but was never carried to class why no lesson plan teacher_uses_multiple_approaches_to_positively_manage_behaviour teacher_uses_multiple_approaches_to_positively_manage_behaviour teacher_uses_multiple_approaches_to_positively_manage_behaviour teacher_uses_multiple_approaches_to_positively_manage_behaviour teacher_uses_multiple_approaches_to_positively_manage_behaviour 180 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery teacher uses multiple approaches to positively manage behaviour learners_respect_and_do_not_fear_the_teacher learners_respect_and_do_not_fear_the_teacher learners_respect_and_do_not_fear_the_teacher learners_respect_and_do_not_fear_the_teacher learners_respect_and_do_not_fear_the_teacher 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners respect and do not fear the teacher teacher_implements_a_discipline_plan_in_the_classroom_to_facilitate_learning teacher_implements_a_discipline_plan_in_the_classroom_to_facilitate_learning teacher_implements_a_discipline_plan_in_the_classroom_to_facilitate_learning teacher_implements_a_discipline_plan_in_the_classroom_to_facilitate_learning teacher_implements_a_discipline_plan_in_the_classroom_to_facilitate_learning 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_implements_a_discipline_plan_in_the_classroom_to_facilitate_learning learners_are_familiar_with_a_classroom_discipline_plan_and_follow_it_with_little learners_are_familiar_with_a_classroom_discipline_plan_and_follow_it_with_little learners_are_familiar_with_a_classroom_discipline_plan_and_follow_it_with_little learners_are_familiar_with_a_classroom_discipline_plan_and_follow_it_with_little learners_are_familiar_with_a_classroom_discipline_plan_and_follow_it_with_little 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_are_familiar_with_a_classroom_discipline_plan_and_follow_it_with_little learner_safe_spaces learner_safe_spaces learner_safe_spaces learner_safe_spaces learner_safe_spaces 180 1 2 Active class 3 CLASS RULES WERW MISSING. 4 Classroom rules should displayed in class. 5 Classroom management is a challege to the teacher 6 Classroom rules not displayed 7 Classroom rules not displayed some of the learners are not audible 8 Excellent 9 FAIR 10 Fair 11 Gives clear and adequate directions 12 Good 13 Good trial 14 Learners were aware of classroom expectations as desks were few but boys sat on stones and didn't scramble for few seats available 15 Learners were aware of the norms but non was displayed in the classroom. 16 Learners were aware of the classroom rules 17 Learners were instructed to observe school norms which were not displayed in the classroom. 18 NEEDS IMPROVEMENT 19 NO CLASS RULES MOUNTED 20 NOT VERY GOOD 21 No charts on the walls showing clear routines. Learners are politely handled but no discipline plans as a reference. Learners are majorly involved in answering questions. There is variation of learning for breaking monotony for instance use of reference 22 No discipline plans for learners to refer to,most learners are active..all pupils handled fairly..no discipline plans displayed to the learners.. 23 No rules were displayed in the classroom, learners were not were not aware of the behavioural expectations . 24 No rules displayed learners fearful of the teacher 25 Rowdy class 26 Rules were not displayed in the classroom though the teacher reminded the learners of the same. . 27 School rules weren't in classroom. 28 Some learners made noise all through the lesson and the teacher ignored them 29 T/l materials we're limited 30 TEACHER HAS NOT PREPARED IT 31 TEACHER TO PUT THE CLASS RULES ON THE WALL TO HELP THE LEARNERS. 32 Teacher compost 33 Teacher gives clear directions to the learners though not all learners follow them 34 The lesson was learners centred 35 The lesson was learners centered 36 The teacher redirected the tasks though some learners were reluctant to freely engage. 37 The teacher was consistent as effective techniques were applied and learners were on task. 38 The teacher consistently applied effective techniques to manage learning and behaviour. 39 The teacher constantly applied effective techniques to manage behaviour. The teacher set learners on task and learners actually respected the teacher . 40 Though no discipline plan displayed the class is under control 41 UP COMING 42 class control poor 43 clear instructions given to pupils orally...pupils spieack loudly...confidence ,rules not displayed in class 44 instructions are clear,learners are free to the teacher,instructions are orally given to the pupils,no discipline plan displayed.. 45 instructions are given orally no...learners talk jovially... no discipline plan display in class but done orally 46 instructions are used to guide the learners..learners talk freely,,no point of reference for rules and discipline plans.. 47 learners were safe 48 learners are instructed by the teacher...learners are active..speak loudly...discipline is enhanced 49 learners were active 50 lesson was chided centred 51 polite words are used to instruct the learners,learners are interactive,pupils are handled fairly, 52 pupils centred lesson 53 pupils are guided orally, most learners speak confidently.. learners respond to instructions from the teacher ... 54 pupils are instructed orally...all pupils are cooperative and active...polite words to the learners from the teacher.. 55 pupils are instructed orally...they speak confidently..discipline is instilled orally..the teacher handle pupils fairly and friendly.. 56 pupils react positively.. they are lively in class..handled fairly 57 well spaced learner_safe_spaces teacher_provides_opportunities_for_learners_to_take_responsibilities teacher_provides_opportunities_for_learners_to_take_responsibilities teacher_provides_opportunities_for_learners_to_take_responsibilities teacher_provides_opportunities_for_learners_to_take_responsibilities teacher_provides_opportunities_for_learners_to_take_responsibilities 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_provides_opportunities_for_learners_to_take_responsibilities learners_assume_responsibility_in_the_classroom learners_assume_responsibility_in_the_classroom learners_assume_responsibility_in_the_classroom learners_assume_responsibility_in_the_classroom learners_assume_responsibility_in_the_classroom 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_assume_responsibility_in_the_classroom teacher_provides_different_learning_options_for_learners teacher_provides_different_learning_options_for_learners teacher_provides_different_learning_options_for_learners teacher_provides_different_learning_options_for_learners teacher_provides_different_learning_options_for_learners 177 3 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_provides_different_learning_options_for_learners learners_have_independence_to_choose_from_different_activities_during_the_lesson learners_have_independence_to_choose_from_different_activities_during_the_lesson learners_have_independence_to_choose_from_different_activities_during_the_lesson learners_have_independence_to_choose_from_different_activities_during_the_lesson learners_have_independence_to_choose_from_different_activities_during_the_lesson 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_have_independence_to_choose_from_different_activities_during_the_lesson student_autonomy student_autonomy student_autonomy student_autonomy student_autonomy 180 1 2 ALOT IS STILL NEEDED TO BE DONE. 3 All learners participated in the same activities during the lesson. 4 All Learners participated in the same activities during the lesson Learners remained passive with no choice. 5 All learners participate in the same activities during the lesson. 6 All learners participated in same activities as they sat passively and didn't choose what to learn. 7 All learners participated in the same activities during the lesson. They sat passively and they had mo degree of choice 8 All learners participated in the same activities during the lesson .They had no choice of what to learn 9 FAIR 10 FAIRLY DONE 11 Fair 12 GOOD ATTEMPT 13 Good 14 Good grouping 15 Good use of L/T materials 16 Good trial 17 Learners given chance to work on their own. This made them become independent . 18 Learners interacted with materials 19 Learners never interacted with materials 20 Learners only participated in the teacher led activities. 21 Learners were well guided 22 Learners were taught as whole 23 Learners are actively involved throughout the lesson 24 Learners are involved in various activities that keep the lesson lively 25 Learners had the options of the activities to undertake. 26 Learners not engaged 27 Learners respond to questions actively but no group activities,no selection of assignment opportunities to pupils.. 28 Learners were allowed to make their own sentences 29 Learners were given choices of what to be done in each group. Opportunities were provided for each group . 30 Learners were group 31 Learners were not involved at all teacher did it all 32 No group discussion. Teachers spends more time speaking than learners. 33 STILL NEEDS SOME IMPROVEMENTS 34 T/L meteria were available 35 T/L materials were limited 36 TEACHER SHOULD PULL UP! 37 TEACHER TRIES 38 The lesson was learner centred 39 The lesson is more learner centred 40 The teacher called on two learners to work out sums on the board 41 The teacher didn't have options for learning. She controlled every thing during the lesson 42 The teacher used lecture method 43 WELL COVERED 44 all pupils are involved in counting...and grouped...and involved in counting 45 all pupils sing as they dance ...encouraged to perform.. the dance..no assignment. options 46 learners were rowdy 47 limited learning resources 48 most learners participate in class,learners do what they are asked..most learners participate..no group activities.. 49 only active pupils are pointed in answering the questions...no group discussion but responds to questions 50 poor class control 51 pupils are given assignments.. they respond to questions..no group activities 52 pupils are involved in individual reading,put in pairs..pupils use books for illustrations.. 53 pupils participate in counting...class discussion and group work enhanced...pupils perform counting and are involved in a lesson.. 54 pupils reads together... no group works,learners mostly respond to questions no option of selection... 55 pupils respond to questions positively... they are in pairs...learners are instructed on assignments... 56 teacher takes most of the responsibilities in class,no group work,no assignment options but it is done under the teacher's directive student autonomy teacher_accommodates_different_learner_abilities teacher_accommodates_different_learner_abilities teacher_accommodates_different_learner_abilities teacher_accommodates_different_learner_abilities teacher_accommodates_different_learner_abilities 180 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery teacher accommodates different learner abilities learners_of_different_abilities_are_included_in_the_lesson learners_of_different_abilities_are_included_in_the_lesson learners_of_different_abilities_are_included_in_the_lesson learners_of_different_abilities_are_included_in_the_lesson learners_of_different_abilities_are_included_in_the_lesson 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_of_different_abilities_are_included_in_the_lesson teacher_provides_learners_individualized_feedback teacher_provides_learners_individualized_feedback teacher_provides_learners_individualized_feedback teacher_provides_learners_individualized_feedback teacher_provides_learners_individualized_feedback 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_provides_learners_individualized_feedback learners_receive_individualized_feedback_from_the_teacher learners_receive_individualized_feedback_from_the_teacher learners_receive_individualized_feedback_from_the_teacher learners_receive_individualized_feedback_from_the_teacher learners_receive_individualized_feedback_from_the_teacher 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_receive_individualized_feedback_from_the_teacher student_goals_and_ability student_goals_and_ability student_goals_and_ability student_goals_and_ability student_goals_and_ability 180 1 2 Active class 3 All learners sing and dance..pupils are engaged in the lesson..every pupil is called by name as they respond to questions.. 4 FAIR 5 FEAR 6 Fair 7 GOOD TRIAL . 8 GOOD WORK SHOWN 9 Good 10 Good trial 11 Learners had the opportunities throughout the lesson. 12 Learners were motivated 13 Learners could make their own predictions before reading 14 Learners did not know what they were learning there is no any teaching aid used 15 Learners relying the teacher for direction as they remained passive 16 Learners were engaged in the lesson throughout the lesson. 17 Learners were engaged throughout the lesson. 18 Lesson is teacher centred 19 Most learners are involved in a lesson...they work as per the teacher's instructions...assignment given and checked..learners respond to questions 20 Most learners who contribute in class are active members. Learners are addressed by name but up to some extent. Not all the times. Only active learners are given the chance to contribute in class. Interaction is majorly between teacher and learners an 21 NEEDS IMPROVEMENT 22 No group work 23 No goals displayed, some learners are called by names...as they respond..no lesson plans to show the objectives to be achieved 24 No group work 25 ON THE WAY TO MASTERY 26 TEACHER NEEDS TO PULL UP ! 27 THERE WERE EVIDENCE TO SHOW, 28 Teacher gave positive responses to the learners which motivated them 29 Teacher mostly gave positive feedback to the learners 30 Teaching aids are used though very few only two pupils participated 31 The lesson was child centred 32 The teacher consistently gave instruction to all learners. This engaged learners in the activities. 33 The teacher attempted to provide opportunities as learners were engaged. Clear instructions were given by the teacher. 34 The teacher attempted to provide opportunities. 35 The teacher consistently gave a feedback to the learners. 36 The teacher was accommodative 37 The teacher knows that all learners have unique needs and abilities. 38 The teacher provided specific and timely feedback to most Learners. 39 The class had many learners hence a majority of them were not catered for 40 The learners cajoled the lesson 41 The lesson was child centred 42 The teacher provided the learners with opportunities throughout the lesson. 43 The teacher was able to provide feedback to the learners in time. Learners were engaged throughout the lesson. 44 Though no current lesson plan the class had special needs learners and were all handled according to their abilities 45 active learners take the control of the class...learners answer questions..it is a teacher centered method ... 46 child friendly class 47 child centred class 48 grouping was not functional 49 learners are grouped..and are involved in responding to questions asked..all learners count coins.. 50 learners are motivated... by clapping...responds to questions well... 51 learners interact freely...in groups and individual...learners responds and interact well..learners are actively participating in class... 52 learners write as the teacher dictates..learners answers questions freely.. 53 most pupils are active ,learners are encouraged,,no songs used..pupils perform tasks .. 54 no clear objectives ..learners are praised by clapping no goals set for learners...questions asked and answers given.. 55 task is given by the teacher,oral question is used most 56 the lesson was learners centred student_goals_and_ability teacher_incorporates_engaging_learner_techniques_during_lessons teacher_incorporates_engaging_learner_techniques_during_lessons teacher_incorporates_engaging_learner_techniques_during_lessons teacher_incorporates_engaging_learner_techniques_during_lessons teacher_incorporates_engaging_learner_techniques_during_lessons 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_incorporates_engaging_learner_techniques_during_lessons learners_are_enagaged_throughout_the_lesson learners_are_enagaged_throughout_the_lesson learners_are_enagaged_throughout_the_lesson learners_are_enagaged_throughout_the_lesson learners_are_enagaged_throughout_the_lesson 169 11 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_are_enagaged_throughout_the_lesson teacher_uses_engaging_materials_and_strategies_that_cater_for_d teacher_uses_engaging_materials_and_strategies_that_cater_for_d teacher_uses_engaging_materials_and_strategies_that_cater_for_d teacher_uses_engaging_materials_and_strategies_that_cater_for_d teacher_uses_engaging_materials_and_strategies_that_cater_for_d 177 3 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_uses_engaging_materials_and_strategies_that_cater_for_d learners_interact_with_learning_materials learners_interact_with_learning_materials learners_interact_with_learning_materials learners_interact_with_learning_materials learners_interact_with_learning_materials 169 11 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_interact_with_learning_materials learner_centred_pedagogy learner_centred_pedagogy learner_centred_pedagogy learner_centred_pedagogy learner_centred_pedagogy 180 1 2 Active class 3 Adequate counters were availed for each learner 4 FAIR 5 FAIR ATTEMPT 6 FEAR 7 Fair 8 GOOD 9 GOOD ATTEMPT 10 GOOD WORK 11 Good 12 Leaders were well engaged 13 Learners inter acted with the materials 14 Learners manipulated the materials during learning. 15 Learners were engaged throughout the lesson. 16 Learners were engaged throughout in the lesson. They interacted with materials . 17 Learners are majorly involved in answering questions. No indication of role play. No use of charts on the wall. No evidence of peer teaching. Learners respond to questions asked by the teacher. Text books are available but no visual aids. 18 Learners had the opportunities to interact with materials . 19 Learners had time to teach each other 20 Learners interacted with instructional materials well. 21 Learners not involved at all 22 Learners were able to interact with the materials in meaningful way 23 Learners were engaged throughout the lesson. 24 Learning aids not enough for all learners 25 Lecture method used 26 Limited T/L materials 27 Most used their instructional in the lesson. 28 NEEDS IMPROVEMENT 29 NOT WELL DONE 30 T/L materials were adequate 31 THE LEARNING INSTRUCTION MATERIALS WERE INADEQATE. 32 Teacher asks questions,most learners are engaged,no chats used...but instead using digital device,learns interact with some learning material eg books 33 Teachers centered lesson 34 The lesson was teacher centered 35 The teacher didn't bring any relevant material. 36 The teacher used relevant and engaging materials . 37 The classroom has a variety of learning aids i.e charts,real objects . 38 There are enough textbooks for every learner 39 There are no manipulatives no charts used 40 Visual materials were used during the lesson. 41 all learners are given opportunities ask and respond to questions...all learners have text books...no visual aids.. 42 learners centers lesson 43 learners participate in class work..learners are engaged in learning...text books are used mostly..no use of charts... 44 limited materials 45 limited materias 46 materials were available 47 materials were limited 48 pupils use book most,teacher ask questions.. 49 question and answering of question techniques is used most...task given ...no use of charts but books 50 questions are asked and responds jovially... interact with learning materials ..books 51 questions asked and anwared by pupils..no chats used but exercise books 52 questions asked...learners are engage in counting...and answering questions..text book is used... 53 role play to all learners..talk and interact freely...they use rel objects as they learn.. 54 teacher ask different questions,peer learning is enhanced..all learners interact feeely 55 the teacher takes much time speaking...learners work with text book no any other teaching and learning aid.. learner_centred_pedagogy teacher_incorporates_group_work_and_tasks_that_increase_STT_throughout_the_lesso teacher_incorporates_group_work_and_tasks_that_increase_STT_throughout_the_lesso teacher_incorporates_group_work_and_tasks_that_increase_STT_throughout_the_lesso teacher_incorporates_group_work_and_tasks_that_increase_STT_throughout_the_lesso teacher_incorporates_group_work_and_tasks_that_increase_STT_throughout_the_lesso 178 2 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_incorporates_group_work_and_tasks_that_increase_STT_throughout_the_lesso learners_work_in_pairs_in_groups_andor_interact_with_each_other learners_work_in_pairs_in_groups_andor_interact_with_each_other learners_work_in_pairs_in_groups_andor_interact_with_each_other learners_work_in_pairs_in_groups_andor_interact_with_each_other learners_work_in_pairs_in_groups_andor_interact_with_each_other 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_work_in_pairs_in_groups_andor_interact_with_each_other teacher_student_interaction teacher_student_interaction teacher_student_interaction teacher_student_interaction teacher_student_interaction 180 1 2 ADVISED IMPROVE 3 Active class 4 Active grouping 5 FAIR 6 Fair 7 GOOD APPROACH 8 GOOD WORK 9 GROUP WORK IS STILL MINIMAL 10 Good 11 Group was was not seen 12 Group work was minimal,learners did not interact much 13 Learners had the opportunities to handle the teaching and learning materials. 14 Learners were fairly grouped 15 Learners were grouped according to abilities 16 Learners were taught as whole. 17 Learners weren't given time to work in groups. 18 Learners worked in groups using materials. 19 Learners are actively involved 20 Learners not involved 21 Learners were familiar with group work. 22 Learners were familiar with the techniques of the teacher . 23 Learners were engaged in the lesson with materials in meaningful way. 24 Learners were engaged throughout the lesson using the learning materials . 25 Learners were engaged throughout the lesson. The teacher varied activities to advance the learning. 26 Learners were grouped but not all learners participated 27 Learners were told to be in groups but most of them did individual work 28 NEEDS TO BE IMPROVED 29 No group work seen 30 No group work seen 31 No grouping hence learners did not interact 32 No interaction between learners. It is mostly teacher learner interaction. Learners have minimal time asking questions. Learners are not allowed to interact with each other during the lesson. 33 SHE AVOIDED USING GROUPS. 34 The lesson was not CBC compliant 35 The teacher attempted to provide opportunities occasionally. 36 The teacher provided opportunities for learners as group work was given as an assignment. 37 The learners were grouped though the teacher did not follow up what they did as learners engaged in their own activities 38 The lesson was more teacher centred 39 VERY FEW PARTICIPATED IN THEIR GROUPS 40 Very Good 41 all learners are involved.. free interactions within the class room.. 42 group work was not seen 43 group work is enhanced.. interact freely...and work in pairs... 44 grouping was evident 45 grouping was poorly done 46 no group work seen 47 no group work but oral questions and response..learners interact with the teacher mostly 48 no group work,learners interact majorly with the teacher...not to themselves 49 oral questioning, no group work 50 pupils to work in groups 51 pupils are involved in group work-counting..they are paired as well, 52 pupils are put in pairs ...task given and marked... 53 pupils interact freely..and appreciated as well 54 pupils involved in answering questions...they interact withe teacher freely 55 pupils reads in chorus..but no working in pairs 56 question and answer method is used mostly..teacher interact most with the pupils..not pupil to pupil.. teacher_student_interaction teacher_allows_and_encourages_learners_to_ask_questions_and_interact_with_new_ma teacher_allows_and_encourages_learners_to_ask_questions_and_interact_with_new_ma teacher_allows_and_encourages_learners_to_ask_questions_and_interact_with_new_ma teacher_allows_and_encourages_learners_to_ask_questions_and_interact_with_new_ma teacher_allows_and_encourages_learners_to_ask_questions_and_interact_with_new_ma 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teacher_allows_and_encourages_learners_to_ask_questions_and_interact_with_new_ma learners_respond_to_and_ask_questions_throughout_the_lesson learners_respond_to_and_ask_questions_throughout_the_lesson learners_respond_to_and_ask_questions_throughout_the_lesson learners_respond_to_and_ask_questions_throughout_the_lesson learners_respond_to_and_ask_questions_throughout_the_lesson 180 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery learners_respond_to_and_ask_questions_throughout_the_lesson teachers_ask_questions_that_increase_rogor_and_encourage_congnitive teachers_ask_questions_that_increase_rogor_and_encourage_congnitive teachers_ask_questions_that_increase_rogor_and_encourage_congnitive teachers_ask_questions_that_increase_rogor_and_encourage_congnitive teachers_ask_questions_that_increase_rogor_and_encourage_congnitive 179 1 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss teachers_ask_questions_that_increase_rogor_and_encourage_congnitive learners_are_able_to_evaluate_sythesize_and_apply_new learners_are_able_to_evaluate_sythesize_and_apply_new learners_are_able_to_evaluate_sythesize_and_apply_new learners_are_able_to_evaluate_sythesize_and_apply_new learners_are_able_to_evaluate_sythesize_and_apply_new 177 3 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Sysmiss learners_are_able_to_evaluate_sythesize_and_apply_new questioning_skills questioning_skills questioning_skills questioning_skills questioning_skills 180 1 2 Active class 3 Active class 4 All learners were engaged during the lesson though a good number couldn't ask questions. 5 All learners are involved in the lesson . 6 Being a pp2 class the learners could not ask questions 7 FAILY ATTEMPTED 8 FAILY GOOD 9 FAIR 10 FAIR ATTEMPT 11 Fair 12 GOOD 13 Good 14 Half of the class was engaged and were able to answer questions. 15 LEARNERS SHOULD BE ENGAGED IN TOYAL 16 Learners interacted with instructional materials in the lesson to increase learner learning. 17 Learners were engaged in the learners 18 Learners are asked numerous questions that keep them focused 19 Learners are engaged well 20 Learners are not involved well 21 Learners could not concentrate and the teacher never minded 22 Learners were asked questions that required concepts and skills. 23 Learners were asked to go practice what they learnt at school once at home 24 Learners were engaged beyond the classroom. 25 Learners were not given time to interact with the materials none was prepared. 26 Learning aids are inadequate 27 MATERIALS WERE INADIQUATE. 28 Most learners could not ask or answer questions as they are fearful of the teacher because she could occasionaly pinch them 29 No questions from the learners. No interaction between learners. Only simple questions are posed to learners. Learners respond but do not ask questions. Learners are not given the chance to ask questions. 30 SHOULD IMPROVE THE AREA. 31 TEACHER TRIES TO ASSISTS ALL THE LEARNERS 32 Teacher attempted to vary types of questions. 33 Teacher centred lesson 34 Teacher / relationship was cordial 35 Teacher centred lesson 36 The teacher was able to ask questions and interact with the materials. 37 The teacher encouraged collaborative learning through assignments given on courting those in school. 38 The teacher was able to bring relevance that were aligned to lesson learning outcomes. 39 Very Good 40 Very good 41 almost all learners are involved in a lesson 42 child friendly class 43 good work 44 learners were not motivated 45 learners were actively involved 46 learners are encouraged to work in pairs...learners are motivated with polite words..most learners respond to question positively.. 47 learners interact freely... and ask questions as well...involved in counting of coins 48 learners interact with new materials...respond to questions jovially. …clear questions asked by the teacher.. and response given 49 learners not given time to ask questions...learners respond to questions..learners participates well... 50 learning is limited to class...questions asked and anwerd by most of the pupils 51 materialise were not available 52 questions asked..teacher communicates to the pupils...learners participate in class work.... 53 real object are used..eg drum and shakers.. questions answered well..all learners participate in singing and dancing.. 54 teacher centered...no variation of approaches to lessons..learners do assignment and marked.. 55 teacher gives examples ..asking questions..restricted interactions..learning is based in classrooms only 56 teacher taks as the learners do,learners respond to questions and asks questions,learners participate well questioning_skills Teacher_Talk_Time Teacher_Talk_Time Teacher_Talk_Time Teacher_Talk_Time Teacher_Talk_Time 180 1 1 2 100 3 11 4 15 5 17 6 18 7 20 8 28 9 30 10 32 11 33 12 40 13 42 14 43 15 45 16 5 17 50 18 51 19 55 20 57 21 60 22 65 23 66 24 67 25 70 26 75 27 79 28 8 29 80 30 83 31 85 32 88 33 90 34 95 Teacher_Talk_Time Student_Talk_Time_Learners_sp Student_Talk_Time_Learners_sp Student_Talk_Time_Learners_sp Student_Talk_Time_Learners_sp Student_Talk_Time_Learners_sp 180 1 1 2 10 3 12 4 15 5 17 6 2 7 20 8 21 9 25 10 3 11 30 12 33 13 34 14 35 15 40 16 43 17 45 18 49 19 5 20 50 21 55 22 57 23 58 24 60 25 67 26 68 27 7 28 70 29 72 30 9 student talk time Record_the_total_tim_e_lesson_in_minutes Record_the_total_tim_e_lesson_in_minutes Record_the_total_tim_e_lesson_in_minutes Record_the_total_tim_e_lesson_in_minutes Record_the_total_tim_e_lesson_in_minutes 180 1 15 2 16 3 18 4 19 5 20 6 21 7 22 8 23 9 24 10 25 11 26 12 27 13 28 14 30 15 32 16 33 17 35 total time for the lessons School ID School ID School ID School ID School ID 60 125 382 248.95 97.827 Cohort Cohort Cohort Cohort Cohort 60 1 2020-2021 2 2021-2022 3 Comparison Cohort Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID 60 1 125-1198 2 126-2224 3 127-1207 4 128-1213 5 129-1214 6 130-1220 7 131-2221 8 132-1225 9 133-1230 10 134-1236 11 135-1240 12 136-1223 13 137-2223 14 138-1248 15 139-2222 16 140-1258 17 141-1262 18 142-1263 19 142-2259 20 143-1266 21 144-1272 22 241-2257 23 242-2255 24 243-2251 25 244-1546 26 245-2254 27 246-2253 28 248-1559 29 249-1566 30 250-1569 31 251-1571 32 252-1577 33 253-2258 34 255-1589 35 256-2252 36 257-1595 37 258-1600 38 259-1603 39 260-1550 40 261-2256 41 262-2233 42 363-1926 43 364-1927 44 365-1928 45 366-1875 46 367-1929 47 368-1930 48 369-1931 49 370-1932 50 371-1891 51 372-1894 52 373-1933 53 374-1934 54 375-1935 55 376-1906 56 378-1937 57 379-1938 58 380-1939 59 381-1940 60 382-1941 data-Role_of_Teacher data-Role_of_Teacher data-Role_of_Teacher data-Role_of_Teacher data-Role_of_Teacher 60 1 2 Role of the teacher data-Instructional_leadership-_1_1_instructional_leadership data-Instructional_leadership-_1_1_instructional_leadership data-Instructional_leadership-_1_1_instructional_leadership data-Instructional_leadership-_1_1_instructional_leadership data-Instructional_leadership-_1_1_instructional_leadership 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery instructional leadership data-Instructional_leadership-_1_2_instructional_leadership data-Instructional_leadership-_1_2_instructional_leadership data-Instructional_leadership-_1_2_instructional_leadership data-Instructional_leadership-_1_2_instructional_leadership data-Instructional_leadership-_1_2_instructional_leadership 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery instructional leadership data-Instructional_leadership-_1_3_instructional_leadership_001 data-Instructional_leadership-_1_3_instructional_leadership_001 data-Instructional_leadership-_1_3_instructional_leadership_001 data-Instructional_leadership-_1_3_instructional_leadership_001 data-Instructional_leadership-_1_3_instructional_leadership_001 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery instructional leadership data-learner_engagement-_2_1_Learner_Engagement data-learner_engagement-_2_1_Learner_Engagement data-learner_engagement-_2_1_Learner_Engagement data-learner_engagement-_2_1_Learner_Engagement data-learner_engagement-_2_1_Learner_Engagement 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery learner engagement data-learner_engagement-_2_2_Learner_Engagement data-learner_engagement-_2_2_Learner_Engagement data-learner_engagement-_2_2_Learner_Engagement data-learner_engagement-_2_2_Learner_Engagement data-learner_engagement-_2_2_Learner_Engagement 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery learner engagement data-learner_engagement-_2_3_Learner_Engagement data-learner_engagement-_2_3_Learner_Engagement data-learner_engagement-_2_3_Learner_Engagement data-learner_engagement-_2_3_Learner_Engagement data-learner_engagement-_2_3_Learner_Engagement 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery learner engagement data-learner_engagement-_2_4_Learner_Engagement data-learner_engagement-_2_4_Learner_Engagement data-learner_engagement-_2_4_Learner_Engagement data-learner_engagement-_2_4_Learner_Engagement data-learner_engagement-_2_4_Learner_Engagement 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery learner engagement data-learner_engagement-_2_5_Learner_Engagement data-learner_engagement-_2_5_Learner_Engagement data-learner_engagement-_2_5_Learner_Engagement data-learner_engagement-_2_5_Learner_Engagement data-learner_engagement-_2_5_Learner_Engagement 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery learner engagement data-classroom_culture-_3_1_classroom_culture data-classroom_culture-_3_1_classroom_culture data-classroom_culture-_3_1_classroom_culture data-classroom_culture-_3_1_classroom_culture data-classroom_culture-_3_1_classroom_culture 60 1 2 3 4 classroom culture data-classroom_culture-_3_2_classroom_culture data-classroom_culture-_3_2_classroom_culture data-classroom_culture-_3_2_classroom_culture data-classroom_culture-_3_2_classroom_culture data-classroom_culture-_3_2_classroom_culture 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery classroom culture data-classroom_culture-_3_3_classroom_culture data-classroom_culture-_3_3_classroom_culture data-classroom_culture-_3_3_classroom_culture data-classroom_culture-_3_3_classroom_culture data-classroom_culture-_3_3_classroom_culture 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery classroom culture data-classroom_culture-_3_4_classroom_culture data-classroom_culture-_3_4_classroom_culture data-classroom_culture-_3_4_classroom_culture data-classroom_culture-_3_4_classroom_culture data-classroom_culture-_3_4_classroom_culture 60 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery classroom culture data-Instructional_leadership-Instructional_Leadership_Notes data-Instructional_leadership-Instructional_Leadership_Notes data-Instructional_leadership-Instructional_Leadership_Notes data-Instructional_leadership-Instructional_Leadership_Notes data-Instructional_leadership-Instructional_Leadership_Notes 60 1 2 AT BEGINING STAGE 3 FAIR 4 Fair 5 HTC on the right track 6 He is responsible for the school 7 He is responsible 8 Lesson observation notes available 9 Lessons are observed frequently.. but no evidence showing...pupils behaviors are is checked by the guidance and cancelling body but no records showing.. 10 No evidence provided 11 Records are up to date 12 SL provided feedback that was actionable. 13 SOME GOOD RESPOSES 14 Teacher observes lessons irregularly using the TSC form. He has not done it this term. 15 Teachers were purported to observed but no evidence could bo produced. 16 The leader is CBC Compliant 17 The leaders meet occasionally to plan for PLCs. 18 The SL collected documents and occasionally reviewed learners academic and behaviour. 19 The school is trying when it comes to handling pupils 20 The school leadership holds two meetings in a term to review progress of learning in the school. The teachers meet regularly to discuss ways of improving the school learning goals 21 Very Good 22 instruction is Fair data-learner_engagement-Learner_Engagement_Notes data-learner_engagement-Learner_Engagement_Notes data-learner_engagement-Learner_Engagement_Notes data-learner_engagement-Learner_Engagement_Notes data-learner_engagement-Learner_Engagement_Notes 60 1 2 Assessments done monthly..most lesson plans are not stamped..no charts displayed.. 3 Collaborative teaching 4 FAIR 5 FAIR ATTEMPT 6 FAIRLY DOES THE REQUIRMENTS 7 Good 8 Good work 9 Good work being done by the school leader 10 L/T materials were well guided 11 Learners are engaged though learning aids are limited 12 Lesson plans were constantly reviewed. 13 Lesson plans were revieved and time was set for the same. 14 Teacher reviews lesson plans at the beginning and stamps them. He says ECD and partly lower primary have learning materials. He rarely supports in material development. Teachers and learners have freedom to go to the head teacher. Teachers did not hav 15 Teachers and learners do not meet to discuss areas of their academic weaknesses. Teachers use rigorous objectives to enhance learning. Pupils have groups where they discuss questions and assignments given by their teachers. 16 Teaching aids are limited few charts are displayed 17 The leader was aware of the Blloom's taxonomy. 18 The school leader attempted to model learning strategies 19 The school is undrrstafed 20 Very Good 21 they were engaged 22 understanding is rampant data-classroom_culture-Student_Culture_Notes data-classroom_culture-Student_Culture_Notes data-classroom_culture-Student_Culture_Notes data-classroom_culture-Student_Culture_Notes data-classroom_culture-Student_Culture_Notes 60 1 2 A good no. Of things lack any documentation. 3 Being new ,SL not consistent in track progress made towards the goals. 4 Documentation was evident 5 Evidence on learner's goal we displayed good work 6 FAIR 7 Fair 8 Fair work 9 G/C was active 10 Good 11 Good start discipline plans are displayed all over 12 No written rules though they say they practice 13 SHOULD IMPROVE FURTHER ON THIS AREA 14 School leader sets rigorous academic goals. 15 School leaders constantly met learners and teachers to review learning. 16 School leader has records for class eight only 17 The school has child protection guideline. Teacher and students easily share on what is of interest to learners. Learners could easily address their teachers on what is affecting them academically without fear. 18 They have school rules. They communicate behavioral goals at the assembly, no written goals. Only grade 8 has set targets. 19 Very good 20 WORK WELL DONE 21 children guideline policy is there in a soft copy but not displayed to the learners..pupils set goals but not displayed to the learners.. 22 leader/ teasers relationship is good 23 well cultured Cohort Cohort Cohort Cohort Cohort 147 1 2020-2021 2 2021-2022 School ID School ID School ID School ID School ID 147 125 262 194.612 59.576 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 147 1 125-1199 2 125-1200 3 126-1204 4 126-1205 5 127-1206 6 127-1208 7 127-1209 8 128-2261 9 129-1216 10 130-1220 11 130-1221 12 131-1222 13 131-1224 14 132-1226 15 132-1227 16 132-1228 17 133-1231 18 133-1232 19 133-2373 20 134-1233 21 134-1235 22 135-1237 23 135-1239 24 136-1241 25 136-1242 26 137-1244 27 137-1245 28 138-1247 29 138-1249 30 138-1250 31 138-2374 32 139-1251 33 139-1252 34 139-1254 35 140-1256 36 140-1257 37 140-2375 38 141-1259 39 141-1260 40 141-1261 41 142-1264 42 142-1265 43 143-1267 44 143-1268 45 143-1269 46 144-1270 47 144-1273 48 242-1536 49 242-1538 50 243-1539 51 243-1540 52 243-1542 53 245-1547 54 245-1548 55 245-1549 56 246-1554 57 248-1561 58 248-1562 59 249-1563 60 249-1565 61 250-1567 62 250-1568 63 250-1570 64 251-1571 65 251-1573 66 252-1577 67 253-1580 68 253-1582 69 254-1583 70 254-1584 71 254-1585 72 254-1586 73 255-1587 74 255-1589 75 255-1590 76 256-1591 77 256-1592 78 256-1593 79 257-1595 80 257-1596 81 257-1597 82 257-1598 83 258-1599 84 258-1601 85 258-1602 86 260-1608 87 260-1609 88 260-1610 89 261-1611 90 261-1612 91 261-1613 92 261-1614 93 262-1615 94 262-1617 95 262-1618 Grade Grade Grade Grade Grade 147 1 1 2 2 3 3 4 4 5 5 6 6 7 7 8 8 9 Grade 1 10 Grade 2 11 Grade 3 12 Grade 5 13 Grade 6 14 Grade 7 15 PP1 16 PP2 Subject Subject Subject Subject Subject 147 1 . Language Activities 2 Agriculture 3 C.R.E 4 CRE 5 Computer 6 Creative activities 7 English 8 English Activities 9 Environmental Activities 10 Environmental Studies 11 Environmental activities 12 Environmental- Kitchen Utensils 13 Home Science 14 Home science 15 HomeScience 16 Hygiene and Nutrition 17 Hygiene and nutrition 18 Kiswahili 19 Kiswahili- Misamiati 20 Language 21 Language Activities 22 Language activitied 23 Language activities 24 Math 25 Mathematical Activities 26 Mathematics 27 Mathematics Activities 28 Maths 29 Number work (math) 30 Numbers 31 Personn 32 Physical Education 33 Physical education 34 S/Studies 35 SST 36 Science 37 Social Studies 38 Social studies Coaching Area focus Coaching Area focus Coaching Area focus Coaching Area focus Coaching Area focus 147 1 CC 2 CC IL 3 LE 4 LE CC 5 LE CC IL 6 Learner Engagement Specific Coaching areas Specific Coaching areas Specific Coaching areas Specific Coaching areas Specific Coaching areas 147 1 A blessing in disguise 2 Add two 3 digit numbers 3 Adding hours and minutes 4 Addition - Add 3 single digit Numbers 5 Addition - Adding two to 3-digit numbers 6 Animals - Domestic Animals 7 Areas of improvement 8 Beading 9 Coaching Support 10 Consumer educatoun 11 Counting numbers 12 Decimals - Addition and subtraction of decimals. 13 Division 14 Economic Activities in the County 15 Family - Blending 16 Family - Members 17 Food - food from plants 18 Food- Groups - Energy giving food 19 Food- food not good for our teeth 20 Fractions --Addition of fractions using Number Line 21 God's Creation - My family. 22 Good Samaritan - Qualities of a good Samaritan 23 Grammar- adjectived 24 Grammer-uses of verbs 25 Health Practices - Sanitation & Toileting. 26 Health practice - Care for the teeth 27 Health practices 28 How Simon peters' mother in law was thankful 29 Kauli ya kutendatenda 30 Kitchen Utensils 31 Kusikiza na kuongea - Misemo 32 Kutendeka 33 Leaner engagement and classroom culture 34 Learner engagement, behavior management 35 Learner Engagement and Classroom management 36 Learner Engagement, Behavior management 37 Learner Engagement, Behaviour Management 38 Learner Engagement, behavior Management 39 Learner Engagement, behavior Managementment 40 Learner Engagement, behaviour management 41 Learner Engagement. Behavior Managementments 42 Learner engagement 43 Learner engagement and Classroom culture 44 Learner engagement and Classroom management 45 Learner engagement strategies, behavior management 46 Learner engagement, behavior management 47 Learner engagement, behavior Management 48 Learner engagement, behavior management 49 Learners engagement and classroom culture 50 Learners engagement and classroom culture. 51 Learners engagement. 52 Letter name and sound 53 Letters and sounds 54 Light- Making light 55 Mass 56 Mean 57 Measurement 58 Measurements - Area of a rectangle 59 Mining methods for soda ash and flouspee 60 Mkato wa maneno 61 Money 62 Msamiati 63 Multiplication 64 New words 65 Number Work- Take away 66 Number Writing 67 Numbers 68 Numbers - Rote Counting 69 Numbers - Addition of Decimals up to thousands. 70 Numbers - Division 71 Numbers - Fraction - Aquarter 72 Numbers - Subtraction of one digit number from a 2digit number 73 Nutrition 74 Oral work 75 Personal Hygiene - How to keep clean wet bedding. 76 Picture reading. 77 Political Development Systems - African Response to the Scramble and Partion. 78 Punctuation rules 79 Putting together 80 Question tags 81 Reading three letter words 82 Reading three letter words with sound a 83 Resources & Economic - Main Economic Activities in the County County 84 Resources in kenya 85 Resourses and economic activities 86 Safety - Sam 87 Social relationships 88 Sound S and SH 89 Sounds and letter words 90 Subtraction 91 Synonyms 92 Time 93 Transport & Communication 94 Ufahamu wa herufi 95 Uses of carbodioxide 96 Utambuzi wa sauti 97 Values in life 98 Vocabulary 99 Wetting Bed - drying bedings 100 Whole Number s - Mutiply Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? 147 1 No 2 Yes lesson_plan_components lesson_plan_components lesson_plan_components lesson_plan_components lesson_plan_components 147 1 None of the above 2 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) 3 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 4 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 5 The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning resources indicated for the lesson Includes different ability learner activities Includes learner centred methodologies Previous lesson plans have teach 6 learner_centred_methodologies 7 learning_outco 8 learning_outco learner_centred_methodologies 9 learning_outco learner_centred_methodologies reflections lesson_plan_si 10 learning_outco teaching_and_l 11 learning_outco teaching_and_l different_learner_activity learner_centred_methodologies 12 learning_outco teaching_and_l different_learner_activity learner_centred_methodologies reflections lesson_plan_si 13 learning_outco teaching_and_l learner_centred_methodologies 14 learning_outco teaching_and_l reflections lesson_plan_si 15 lesson_plan_fo different_learner_activity learner_centred_methodologies 16 lesson_plan_fo learner_centred_methodologies reflections 17 lesson_plan_fo learning_outco 18 lesson_plan_fo learning_outco different_learner_activity 19 lesson_plan_fo learning_outco different_learner_activity learner_centred_methodologies lesson_plan_si 20 lesson_plan_fo learning_outco different_learner_activity learner_centred_methodologies reflections 21 lesson_plan_fo learning_outco learner_centred_methodologies reflections lesson_plan_si 22 lesson_plan_fo learning_outco teaching_and_l 23 lesson_plan_fo learning_outco teaching_and_l different_learner_activity learner_centred_methodologies 24 lesson_plan_fo learning_outco teaching_and_l different_learner_activity learner_centred_methodologies lesson_plan_si 25 lesson_plan_fo learning_outco teaching_and_l different_learner_activity learner_centred_methodologies reflections 26 lesson_plan_fo learning_outco teaching_and_l different_learner_activity learner_centred_methodologies reflections lesson_plan_si 27 lesson_plan_fo learning_outco teaching_and_l different_learner_activity learner_centred_methodologies reflections lesson_plan_si none_of_the_ab 28 lesson_plan_fo learning_outco teaching_and_l different_learner_activity reflections lesson_plan_si 29 lesson_plan_fo learning_outco teaching_and_l learner_centred_methodologies 30 lesson_plan_fo learning_outco teaching_and_l learner_centred_methodologies lesson_plan_si 31 lesson_plan_fo learning_outco teaching_and_l learner_centred_methodologies reflections 32 lesson_plan_fo learning_outco teaching_and_l learner_centred_methodologies reflections lesson_plan_si 33 lesson_plan_fo learning_outco teaching_and_l reflections 34 lesson_plan_fo teaching_and_l different_learner_activity 35 lesson_plan_fo teaching_and_l different_learner_activity learner_centred_methodologies 36 lesson_plan_fo teaching_and_l different_learner_activity learner_centred_methodologies lesson_plan_si 37 lesson_plan_fo teaching_and_l different_learner_activity learner_centred_methodologies reflections 38 lesson_plan_fo teaching_and_l learner_centred_methodologies 39 lesson_plan_fo teaching_and_l learner_centred_methodologies reflections 40 lesson_plan_fo teaching_and_l reflections 41 none_of_the_ab 42 teaching_and_l 43 teaching_and_l learner_centred_methodologies reflections Ask for the reason why the teacher does not have a lesson plan Ask for the reason why the teacher does not have a lesson plan Ask for the reason why the teacher does not have a lesson plan Ask for the reason why the teacher does not have a lesson plan Ask for the reason why the teacher does not have a lesson plan Ask for the reason why the teacher does not have a lesson plan 22 125 1 Had no time to lesson plan and overwhelmed 2 He did not get time to create a lesson plan. 3 He has taught this effortlessly without it for years 4 He says he was not expecting to be observed today 5 Illness 6 Inadequate preparation 7 Neglegence 8 Not available 9 Not explained 10 Pressure of too much workload 11 She did not create a lesson plan 12 She did not finish writing it. 13 She did not get time to lesson plan. 14 She has been away from school taking care of a sick relation 15 She left it in the office/staffroom 16 She teaches mixed grades ie. All preschool learners together. 17 The teacher references his phone alot for the teaching content.. 18 Their school was invaded by someone during midterm and they came back to find some resources missing including her lesson plans. She however had the schemes of work updated Sysmiss Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg Does the teacher articulate the learning outcomes (lesson objectives) at the beg 147 1 No 2 Yes a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? a. What proportion of learners is on task during the lesson? What proportion of learners is on task during the lesson? 147 1 2 to 5 learners are off task 2 2-5_are_off_task 3 6_or_more_are_off_task 4 All learners are on task 5 all b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( b. In what ways does the teacher redirect off-task behavior during the lesson? ( In what ways does the teacher redirect off-task behavior during the lesson? ( 147 1 1 2 1 2 3 1 2 4 4 1 2 5_1 5 1 4 6 1 5_1 7 2 8 2 5_1 9 4 10 4 6 11 5_1 12 6 13 All learners are on task 14 Teacher references the classroom rules, consequences, and rewards 15 Teacher uses least-invasive redirections 16 Teacher uses least-invasive redirections All learners are on task 17 Teacher uses least-invasive redirections Teacher references the classroom rules, consequences, and rewards 18 Teacher uses least-invasive redirections Teacher references the classroom rules, consequences, and rewards All learners are on task Other (please specify) 19 Teacher uses least-invasive redirections Teacher references the classroom rules, consequences, and rewards Teacher uses corporal punishment Teacher ignores off-task behavior All learners are on task 20 Teacher uses least-invasive redirections Teacher uses corporal punishment Teacher ignores off-task behavior All learners are on task 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior 1.1.1a: Teacher uses multiple approaches to positively manage behavior Teacher uses multiple approaches to positively manage behavior 147 1 2 3 4 5 Approaching Mastery 6 Beginning Mastery 7 Mastery 8 No Evidence 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher 1.1.1b: Learners respect and do not fear the teacher Learners respect and do not fear the teacher 147 1 N/A a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? a. Is there a visible discipline plan in the classroom? Is there a visible discipline plan in the classroom? 147 1 1 2 2 3 3 4 There is no discipline plan displayed and the teacher does not reference to any rules/rewards/consequences during the lesson 5 There is no displayed discipline plan displayed but the teacher references to the class rules/rewards/consequences during the lesson 6 Yes, and it is displayed on the class wall/board 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear 1.1.1c: Teacher implements a discipline plan in the classroom to facilitate lear Teacher implements a discipline plan in the classroom to facilitate lear 147 1 2 20 3 40 4 70 5 Approaching Mastery 6 Beginning Mastery 7 Mastery 8 No Evidence 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit 1.1.1d: Learners are familiar with a classroom discipline plan and follow it wit Learners are familiar with a classroom discipline plan and follow it with 147 1 N/A Section Notes Section Notes Section Notes Section Notes Section Notes 122 25 1 - Discipline rules & plan 2 All learners are on track for the activities in the lesson 3 All learners on task. No class rules 4 All learners were on task 5 All learners were on task and the teacher needed not redirect any misbehaviour 6 All learnerß are on track, there is no discipline plan and it seems learners know how to behave 7 C/room, and discipline plan 8 Class rules & Despline plan and implement atin 9 Class rules & discipline plan 10 Classroom culture 11 Developing discipline plan 12 Developing Discipline Plan 13 Developing discipline plan and implimentation 14 Developing discipline plan, classroom rules 15 Development of Discipline & Class rules 16 Development of Discipline plan 17 Development of Discipline plan, off - task 18 Development of discipline plan 19 Development of the Discipline Plan by 20 Development of the discipline plan 21 Discipline 22 Discipline Plan 23 Discipline Plan development 24 Discipline Plan, Classroom rules 25 Discipline plan 26 Discipline plan development going on. 27 Discipline plan no 28 Discipline plan to be developed 29 Discipline plan to be developed & implemented 30 Disciplined class 31 Engaging learners through activities 32 Form class rules 33 Formulate class rules 34 Good introduction 35 Good linkage 36 Good work 37 Have class rules 38 Have class rules on the wall 39 Have classroom rules 40 Have discipline plan mounted on the walls 41 How to develop a discipline plan 42 Learners are intentionally grouped and named in colours: red, blue, green 43 Learners know what is expected of them and follow the teachers instructions 44 Learners who are off task : teacher uses proximity and teacher stare to redirect and focuses mostly on the lesson 45 Lesson plans available 46 Make rules in class 47 Most learners are on task, and the teacher gives extra work to those who finish first /fast 48 Most learners especially at the front are on task. At the back some two learners are off task and keep climbing the desks while hitting each other without the teacher doing much about it 49 No class rules 50 No class rules. Sometimes the redirects learners sometimes she ignores or seems not to be aware of learners who are off task. 51 No displayed class rules but teacher references them. 52 Preparation of discipline plan 53 Prepare classroom rules with the learners 54 Prepare discipline plan 55 Racap of previous lesson done 56 Recap of the previous lesson 57 Recapitulation done 58 Review of previous work 59 Set class rules 60 Set classroom rules 61 Set rules for your class 62 Sey classroom rules 63 Teacher to have class rules 64 The class 8 learners are on task. No class rules. 65 The class has all learners on track. They are older, class seven, and seem settled focusing on the teacher 66 The discipline plan is displayed on the wall and labelled classroom rules 67 The learners are not sure how to go collect the sample fertilizer from the teacher and swam him to collect the samples even before instructions 68 The learners quietly look at the teacher and follow his directs. They are on task but very quiet and only volunteer to respond when called upon by the teacher 69 The teacher Ives directions and learners follow. The learners are older and don't seem to have any issues with following directions 70 The teacher is proactive in setting a safe space by acknowledging positive behavior 71 The teacher pauses to redirect bahavior, corrects misbehaviour and quickly focuses on the learning tasks 72 The teacher quickly redirects learners and continues with the lesson 73 The teacher redirects misbehaviour although there is no visible plan displayed 74 The teacher uses proximity to manage behavior 75 The teacher's morale is a bit down and she seems not very motivated. She mentions that she has a sick individual at home and came to school a bit late because she takes care of the person 76 There are class rules. All learners are on task. 77 There is a discipline plan but the font is too tiny and hanged far and up the wall for children to reference 78 There is a discipline plan but the teacher does not use it 79 There is a discipline plan displayed on the wall and teacher references it to correct behaviour 80 There is about 50 children in the class which makes it challenging to control the class for the teacher at times 81 There is no discipline plan but the teacher implements are manages behavior expectations very well 82 There is no visible discipline plan or classroom rules. However the teacher reminds learners to raise up hands to respond and not shout 83 There was a group of boys ta the back who were off task, sitting on top of desks, changing seats and went unnoticed most of the time. 84 Tusome book used 85 Two learners at the back would be off task. Teacher sometimes ignores, other times quickly corrects them and moves on with the lesson 86 Used scheme and lesson plan 87 Well prepared Sysmiss a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? a. Do learners volunteer to participate during the lesson? Do learners volunteer to participate during the lesson? 147 1 No 2 Yes 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility 1.1.2a: Teacher provides opportunity for learners to take responsibility Teacher provides opportunity for learners to take responsibility 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom 1.1.2b: Learners assume responsibility in the classroom Learners assume responsibility in the classroom 147 1 N/A 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners 1.1.2c: Teacher provides different learning options for learners Teacher provides different learning options for learners 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th 1.1.2d: Learners have independence to choose from different activities during th Learners have independence to choose from different activities during the lesson 147 1 N/A Section Notes2 Section Notes2 Section Notes2 Section Notes2 Section Notes2 118 29 1 Active class 2 Active learner involvement 3 Add more effort 4 All learners engaded 5 Captivating lesson 6 Classroom management 7 Correct use of alignment 8 Different learners participate throughout the lesson 9 Different learning Activities 10 Different learning options 11 Effective learner involvement 12 Effective lesson delivery 13 Form groups 14 Gives learners clear directions to open page and select a word they can read in kiswahili 15 Good application of varied sttategies 16 Good seating arrangemeny 17 Good teacher-learners relationship 18 Good work 19 Good work noted 20 Grouping them 21 Have varied learninh approaches while traching 22 Inclusive work 23 Inclusivity noted 24 Involve learners fully 25 Involving both gender 26 Kept fidelity to the script 27 Knows tall the learners 28 Learners actively participate and teacher gives a variety of examples from real life experiences 29 Learners are asked to volunteer to participate 30 Learners diverse needs should be catered for. 31 Learners engage in several counting activities. There is mixed ability balance in the activities 32 Learners take turns leading the reading of sounds in the group. 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. 34 Learning options privided 35 Lesson plan well followed 36 Let headteacher certify your professional records 37 Make learners more involved 38 Mixed ability grouping 39 Moxed ability grouping 40 Offering opportunity for responsibility & provision of different learning options 41 Options provision 42 Previous work highlighted 43 Professional records available 44 Provide different learni g options 45 Provide different learning optionss 46 Provide varied learning options 47 Provision for the different learning options 48 Provision of different learning 49 Provision of different learning options 50 Provision of different learning options & opportunities for responsibility 51 Provision of different learning options and opportunities 52 Provision of different learning options and opportunities for learners to take responsibility 53 Provision of different learning options during the lesson 54 Provision of different options during the lesson 55 Provision of opportunities for pupils to take responsibility, options for different learning 56 Provision of opportunities for responsibility & options for learners during lessons 57 Provision of options during 5lesson 58 Provision of options during the lesson 59 Provision of options & opportunity for responsibility 60 Provision of options, 61 Question and answer seems common. Not much variety in terms of methodologies. 62 Read words twice 63 Responsibilities opportunities 64 Responsibility & different learning options provision 65 Responsibility opportunities 66 Some learners give examples from school others give examples from home 67 Teacher provides options for learners 68 Teacher tries to encourage learners to read, read correctly but her energy seems to influence general classroom moods 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. 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. 71 Teacher uses text, pictures and video, learners demonstrate the exercise after the teacher's explanation in the field. 72 Teaching aids available 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 74 The teacher asks alot of questions throughout and provokes learners to respond. A couple of discussions however veer off topic 75 The teacher balances fast and struggling, average learners to participate in peer learning 76 The teacher give clear directions, motivates learners to create own sentences and turn and talk, then demonstrate their words through actions or writing 77 The teacher gives ample time for completion of group activities 78 The teacher has a variety of materials to demonstrate the lesson. However she's the only one using them 79 The teacher has incorporated a practical into the lesson where learners go and wash a white shirt for practical laundry work 80 The teacher has one standardized activity for all learners. Learners in the front benefit more from the teachers attention 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 82 The teacher is focused more on teaching than learning for the whole class 83 The teacher is very accommodative of learners contributions. Learners are active in as much as it is almost lunchtime for pp1 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 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 86 The teacher tries to provide varied activities although the learners are too many for her to handle at times 87 The teacher uses visuals, realia and shares information about the different types of fertilizers 88 There are different counters provided for learners to choose from; maize cobs, stones, bottle tops 89 There is peer teaching and demonstration after turn and talk. 90 There is same activity for learners across the lesson duration 91 There were enough opportunities provided for learners to participate. There needs to be a variety of those activities though 92 Tusome book well used 93 Use of varied teaching techniques 94 Use other teaching strategies 95 Varied pedagogies applied 96 Varied teaching methods used 97 Various methos used 98 Well mastery of the subject content Sysmiss a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe a. Which of the following strategies does the teacher use to accommodate differe Which of the following strategies does the teacher use to accommodate different learner abilities during the lesson? 146 1 1 1 2 2 1 2 3 3 1 2 3 4 4 1 2 4 5 1 2 4 5 6 1 2 5 7 1 3 8 2 9 2 3 10 2 3 4 11 2 4 12 3 13 3 4 14 4 15 5 16 6 17 Learning activities cater for different learner abilities (fast, average, and time-takers) 18 The learning outcomes (lesson objectives) cater for different learner abilities Learning activities cater for different learner abilities (fast, average, and time-takers) Learners are intentionally grouped during the lesson 19 The learning outcomes (lesson objectives) cater for different learner abilities Learning activities cater for different learner abilities (fast, average, and time-takers) Learning activities provided cater for different learning styles (auditory, visual, Sysmiss Specify Other2 Specify Other2 Specify Other2 Specify Other2 Specify Other2 4 143 1 Balances gender participation; alternating between rows for boys and girls 2 In pairs 3 Pairing the learners 4 The teacher mostly used question and answer. Asks learners to raise hands and not respond Ina chorus manner all the time. Motivates learners not to fear responding to questions Sysmiss 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 1.1.3a: Teacher accommodates different learner abilities 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 9 No Evidence 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 1.1.3b: Learners of different abilities are included in the lesson 147 1 N/A a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? a. Does the teacher provide feedback to learners during the lesson? Does the teacher provide feedback to learners during the lesson? 147 1 No 2 Yes b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by b. When providing individualized feedback, does the teacher address learners by When providing individualized feedback, does the teacher address learners by name? 146 1 1 N/A 2 No 3 Yes Sysmiss 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 1.1.3c: Teacher provides learners individualized feedback 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 1.1.3d: Learners receive individualized feedback from the teacher 147 1 N/A Section Notes3 Section Notes3 Section Notes3 Section Notes3 Section Notes3 114 33 1 Active class 2 All learnerd catered for 3 All learners catered for 4 Approaching expectations 5 Cbc aspects infused 6 Class discussion 7 Correcting their responses 8 Dicussions 9 Disciplined class 10 Discussions 11 Does individualized feedback 12 Effective learner involvement 13 Engage all learners 14 Feedback 15 Feedback given 16 Feedback individually 17 Follow the tusome book as giudedd 18 Formative feedback appropriately given 19 Give attention to all learners 20 Give formative feedback 21 Good alignment 22 Good classroom teacher 23 Good feedback given 24 Good formative feedback 25 Good lesson presented 26 Good sibject teacher 27 Good work 28 Have learners in groups 29 Have mechanism to cater for all learners 30 In the Kiswahili lesson, there was a mix of ngeli and the teacher corrected them while challenging learners to learn the correct words and ngeli 31 Individual feedback 32 Individual feedback given during the lesson 33 Individualized feedback 34 Individualized feedback is provided 35 Individualized feedback provided 36 Individualized feedback to all learners is evident 37 Individul ized feedback 38 Learners of all abilitias embraced 39 Learners with challenges catered for 40 No mentioning names when givingoing feedback 41 Practise addressing learner's individual needsdividual 42 Privide individual feedback 43 Provision of individualized feedback 44 Recap the previos work 45 Reward learner responses 46 Rewarding learners 47 Teacher acknowledges learner responses and corrects those who respond incorrectly by saying good trial but not yet. She knows all learners by name 48 Teacher corrects wrong answers and uses the correction procedure 49 Teacher is keen to provide individual feedback 50 Teacher knows learners by name, translates English words in dholuo for vocabulary words. Shows locally available materials and how they can be used as money making projects 51 Teacher knows learners by names and corrects those who volunteer to showcase 52 Teacher knows most learners by name although sometimes he says, yes, at the back! He corrects some responses and moves on without correcting others 53 Teacher moved around supporting learners. Teacher gave general feedback about certain problems. He did not mention individual names. 54 Teacher uses correction procedure. There's need to circle back to learners who got it wrong the first time 55 Teachers focuses on correction procedure but only to a select few 56 The teacher checks for understanding by asking questions often. He only continues after ensuring all learners are shared on the same understanding 57 The teacher circulated across the tables and offers corrections where need be 58 The teacher engages all learners to respond to questions. He knows his learners by name and redirects wrong classification of fertilizers. He quickly engages the whole class to distinguish the difference between natural and artificial manure 59 The teacher is keen to give redirections , times group activities and allows additional support for struggling learners 60 The teacher is very intentional in circulating to ensure all learners are on task 61 The teacher is very intentional to ensure that she checks for understanding and provides feedback before moving on 62 The teacher know her learners by name and they are seated in groups for most of the activities. The groups however do not seem to be intentional as learners at the back changed desks at will whenever the teacher wasn't looking 63 The teacher knows learners by name, gives struggling ones enough time to complete demos and gives immediate feedback to correct problems solved wongly while asking learners to also contribute 64 The teacher offers immediate feedback to whole class and individual learners 65 The teacher picks learners of different abilities to participate. He knows them by name 66 The teacher provides balanced opportunities or all learners to take turns in participating 67 The teacher references learners by name, corrects those who mispronounce words starting with herufi l..L 68 The teacher seems to call specific learners by name and other by saying " at the back please" 69 The teacher translates in Swahili and dholuo for learners who do not understand English words 70 The teachers asks alot of open-ended questions and gives clear directions for the activity. There is a smooth transition from class to the field 71 There is no lesson plan to prove some of the learner Centred methodologies above, but also the teacher is more teacher Centred and lectures most of the time 72 Undividualised feedback provided 73 Use direct instruction model 74 Use of more teaching aids. 75 Use of text books 76 Visiting groups Sysmiss a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin a. Which of the following engaging learner techniques does the teacher use durin Which of the following engaging learner techniques does the teacher use during the lesson? 147 1 1 2 1 2 3 1 2 3 4 5 4 1 2 3 5 5 1 2 3 5 6 6 1 2 3 6 7 1 2 5 8 1 2 5 6 9 1 3 10 1 3 5 11 1 3 5 6 12 1 5 13 2 14 2 3 15 2 3 5 16 2 3 5 6 17 2 5 18 3 19 3 5 20 3 5 6 21 3 5 6 7 22 4 23 5 24 5 6 25 6 26 Group discussion 27 Group discussion Independent work 28 Group discussion Peer teaching 29 Group discussion Peer teaching Independent work 30 Group discussion Peer teaching Think-pair-share Independent work 31 Group discussion Think-pair-share Independent work 32 Independent work 33 Turn and talk Group discussion 34 Turn and talk Group discussion Independent work 35 Turn and talk Group discussion Peer teaching Think-pair-share Independent work 36 Turn and talk Group discussion Think-pair-share 37 Turn and talk Group discussion Think-pair-share Independent work 38 Turn and talk Peer teaching Think-pair-share Independent work Specify Other3 Specify Other3 Specify Other3 Specify Other3 Specify Other3 11 136 1 Assignment 2 Demonstration 3 Demonstration of making simple words 4 Demonstration, practical of the PE topic where learners changed and went to exercise 5 In pairs 6 Pairing them up 7 Question and answer 8 Songs 9 Stand and share, cold call 10 Whole group share. Sysmiss 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 2.1.1a: Teacher incorporates engaging learner techniques during lessons 147 1 100 2 20 3 40 4 70 5 Approaching Mastery 6 Beginning Mastery 7 Mastery 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 2.1.1b: Learners are engaged throughout the lesson 147 1 N/A a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d a. Which of the following teaching and learning resources does the teacher use d Which of the following teaching and learning resources does the teacher use during the lesson? 146 1 1 1 2 1 2 3 1 2 3 4 1 3 5 2 6 2 3 7 3 8 3 4 9 4 10 Charts on the wall 11 Textbooks 12 Textbooks Charts on the wall Sysmiss Specify Other4 Specify Other4 Specify Other4 Specify Other4 Specify Other4 67 80 1 Blackboard pointer 2 Bottle tops, stones, cobs 3 Chalkboard 4 Compass, rulers, sets for geometry 5 Each learner had a tablet 6 Earners mostly write in their notebooks 7 Flash cards and realia 8 Flash cards, Realia 9 Flashcards 10 Letter cards, neck chart for arranging the letter cards to make words 11 Letter cards, talking walls 12 Protractors, rulers 13 Real objects 14 Realia 15 Realia for practicals. Water, soap, basins, shirts for washing 16 Realia, charts, Flash cards 17 Realia, fla sh card s 18 Realia, flash cards, Picture s 19 Realia; toothpaste, tooth brush 20 Samples of fertilizers..natural and artificial 21 Sisal skirts, palm leaves, ropes etc 22 Skipping rope 23 Sticks 24 Stones for the counting exercise 25 Teacher uses readily available materials for learners to practice mnyambuliko wa vitenzi ee.g the board duster used a s a phone to practice 'kupigiana' 26 Teacher writes sounds on the board. 27 The Bible 28 Tissue, water and soap 29 Use of Realia 30 Video showing cartwheel 31 Written questions on fullscarp Sysmiss b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? b. Do learners interact with the learning materials provided during the lesson? Do learners interact with the learning materials provided during the lesson? 145 2 1 N/A 2 No 3 Yes Sysmiss 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 2.1.1c: Teacher uses engaging materials and strategies that cater for different 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 2.1.1d: Learners interact with learning materials 147 1 N/A Section Notes4 Section Notes4 Section Notes4 Section Notes4 Section Notes4 114 33 1 Adequate resources/ t/l aids 2 All learners have their sets for the activity 3 All learners shoul have text books 4 All learners should interact with learnig materials 5 Always ise learning aaids 6 Avail teaching aids. 7 Carried learning approaches used by the teacher during the lesson 8 Caters for individual needs 9 Charts and real money denominations used 10 Charts and text books used 11 Check learners work 12 Commanded good subject mastery 13 Different learning styles 14 Effective teacher 15 Effective use of tusome text books 16 Engaging Materials and strategies 17 Engaging materials 18 Engaging materials and strategies 19 Give adequate resources 20 Good classroom management 21 Good improvement 22 Good interaction with materials 23 Good strategies applied 24 Good use of text books 25 Good work 26 Have charts 27 Innovative in using locally available materials. The neck chart was a great resource 28 Interaction with materials 29 Learner centred lesson 30 Learners Materials 31 Learners interacted with the text books 32 Learners interacts with the realia 33 Learners went with the teacher outside for toilet training 34 Learners were fully engaged 35 Learning materials are available but only teacher uses them 36 Make use of realia 37 Materials & strategies to engage learners during the lesson 38 Materials and strategies used by the teachers during the lesson 39 Materials and strategies 40 Materials and strategies catering for different learning styles 41 Materials and strategies engagement 42 Materials and strategies for learner engagement 43 Materials and strategies for learner engagement. 44 Materials and strategies that engage the learner 45 Materials and strategies to cater for different learning styles 46 Materials for engaging the learnerd 47 Materials used 48 Prepare charts to aid learning 49 Realia used 50 Regalia, charts etc 51 Require provision of reslia 52 Share resources 53 Sharing resouces in class 54 Sharing what is available in class 55 Sharing with others 56 Some learners had no books 57 Some of the stones were a bit big and sharp edged. Ensure children's safety as the interact with the materials 58 Suntraction ny borrowing 59 Taught without learning aids 60 Teacher allows learners interact with the charts available inc putting it up 61 Teacher caters for individual differences 62 Teacher had developed several charts 63 Teacher mostly used question and answer, asks close ended questions and learners rarely talk unless the teacher poses a question. 64 Teacher only has a textbook and learners have their notebooks and pens. Pretty basic 65 Teacher references pictures in the textbook, she leads in sound recognition, she reads a story first and then together with learners, later learners read by themselves. 66 Teacher uses different strategies but does not use learning materials other than what's written on the board. 67 Teacher uses group activities 68 Teachers to charts 69 Teaching & Learning Resources 70 Teaching & learning aids/Resources 71 Teaching & learning resources 72 Teaching aids used 73 Teaching materials 74 Teaching/learning aids/ Resources 75 Text books used 76 Textbooks dominate the materials available 77 The early years teacher has all learners engaged throughout the lesson 78 The learners have one book sharing per table. No other resources 79 The lesson is engaging but only leverages on peer teaching mostly 80 The teacher allows learners to use the materials and learn about positions 81 The teacher brought in manure, gave to different groy and allowed learners interact with them 82 The teacher displays the textbook for learners to see pictures of words that begin with certain words or letters, L, M, A,E... 83 The teacher has different materials that appeal to all learners 84 The teacher is very innovative and takes every chance to demonstrate and show expectations 85 The teacher mainly uses question and answer. 86 The teacher needs to refine the instructions especially for an interesting outdoor activity. Clear directions here help to manage time and avoid back and forth to and fro the water tank 87 The teacher needs to supervise material interaction effectively for the somewhat partitioned class. Learners play by throwing up the items whenever the teacher isn't looking which could be dangerous 88 The teacher sang songs, used blackboard and exercise books only. The teacher: learners ratio is abit challenging for the teacher to manage. 50:1. There were children fighting, crying in the class as the teacher continued teaching 89 The teacher uses only a textbook and bible during the lesson 90 The use uses turn and talk where learners are supposed to discuss and give answers. However, they work individually. 91 There is only a textbook to use. The teachers pacing is too fast when giving directions to learners. Although she corrects to ensure all learners follow 92 There is use of same materials for all learners, all are listening and responding to the teacher 93 Through group work 94 Use charts 95 Use charts when teaching 96 Use of engaging materials 97 Use of engaging materials and strategies 98 Use tect books while teaching 99 Use varied learning aids 100 Varied learning materials used 101 Varied strategies used 102 Visual aids are the common material. There were some songs too. An outdoor activity could also speak to the naturalistic learners as some learners participated while their attention was outdoors Sysmiss 2.1.2c: Teacher incorporates group work and tasks that increase learner talk time 2.1.2c: Teacher incorporates group work and tasks that increase learner talk time 2.1.2c: Teacher incorporates group work and tasks that increase learner talk time 2.1.2c: Teacher incorporates group work and tasks that increase learner talk time 2.1.2c: Teacher incorporates group work and tasks that increase learner talk time 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 9 No Evidence 2.1.2d: Learners work in pairs, groups and/or interact with each other throughout 2.1.2d: Learners work in pairs, groups and/or interact with each other throughout 2.1.2d: Learners work in pairs, groups and/or interact with each other throughout 2.1.2d: Learners work in pairs, groups and/or interact with each other throughout 2.1.2d: Learners work in pairs, groups and/or interact with each other throughout 147 1 N/A Section Notes5 Section Notes5 Section Notes5 Section Notes5 Section Notes5 112 35 1 Active class 2 All learners with text books 3 Alwsys group learners 4 Chorus responses are evident but not much of group work 5 Class control is good 6 Developing notes as he was teachimg 7 Discussion groupings 8 Effective group work 9 Effective learner engagement 10 Good class control 11 Good readers 12 Good work 13 Group work 14 Group work & pairing up the learners 15 Group work - Time talk 16 Group work Activities 17 Group work be emphasized 18 Group work done well 19 Group work encouragement 20 Group work noted 21 Group work seen 22 Group work to be intensified 23 Group work very necessary 24 Group work well don 25 Group work well done 26 Group work, Pairing learners 27 Group work, in pairs 28 Group work, paring learners 29 Have group work 30 Have group work in class 31 Have group work in practice 32 Have group work please 33 Intentionally groups learners 34 Interaction with the t/aids/ resources like Picture boos 35 Involve group activities. 36 Learner Talk Time 37 Learner actively participates during the lesson 38 Learner' talk time 39 Learners Talk Time 40 Learners are clustered at their desks and talk at free will with or without teachers directions 41 Learners are grouped in desks but do few activities together 42 Learners are in groups at their desks but limited group work is provided 43 Learners are intentionally grouped facing each other on their desks 44 Learners are seated at desks in groups of twos or threes. This is however not intentional as there is no particular group activity assigned 45 Learners are seated at desks in twos but there's is no group work or turn and talk assigned 46 Learners are seated silently at their desks 47 Learners constantly engage in demos, peer learning and group work 48 Learners engage through group activities 49 Learners feared the cso 50 Learners fully participate in groups work discussion 51 Learners fully involved 52 Learners interaction with realia 53 Learners mostly read as either whole class or in rows 54 Learners seated in groups with some desks facing each other. There is however limited group work at their desks 55 Learners seem to be seated at desks in groups of three. No group activity is however given at desk or group level 56 Learners' Talk Time 57 Manure is distributed to groups for viewing. Teacher should give instructions on how to handle that manure though 58 Moving to groups assisting learners 59 No group work perse but learners actively engaged in question answer and peer teaching 60 Not even a single text book found in class 61 Provide adequate text books 62 Reading in groups 63 Shoot Key inquiry questions 64 Small groups in of three are evident where learners conduct turn and talk 65 Some learners discuss while others don't 66 Some learners worked in groups out of own volition while others were not sure whether to work in groups or not 67 Talk Time 68 Talk time 69 Talk time - group work 70 Talk time activities 71 Tasks are shared 72 The children were intentionally grouped on their desks to work on counting activities 73 The group discussion needed clear directions 74 The teacher really engages the groups in targeted measurement activities. She needs to ensure learners who get bored with listening can stand and peer teach the rest 75 The teacher uses group work once but ensures the directions are explicit 76 There is evident group work and peer learning. The transitions could be better 77 There is evidently learner talk time but the teacher stalks over their discussions as well 78 There is group work per table but as the teacher monitors one table the other tables are offtask 79 There is ni group work observed 80 Through discussions 81 Time talk 82 Use group work 83 Use group work for lesson effectiveness 84 Use of group work seen 85 Visit groups 86 Visiting groups 87 Visiting learners in groups 88 Well done 89 Well summarised work Sysmiss a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? a. Does the teacher ask questions to check for understanding during the lesson? Does the teacher ask questions to check for understanding during the lesson? 147 1 No 2 Yes b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t b. Which of the following questioning techniques does the teacher apply during t Which of the following questioning techniques does the teacher apply during the lesson? 145 2 1 1 2 1 2 3 1 2 3 4 1 2 3 4 5 1 2 4 6 1 3 7 1 3 4 8 2 9 2 3 10 2 3 4 11 2 4 12 3 13 3 4 14 4 15 Teacher asks open-ended questions Teacher asks close-ended questions Teacher gives the learners a formative assessment (written or oral) 16 The teacher uses general prompts such as “have you all understood?”, “are we clear?” Teacher asks open-ended questions Teacher asks close-ended questions Teacher gives the learners a formative assessment (written or oral) Sysmiss c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? c. Do learners volunteer to answer questions during the lesson? Do learners volunteer to answer questions during the lesson? 146 1 1 No 2 Yes Sysmiss d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? d. Do learners ask the teacher questions during the lesson? Do learners ask the teacher questions during the lesson? 147 1 No 2 Yes 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 2.2.1c: Teacher allows and encourages learners to ask questions and interact wit 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 2.2.1a: Teachers ask questions that increase rigor and encourage cognitive strug 2.2.1a: Teachers ask questions that increase rigor and encourage cognitive strug 2.2.1a: Teachers ask questions that increase rigor and encourage cognitive strug 2.2.1a: Teachers ask questions that increase rigor and encourage cognitive strug 2.2.1a: Teachers ask questions that increase rigor and encourage cognitive strug 147 1 2 100 3 20 4 40 5 70 6 Approaching Mastery 7 Beginning Mastery 8 Mastery 9 No Evidence 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 2.2.1b: Learners are able to evaluate, synthesize and apply concepts and ideas p 147 1 N/A 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 2.2.1d: Learners respond to and ask questions throughout the lesson 147 1 N/A Section Notes6 Section Notes6 Section Notes6 Section Notes6 Section Notes6 111 36 1 Active class 2 All learners fully involved 3 Ask both and closed ended questions 4 Ask open ended questions 5 Ask questions which dont call for chorus answers 6 Both gender involved 7 Coach learners on reading skills 8 Cognitive questions for critical thinking 15 9 Commanded the subject mastery 10 Critical thinking 11 Critical thinking prompts provided 12 Critical thinking 10 13 Critical thinking 30 14 Critical thinking is encouraged through questions 15 Critical thinking options 16 Critical thinking very well catered for during the lesson 17 Discussions 18 Effective questioning techniques, how to trigger critical thinking 19 Effective teacher 20 Encourage learners to ask questions 21 Encourage questions from learnets 22 Encouraging cognitive struggle 23 Good formative feedback 24 Good questioning 25 Good questioning technique 26 Good questioning technique used 27 Good questioning techniques used 28 Good questioninh technique 29 Good subject teacher 30 Good teacher pupil interaction 31 Good work 32 How to trigger critical thinking 33 Infuse cbc aspects 34 Involvi g learners 35 Kazi ya ziada given 36 Learners able to ask questions 37 Learners do not ask questions 38 Learners interact with learning materials but do not ask questions. 39 Learnrs were abit passive 40 More activities that that encourage critical thinking 41 Question and answer 42 Questioning techniques 43 Questioning techniques prompting critical thinking 44 Questions and answers used 45 Questions are asked by the teacher mostly 46 Rigor & critical thinking 47 Share questions 48 Sharing with learners 49 Teacher articulates issues 50 Teacher asks learners to use the compass and ruler to draw angles 51 Teacher asks loads of questions, not so much the learners 52 Teacher focuses on running the lesson most times and completing it before the period ends.He mostly asks the questions 53 Teacher is the one talking and leading most activities 54 Teachers asks questions, learners mostly listen 55 The homework seems too easy and simple for the learners 56 The learners as questions related to given directions and material distribution. That is, when they got less stones for counting 57 The questions are mixed, more difficult at first then less, the rigorous 58 The questions asked seem simplistic and all learners seem to know the responses 59 The teacher applies alot of questioning techniques to guide learners throughout the lesson 60 The teacher asks alot of questions but most of them are not very challenging to the learners 61 The teacher asks alot of questions. The learners are not however responsive most of the time and remain passive waiting for the teachers next instructions 62 The teacher asks basic questions related to "have you understood" do we understand, children inform the teacher when they don't have enough materials 63 The teacher asks challenging questions on types of marriages in Kenya. He however does not use no opt out and continues even without an answer from learners 64 The teacher asks probing questions and challenges learners to not copy her own responses but to create their own 65 The teacher asks questions related to the vocabulary words but doesn't use no opt out or circle back to learners who are reluctant to respond 66 The teacher asks questions that are easy and understandable to answer 67 The teacher asks questions. Most of them are however close ended 68 The teacher asks the learners to differentiate between artificial and natural manure, advantages and disadvantages etc...he asks for examples where responses are not sufficient 69 The teacher ensures to ask learners the meaning of words that are new to them e.g., eternal, persistence 70 The teacher goes above and beyond to offer opportunities for learners to ask questions but learners only await teachers prompt to respond to her questions 71 The teacher intentionally asks learners to recap on washing procedure. Asks why we dry clothes in the sun. Why we soak the clothes...what the soaking process is? How many minutes we soak and why. 72 The teacher is very knowledgeable in alternating open and close ended questions 73 The teacher needs to allow time and prompt learners to ask questions 74 The teacher needs to ask questions that provoke the learners thoughts to build on critical thinking and problem solving. Most of the questions were close ended 75 The teachers questions to learners are a bit simplistic and less challenging 76 Through discussions 77 Tidy class 78 Triggers critical thinking 79 Use atlasses 80 Use good questio techniques 81 Use question and answer method Sysmiss Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? 147 1 1 2 1 2 3 1 2 3 4 1 2 3 4 5 1 2 3 4 5 6 1 2 3 5 7 1 2 5 8 1 3 9 1 3 5 10 1 5 11 2 12 2 3 13 2 3 4 14 3 15 3 4 16 3 5 17 4 18 5 19 Co-plan 20 Role Play 21 Role Play Co-plan Glow areas of the teacher Glow areas of the teacher Glow areas of the teacher Glow areas of the teacher Glow areas of the teacher 147 1 - had them professional records. Engaged them learners & high level of discipline was observed. 2 Active learner involvement 3 Adequate Teaching & learning resources 4 Adequate preparation & learning Resources before the actual lesson 5 Adequate preparation and mastery of content. 6 Adequate preparation be4 the actual lesson 7 Adequate preparation before the actual c/lesson, & other resources like textbooks. Has mastery of the subject content. t/lads 8 Adequate preparation before the actual lesson 9 Adequate preparation before the lesson, appropriate use of t/aids, good class control 10 Adequate preparation of Professional records, questioning techniques, class management individual feedback 11 Adequate preparation of professional documents 12 Adequate preparation of professional documents & carried teaching methods & 13 Adequate preparation of professional documents and teaching and learning aids/Resources be the actual lesson 14 Adequate preparation of professional documents, Actively involved the learners during the lesson,foot c/room management 15 Adequate preparation of professional documents, good class control 16 Adequate preparation of professional documents, good class management 17 Adequate preparation of professional records 18 Adequate preparation of professional records, good c/room management 19 Adequate preparation of teaching resources 20 Adequate preparation of the professional records questioning techniques& caters for learner' needss 21 Adequate preparations before the actual lesson 22 All learners were actively engaged 23 All sectoons were good 24 All was well 25 Allows peer teaching alot and supervises learners' work 26 Alot of opportunities for learners to talk to each other at their desks increasing learner talk time 27 An effective teacher 28 Availability of adequate resources 29 Available lesson plans and resources 30 Behaviour management 31 Behaviour management - all learners are on task 32 Catering for learners' diverse needss 33 Checking for students understanding 34 Class rules 35 Clear and precise learning instructions. 36 Clear learning instructions 37 Collection of teaching aids 38 Communication of lesson objectives 39 Content mastery 40 Correct use of tusome boom 41 Effective lesson delivery 42 Followed the script as required 43 Gave clear explanation on New words(Misamiati) and made sentences using the new words 44 Good class control, appropriate teaching aids 45 Good Classroon management 46 Good class control, adequate t/aids 47 Good class management, adequate T//l aids 48 Good class manager 49 Good classroom teacher 50 Good content mastery 51 Good interaction between teacher and learners 52 Good introduction and mastery of the content 53 Good lesson and the teacher had professional records 54 Good lesson delivery 55 Good lesson dispensation 56 Good lesson planning 57 Good lesson planning. 58 Good masterly of the content 59 Good mastery of content. 60 Good mastery of the content, good class control 61 Good mastery of the subject content 62 Good teaching styles 63 Good work 64 Good work in totality 65 Group work 66 Had charts for the lesson as resources 67 Has high expectations of learners and holds them accountable . For example the teacher gives directions and reminds learners to follow them as shared. 68 Has schemes of work 69 Has the content subject mastery, classroom management, appropriate teaching techniques- used carried teaching methods 70 Inadequate preparation of professional documents, development of Discipline plan 71 Learner engagement 72 Learner engagement - she used group work, peer teaching and independent work 73 Learner engagement, behavior management 74 Learner engagement, behavior management 75 Learners engagement 76 Learners were able to say the names of their nuclear family members. Professionals records well prepared and maintainedd the family members 77 Learners were grouped in small groups 78 Learning resources available, Records work 79 Lesson objective achieved 80 Lesson planning, talking classroom wall. 81 Lesson plans available and teaching /learning resources 82 Lesson preparation and mastery of content. 83 Lesson well delivered 84 Lesson well done as required 85 Most areas captured as required 86 Most areas well captured 87 Most learners were fully engaged, questioning technique was Good, used carried teaching methods 88 No lesson plans ,no class rules 89 Preparation is adequate. 90 Preparation of t/l aids- charts 91 Preparation of teaching/Learning Resources 92 Professional documents well prepared, good class management, adequate t 93 Professional records available 94 Professionals records well prepared, stamped and signed by the Headteacher 95 Proper preparation. 96 Realia to help learners to participate and see the real fertilizers 97 Schemes of work available 98 Sets a safe space by allowing all learners to try out responding even if wrong answers. Engages learners through question and answer 99 Sets clear behavior expectations including how to respond, not in a chorus manner but raise hands to respond 100 Steps well followed 101 Subject content mastery 102 Teacher endowed with variety of learning aids 103 Teacher has a variety of materials and extends the lesson to include real life application activities 104 Teacher has the mastery of the subject content. Learners were full engaged during the lesson 105 Teacher planned for many activities to engage and check for learners understanding 106 Teacher was able to engage the learners throughout the lesson although it was afternoon 107 Teachers classroom is well organized and resourced 108 Teaching resources and realia 109 Teaching using charts and text books 110 The pacing is appropriate for the lesson objectives set 111 The teacher actively engaged learners and allowed them interact with the materials 112 The teacher demonstrated how to use the toilet step by step including hygienic standards 113 The teacher really asked questions that got learners thinking and motivated to participate in the lesson 114 The teacher used locally available materials as a resource for the lesson 115 The teacher uses learner-centred methodologies to actively engage learners. All learners have clothes, basins, soap and water for the activity being done outdoors. 116 The teacher uses notes saved and updated on his phone to showcase the possibility of tech in classroom instruction 117 The teacher uses open ended questions. has a hook for the lesson and recaps on previous lesson to link to today's lesson 118 The teacher uses readily available materials to meet lesson objectives 119 The teacher uses voice variation and examples to bring the points to life 120 The teacher was creative and innovative 121 The teacher's pacing is very adequate and allows learners to follow the lesson 122 Time management 123 Use of alignment 124 Use of lesson plan and text books 125 Use of realia and charts 126 Use of teaching aids. 127 Use of text books 128 Use of text books and foative feedback 129 Use of tusome text book 130 Uses songs to redirect bahavior when the large class starts loosing attention 131 Variety of materials available. 132 Well done work 133 Well prepared and had good subjectastery 134 Well taught Grow areas of the teacher Grow areas of the teacher Grow areas of the teacher Grow areas of the teacher Grow areas of the teacher 147 1 20 learners lacked text books 2 8 pupils had no text books 3 Activities only cater for one intelligence 4 All learners to have text books 5 Avail the T/L resiurces/aids before the lesson starts.adequate Writing materials. 6 Avoid commercial schemes of work 7 Behaviour management 8 Behaviour management - ignores some off task behaviour, no class rules 9 Behaviour management - no class rules 10 Class organization of learning 11 Classroom management for 53 learners is a bit challenging 12 Classroom management for learners 13 Communicate lesson objectives to learners 14 Create class rules and effective use of t/l materials 15 Develop Discipline plan & implementation & Realia 16 Developing a discipline plan 17 Developing a discipline Plan 18 Developing discipline plan and add more realia 19 Developing discipline plan and implimentation 20 Development of a discipline 21 Development of discipline plan 22 Development of discipline plan,Charts 23 Did not Make use of realia 24 Did not communicate lesson objectives to learners 25 Discipline Plan 26 Discipline Plan & Classroon rules 27 Discipline Plan development 28 Discipline plan 29 Discipline plan development 30 Encourage learners to ask more questions 31 Encourage learners to ask questions 32 Ensure clear directions on how to transition from one activity to the next 33 Find other ways to set the expectation that learners can use to ask the teacher questions e.g., SLANT or groups that have a question for each other or the teacher 34 From the lesson plan, no extension activities have been indicated for the learners 35 Give homework 36 Give learners more time to participate 37 Good c/room management, 38 Good class manager 39 Group discussion engagement, learner activities to cater for different abilities 40 Handling the realia was covered towards end of lesson 41 Have charts 42 Have charts and group work 43 Have classroom rules and charts 44 Improve on classroom culture practices. 45 Inadequate learning aids 46 Inadequate learning resouces used 47 Inadequate learning resources 48 Inadequate lesson planning, no discipline plan 49 Inadequate preparation of professional records 50 Inadequate preparation of t/Aids, No discipline pan. Development 51 Inadequate teaching and learning resources, development of discipline Plan 52 Include more peer teaching strategies and encouraging learners to ask questions 53 Incorporate more group work 54 Infuse CBC aspectd 55 Learner engagement 56 Learner engagement (use more strategies) 57 Learner engagement i.e effective use of strategies 58 Learners at the back are less engaged and therefore asleep, playing and off task 59 Learners need to also interact with the materials 60 Learners to work on groups themselves 61 Learners were mostly passive listeners. Use some group activities to ensure all particite 62 Lesson plan not available and charts 63 Lesson plan to reflect CBC reflections, extensions remarks section 64 Lesson plan with no teaching materials 65 Lesson planning. 66 Lesson plans 67 Lesson plans and making of teaching aids. 68 Let learners ask questions too 69 Letter' h' sound not well articulated 70 Make schemes of work 71 Make use of a variety of materials to enhance the lesson presentation 72 Making charts 73 Making learning AIDS 74 Making of teaching aids 75 Making of teaching aids. 76 Manage time please 77 Managing the outside activity to ensure learners are clear on when to wash, what to do first and next(processes) 78 Mastery of content 79 Mix the pupis for effective learning 80 More preparations on teaching/Learning aids 81 More teaching aids 82 More teaching aids. 83 No Discipline plan 84 No charts and lesson plan 85 No charts and rules 86 No group work 87 No learning aids , no professional records 88 No lesson plan 89 No lesson plan and charts 90 No schemes of work 91 Observe teaching time 92 Observe time management 93 Plan, Teaching & Learning Resources 94 Preparation of adequate teaching aids. 95 Preparation of discipline plan not ready 96 Preparation of other professional records 97 Preparation of professional records and development of discipline plan 98 Preparation of professional records, Develop Discipline plan 99 Preparation of teaching aids. 100 Prepare classwork ahead of class time as doing this in the moment without supervision for the rest of the class becomes challenging 101 Prepare lesson plans 102 Prepare lesson plans and notes 103 Prepare more teaching aids 104 Prepare professional records 105 Prepare teaching aids 106 Prepare teaching aids. 107 Provide adequate teaching Aids 108 Realia 109 Realia used in teaching 110 Remember to communicate the lesson objectives. Vary learning activities to capture and engage all learners 111 Revise objectives to include higher order level so learners can think critically 112 Teacher did not communicate lesson objectives 113 Teacher did not engage all learners 114 Teaching & Learning aids to make use of real objects (realia) 115 Teaching well managing the class 116 The classroom rules are missing 117 The stones placed on top of desks could hurt the children if not monitored. What other counters can be used? Also colouring or painting the stones might make them more aesthetic 118 The teacher is doing well in the focus us areas. Can use more group work. 119 The teacher is doing well. 120 The teacher needs to set SMART objectives 121 The teachers pacing is somewhat too fast as learners seem to struggle making sentences in Kiswahili 122 There is limited materials references for most part of the lesson throughout and the content seemed abstract to learners 123 Too much time spent teaching 124 Use charts and group work 125 Use lesson plan in teaching 126 Use more teaching aids 127 Use of think,pair share. 128 Use teaching aids 129 Wall charts , discipline plan,pupils' picture textbooks 130 Your lesson should be time bound 131 conclusion good,classes active 132 professional. Next steps Next steps Next steps Next steps Next steps 147 1 Always have recapitulation 2 Always plan to ensure the materials you will need are sufficient 3 Articulate sounds well 4 Behaviour Management techniques 5 CSO to share Stawisha resources as the teacher is new to Stawisha 6 CSO to support throughout the term on more learner engagement strategies 7 Cbc aspects not infused 8 Check prediction 9 Class work given 10 Coach recommends review of notes on effective questioning techniques for learners 11 Coaching conversation on own reflections 12 Coaching conversation to share teacher's reflections on lesson planning. IL to support school to implement discipline plans at the school 13 Coaching feedback on lesson planning as she had no lesson plan 14 Coaching support 15 Colaboration 16 Communicate lesson objectives to learners 17 Create class rules 18 Create class rules 19 Create class rules and use them to manage the class eg keep the class clean 20 Create class rules, address all off task behaviour 21 Create class rules. Use more learner engagement strategies e.g group work 22 Developing more teaching aids. 23 Discipline Plan, inadequate preparation of the professional records 24 Engage all learners 25 Engage learners more 26 Engage learners, create class rule 27 Ensure learners follow instructions e.g in turn and talk 28 Ensure lesson plan is dated, and fully filled(learning area, roll, grade, time) 29 Follow the lesson plan 30 Follow-up on whether the lesson plan is on phone. Then how does the IL check and rubber stamp or keep records? 31 Good work 32 Guide learners to work on groups as you observe 33 Have all the necessary learning aids 34 Have charts and teach using lesson plan 35 Have learning aids and professional records 36 Have lesson plan and charts 37 Have lesson plan and charts before the lesson 38 Have lesson plans and classroom rules 39 Have professiomal records 40 Have recotds 41 Have teaching aids. 42 Have the right aids 43 Ict used 44 Identifying a cidentfy a conducive classroom for learning 45 Improve on class control 46 Improve on work and activity 47 Inadequate teaching resources, development of the discipline plan 48 Include reflections, extensions and remarks in lesson plan 49 Infuse cbc aspects 50 Infuse more CBC elements 51 Lesson plan and make available teaching aids. 52 Lesson planning techniques 53 Make lesson plan 54 Make the classroom interactive 55 Make use of realia 56 Making class rules 57 Making of class rules and lesson planning. 58 Making of teaching aids. 59 Making several learning aids 60 More practice on the same 61 Move around the classroom, create class rules 62 Offer Support Coaching 63 Offer Support coaching 64 Offer caching support on how to develop discipline plan 65 Offer coaching support 66 Offer coaching support during school Visitations 67 Offer coaching support on the grow areas 68 Offer coaching support to the Teacher 69 Offer coaching support to the grow areas 70 Offer coaching support to the teacher 71 Offer support coaching 72 PLC to discuss learner engagement for large classes like this one toensure all learners are learning and actively meaningfully engaged 73 Preparation of other professional records 74 Preparation of teaching aids 75 Prepare for alternatives in case of power failure 76 Prepare lesson plans 77 Prepare teaching aids using locally available materials. 78 Provide adequate books 79 Provide adequate learning resources 80 Provide enough books 81 Put learners to work in groups 82 Refer to classroom management techniques for larger classes 83 Reference resources on learner engagement and giving directions 84 Resource sharing on learner engagement 85 Review Stawisha notes on learner engagement, emotional intelligence and wellbeing. An educators state of wellbeing directly affects learners behavior or actions 86 Review importance of learner engagement activities 87 Review learner engagement strategies 88 Review lesson planning and active learner engagement startegies 89 Review material development resources 90 Review stwisha notes on lesson planning and setting Smart objectives 91 Share active learning strategies or reference this from Stawisha resources 92 Share knowledge with other teachers 93 Share report with Philip's coach, Sam 94 Share resources related to CBC lesson planning 95 Sourcing for material to make teaching aids. 96 Summarized the lesson 97 Summary necessary 98 Summary to be done 99 Support on teaching aids preparation 100 Take learners through oral work 101 Teach using charts 102 Teacher reviews setting rigorous and smart objectives 103 Teacher to adequately prepare & avail t/aids before the lesson commences 104 Time management 105 To Coaching Support the teacher 106 To Offer support Coaching 107 To implement as guided by the coach 108 To offer coaching support to the teacher 109 To prepare all the materials early enough before the lesson begins. 110 Update lesson plans 111 Use charts 112 Use learning aids 113 Use more group work 114 Use more learner engagement strategies, create class rules 115 Use of think /pair/ share; use of activities that will cater for different intelligences 116 Use of think/ pair /share 117 Use of turn and talk 118 Work given to the learners 119 Wrap up the work 120 prepare more learning materials Lesson Observation Time (mins) Lesson Observation Time (mins) Lesson Observation Time (mins) Lesson Observation Time (mins) Lesson Observation Time (mins) 147 10 40 21.626 4.425 Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) Coaching Conversation Time (mins) 147 5 40 16.299 6.037 Total Coaching Time (in minutes) Total Coaching Time (in minutes) Total Coaching Time (in minutes) Total Coaching Time (in minutes) Total Coaching Time (in minutes) 147 Sysmiss TTT TTT TTT TTT TTT 147 10 90 40.701 18.42 STT STT STT STT STT 147 10 90 48.816 17.818 Activity Activity Activity Activity Activity 147 1 Dec Coaching 2 July Coaaching 3 June Coaching 4 Nov Coaching Coaching Round Coaching Round Coaching Round Coaching Round Coaching Round 82 1 August_September 2 December 3 November Cohort Cohort Cohort Cohort Cohort 82 1 2020-2021 2 2021-2022 School ID School ID School ID School ID School ID 82 1 125 2 126 3 127 4 128 5 129 6 130 7 131 8 132 9 133 10 134 11 135 12 136 13 137 14 138 15 139 16 140 17 141 18 142 19 143 20 144 21 241 22 242 23 243 24 244 25 245 26 246 27 247 28 248 29 249 30 250 31 251 32 252 33 253 34 254 35 255 36 256 37 257 38 258 39 259 40 260 41 261 42 262 Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID Instructional Leader ID 82 1 125-1198 2 126-1203 3 127-1207 4 128-1211 5 129-1214 6 130-1218 7 131-1223 8 132-1225 9 133-1230 10 134-1236 11 135-1240 12 136-1243 13 137-1246 14 138-1247 15 139-1253 16 140-1255 17 141-1262 18 142-1263 19 143-1266 20 144-1272 21 241-1533 22 242-1535 23 243-1539 24 244-1546 25 245-1550 26 246-1553 27 247-1558 28 248-1559 29 249-1566 30 250-1569 31 251-1571 32 252-1578 33 253-1581 34 254-1585 35 255-1589 36 256-1594 37 257-1595 38 258-1600 39 259-1606 40 260-1607 41 261-1613 42 262-1615 Relationship Building Relationship Building Relationship Building Relationship Building Relationship Building 82 1 100 2 20 3 40 4 70 Implementation Implementation Implementation Implementation Implementation 82 1 100 2 20 3 40 4 70 PLC PLC PLC PLC PLC 82 1 100 2 20 3 40 4 70 Modelling Expectations Modelling Expectations Modelling Expectations Modelling Expectations Modelling Expectations 82 1 100 2 20 3 40 4 70 Collecting and Recording Data Collecting and Recording Data Collecting and Recording Data Collecting and Recording Data Collecting and Recording Data 82 1 100 2 20 3 40 4 70 Data Collection & Analysis Data Collection & Analysis Data Collection & Analysis Data Collection & Analysis Data Collection & Analysis 82 1 20 2 40 3 70 Coaching and Feedback Coaching and Feedback Coaching and Feedback Coaching and Feedback Coaching and Feedback 82 1 20 2 40 3 70 Planning Planning Planning Planning Planning 82 1 100 2 20 3 40 4 70 Coaching Discussion Notes Coaching Discussion Notes Coaching Discussion Notes Coaching Discussion Notes Coaching Discussion Notes 82 1 A very effective head 2 Adult coaching notes 3 Adult learning principles 4 Adult literacy notes 5 All meetings including PLCs were recorded. We need to consider a term for PLCs, perhaps learner Centred meetings. 6 Available 7 Available in the minutes book 8 Coaching & feedback 9 Coaching and feedback 10 Cohesive staff 11 Conduct plc meetings 12 Cornfirmed 13 Data analysis. Implementation of PLC. 14 Data collection. 15 Dicussion on how to improve standards 16 Discipline rules & plan, PLC meetings 17 Good attempt keep up 18 Have more records 19 Have not contacted PLC yet with plans underway 20 He has not yet implemented PLC. He will delegate to the DP. Relationship building (good communication, fairness, their well-being, protecs teachers, peace among teachers) 21 He has notes 22 How to improve on school challenges to strengthen school performance 23 Implementation 24 Improve on coaching & feedback 25 Istructional leader to regularly support the teachers 26 Leadership development. 27 Modelling expectations 28 More be done in plc 29 Most of the coaching and feedback is done by the deputy 30 Most records were available 31 No evidence 32 Not all teachers are united 33 Not readily available 34 Notes available 35 Notes presented 36 Our conversation mostly focused on implementation of strategies learned during the training 37 PLC and data analysis. 38 PLC training notes 39 PLCs have been conducted but with no notes, sometimes scanty. There is nowhere to keep the records. If we provide a PLC notebook it will be documented. It is in the online TPAD tool. Do you take part in a PLC? 40 Plan and observe teachers in class 41 Planning for lmplentation 42 Planning for plc meeting 43 Planning for support 44 Plc meeting 45 Plc notes 46 Plc training notes 47 Present 48 Previous minutes available 49 Rating teachers 50 Readily available 51 Records are updated and documented. There are development and SIP plans to action at the school. Has keen interest in parental engagement and has worked with them to bring about development at the school. Works closely with the deputy to ensure discipline 52 Records keeping. 53 Regular plc meetings be done 54 Relationship building 55 Relationship building: headteacher has been in the school for five years. Brings parents, teachers and BOM together. Active staff members. Conversations during staff meetings and informal conversations help alot iin the current season 56 Setting school motto mission and vision statements 57 Shares in subject divisions. Handles discipline issues amicably with teachers and refers to a ailable professional documents. 58 She models expectations, she uses data in decision making e.get. remedial lessons, PLCs not regular 59 Stawisha activities should be implemented 60 Stawisha teachers share resources with other teachers at the school. Workload is preventing the he'd from doing his office work. The CSO can help pursue ways to support 61 Taking over another headteacher was met with community hiccups. But has managed to build lasting relationship with the school community. Leads by modelling and setting high expectations. Introduced tea and meals for teachers 62 Teachers have a healthy relationship with the IL. The IL has been able to gather materials to support materials development in the school. The budget is displayed for all to see in the staffroom. The school leaders plans together on how to sort challenges 63 The HT models expectations e.g he gets to school earlier than his teachers, he teaches all his lessons, the school uses data to make decisions. The deputy used to do lesson observations, but since he was transferred no lesson observation or coaching has 64 The data analysis per year helps school plan for performance each year. Cluster exams ongoing currently so most teachers are supervising it. The head teacher encourages teachers to use class lists exam scores to set goals for each term 65 There has been changes in the school. The assigned IL, George, transferred to another school. The new deputy has attended one training while the head has attended two. 66 Together with his teachers, they have changed the mission and vision. He has no records of most things except the mission and vision. Please indicate the glow areas of the Instructional Leader Please indicate the glow areas of the Instructional Leader Please indicate the glow areas of the Instructional Leader Please indicate the glow areas of the Instructional Leader Please indicate the glow areas of the Instructional Leader 82 1 A commotted and competent leader 2 A committed and active head 3 A good classroom teacher 4 Ability maintain good relationship with both his teachers & learners 5 Ability to Create & maintain a good relationship 6 Ability to create good rapport 7 Ability to create rapport with the Teachers 8 Able to organise his teachers 9 Able to relate what works in TPAD and Stawisha 10 An active and committed instructional leader 11 An effective leader 12 BOM supports the headteacher s initiatives. She tries to understand the issues on the ground before taking a decision. 13 Bonded very well with teachers 14 Bonded with teachers 15 Briwfed teachers on when to support them 16 Coaching feedback 17 Collaboratively works to build the school. 18 Communicates to teachers through letters, memos, calls and even WhatsApp. Very intentional about on teacher support and induction of any new teachers in the school.. Engages the community to repair the school structures, supporting meals program etc 19 Compassion for the program 20 Creating good rapport with the Teachers p 21 Data Collection & recording 22 Data collection 23 Data collection and recording 24 Data recording 25 Data usage not limited to the htr, also teachers communicate to learners to set own new goals per month 26 Does not lesson observe the Stawisha teachers lesson 27 Effective administrator 28 Effective headteacher 29 Friendly and humerous 30 Good relationship building 31 Has a monthlyto plan 32 Has developed an exam policy. Analyzes each subject per class and progress.. parents have supported the prose's through funding. 33 Has good rapport with the Teachers 34 Has great relationship with the deputy 35 Has the ability to create good rapport 36 He had set dates to suport teachers 37 He united his his and bonded 38 Head organised his teachers then supported a teacher 39 Implementation 40 Implementation in the process 41 Implementation of classroom culture and classroom management. 42 Implimentation of the programme 43 Impved performance and enrollment. 44 Modelling expectations , relationship building 45 Modelling expectations, relationship building, data collection and analysis 46 Most recommended work well done un school 47 Most things done in school 48 Organised and supported some teachers 49 PLC has helped in disciplining both trs and learners eg. Time management and academic performance as well teaching approaches/ METHODOLOGIES as 50 Planning for support 51 Planning is very well approached but documentation seems to be a challenge. Involves teachers in planning and decision making. 52 Planning to support teachers 53 Program to support teachers 54 Ready to form PLC and have meetings. 55 Relates well with the Teachers 56 Relationship building 57 Relationship building, modelling expectations 58 Resourceful and innovative. 59 School collects and analyze data 60 Several records and documents exist at the school to track events e.g parents general meetings book, staff minute book,, BOM minute book etc. Active participation is evident across rotation of tasks for all teachers at the school. 61 Some teachers already supported 62 Strong personality and visionary leadership. 63 Supported some teachers 64 Teachers embrace the program positively 65 Teachers embracing teaching strategies 66 Teachers encouraged to work as guided by stawisha 67 Teachers informed about their support 68 Teachers organised for support 69 Teachers organised for their support 70 Teachers prepared for coaching 71 Team work. 72 The IL is very keen on learning how to support the teachers . 73 The headteacher is intentional about child protection and supporting the teachers to embrace professional development at the school 74 Unity in the staff 75 Unity in the staff ,planning together and preparing professional records among others Please indicate the grow areas of the Instructional Leader Please indicate the grow areas of the Instructional Leader Please indicate the grow areas of the Instructional Leader Please indicate the grow areas of the Instructional Leader Please indicate the grow areas of the Instructional Leader 82 1 A soft and ineffective deputy headteacher 2 All teachers be supported 3 CBC preparation 4 Coaching and Feedback needs to start happening 5 Coaching and feedback, PLC 6 Conduct plcs 7 Conducting PLC meeting ; creating discipline plans 8 Data analysis 9 Data analysis. 10 Deputy ht should pull up his socks 11 Documentation 12 Documentation and use of data since there in limited record keeping 13 Documentation of school child protection policies needs to be done 14 Explore assessment methods that are less money intensive so that parents are not overwhelmed 15 Had not supported any teachers 16 Has not supported the teachers 17 He had supported no teacher 18 Head to support his teachers 19 Headteacher had not supported the teachers 20 Hold PLC meetings. Plan both long & short planning. Coaching & feedback. 21 Implementation 22 Implimentation 23 Improve on PLC meetings 24 Improve on data collection 25 Improve on preparation of t/learning aids, develop discipline plan and classroom rules 26 Improve school performance 27 Keeping the pace with PLC. 28 Lesson observation 29 Lesson observe the Stawisha teachers 30 Lesson observe the Stawisha teachers once a month 31 Modelling expectations 32 More practical work 33 More practicals 34 Needs to have access to documents that are kept by the deputy e.g. meeting notes and minutes 35 Needs to keep records for referral e.g., the PLC books he says is in the deputy's office and he can't locate it now. 36 Needs to review most of the Stawisha content 37 No classroom rules and other stawisha records 38 No plc meeting ever conducted 39 No plcs and classroom rules 40 No regular olc meetings 41 No regular plc meetings 42 No regularl observation of teachers 43 No school and class rules 44 No teachers had been suported 45 None of the teachers sipported 46 None of the teachers supported 47 None supported 48 Not all have been seen 49 Not all teachers supported 50 Not all teachers were supported 51 Not much done on pLC 52 Not much has been on coaching the teachers 53 Not yet bonding with teachers 54 Observation for teachers is on TPAD The templates are there but none filled. The htr is however aware that these should be filled 55 PLC 56 PLC formation and data analysis. 57 PLC implementation needs to be documented. The school leaders talks about meetings related to learners, some of them documented others not documented 58 PLC meetings & implement it 59 PLC, coaching and feedback 60 PLC, data analysis and use 61 Planning 62 Prepare and use teaching materials and lesson plans 63 Records need to be accessible to rest of school. 64 Regularise on plc 65 Relates well with the Teachers 66 Remaining teachers not yet supported 67 Some negative teachers like the deputy headteacher 68 Started the implementation 69 Teachers has not managed to be in school throughout the week 70 Teachers not yet supported 71 Teachers to be supported 72 To observe the Stawisha teachers in class 73 To offer support coaching to Stawisha teachers Coaching next steps Coaching next steps Coaching next steps Coaching next steps Coaching next steps 82 1 Adult literacy notes 2 Bond with his teachers 3 CBC coaching 4 CSO to follow up on supporting lesson planning 5 CSO will ensure the deputy supports with coaching and feedback sharing. The school has no deputy but has an acting deputy who is supporting the htr 6 Coach to follow up on folders for Stawisha 2021 7 Conduct PLC meeting and create discipline plans 8 Conduct PLCs regularly, observe lessons and give feedback 9 Create PLC plan and conduct PLCs, keep records 10 Data analysis support 11 Delegate the role of PLC implementation, conduct PLCS regularly 12 Embracing and implementation of PLC 13 Ensure coaching and feedback happens, conduct PLCs regularly. 14 Find points of synergy between Dignitas coaching and feedback session and TPAD 15 Form school rules and mount charts on the walls 16 Formulating rules 17 Frequency of PLC meeting and their professional value. 18 Have class rules and monthly PLCs 19 Have monthly plc meetings 20 Have plc meetings 21 Have plc meetings monthly 22 Have regular lpc meetings 23 Have regular plc meetings 24 Have stawisha activities activated 25 Hold PLC meetings and keep records. 26 How to conduct a plc meeting 27 Madam Mweruti to follow up and ensure the areas of improvement are supported and implemented 28 More be done on implementation 29 More practicals in groups 30 Need more practicals in groups 31 Observe and coach teachers. Create a schedule for this 32 Offer caching support on the above mentioned areas/challenges 33 Organise PLC meetings 34 Plan for plc 35 Plan for the next PLC and invite all teachers at the school to be active participants 36 Planning for support 37 Planning notes 38 Planning on how to implement the five lesson plans for teachers.. Review on how to support and motivate teachers. Htr mentions the board teachers are a resource 39 Plc meeting notes 40 Plc meeting schedules 41 Plc meetings 42 Plc meetings next term 43 Primised to conduct one on monday 44 Professional learning communities 45 Reinforce the PLC skills and knowledge by retraining the Stawisha teachers 46 Relationship building 47 Share resources 48 Should observe the lessons 49 Subject the Stawisha to more practical groupwork 50 Support on data analysis and PLC meetings. 51 Support remaining teachers 52 Support school to write and post school mission, vision and values 53 Support teachers in class 54 Support the deputy in setting systems that support teaching and learning at the school 55 Supporting remaining teachers 56 Syllabus coverage 57 Taken through pLC format 58 Talk to the negative teachers 59 Teachers be supported 60 Teachers to be supported 61 Teachers to be taken through plc 62 Teachers to prepare adequately 63 To carry out the implimentation 64 To collect data & record 65 To commence the implementation 66 To develop a working plan 67 To draw the working work plan 68 To emphasize on the importance of feedback 69 To implement the programme 70 To lesson observe the Stawisha teachers 71 To model expectations 72 To plan Termly 73 To plan monthly 74 To plan on a monthly basis 75 To prepare a plan Termly 76 To support teachers after hokidays 77 Umplementation Please record the total amount of time spent supporting the instructional leader Please record the total amount of time spent supporting the instructional leader Please record the total amount of time spent supporting the instructional leader Please record the total amount of time spent supporting the instructional leader Please record the total amount of time spent supporting the instructional leader 82 1 10 2 12 3 15 4 16 5 20 6 21 7 22 8 23 9 24 10 25 11 26 12 27 13 28 14 29 15 30 16 33 17 35 18 36 19 40 20 50 21 53 22 55 23 60 School ID School ID School ID School ID School ID 28 1 125 2 126 3 127 4 128 5 129 6 130 7 131 8 132 9 134 10 135 11 136 12 138 13 139 14 140 15 141 16 142 17 143 18 144 Respondent ID Respondent ID Respondent ID Respondent ID Respondent ID 28 1 125-1198 2 125-1199 3 125-1200 4 125-1201 5 126-1203 6 126-2262 7 127-1207 8 128-1211 9 129-1216 10 129-1217 11 130-1220 12 130-1221 13 131-2261 14 132-2209 15 134-1233 16 134-1236 17 135-1238 18 135-1239 19 136-1243 20 138-1248 21 138-1252 22 139-2263 23 140-1258 24 141-1262 25 142-1263 26 142-1265 27 143-1266 28 144-1271 Role of Respondent Role of Respondent Role of Respondent Role of Respondent Role of Respondent 28 1 Deputy Head Teacher 2 Head Teacher 3 Teacher 1e. Total school enrollment as of March 2020 1e. Total school enrollment as of March 2020 1e. Total school enrollment as of March 2020 1e. Total school enrollment as of March 2020 1e. Total school enrollment as of March 2020 8 20 1 269 2 273 3 289 4 371 5 399 6 410 7 440 8 621 Sysmiss 1f. Total number of female learners as of March 2020 1f. Total number of female learners as of March 2020 1f. Total number of female learners as of March 2020 1f. Total number of female learners as of March 2020 1f. Total number of female learners as of March 2020 8 20 1 118 2 131 3 169 4 170 5 190 6 210 7 227 8 315 Sysmiss 1g. Total number of male learners as of March 2020 1g. Total number of male learners as of March 2020 1g. Total number of male learners as of March 2020 1g. Total number of male learners as of March 2020 1g. Total number of male learners as of March 2020 8 20 1 100 2 155 3 158 4 200 5 201 6 209 7 213 8 306 Sysmiss 1h. Total number of teachers in the school as of March 2020 1h. Total number of teachers in the school as of March 2020 1h. Total number of teachers in the school as of March 2020 1h. Total number of teachers in the school as of March 2020 1h. Total number of teachers in the school as of March 2020 8 20 1 12 2 6 3 8 Sysmiss 2a. Did your school reopen on 12th October 2020? 2a. Did your school reopen on 12th October 2020? 2a. Did your school reopen on 12th October 2020? 2a. Did your school reopen on 12th October 2020? 2a. Did your school reopen on 12th October 2020? Did your school reopen on 12th October 2020? 8 20 1 Yes Sysmiss 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) 2b. If no in Q2a above, why? (Please explain) If no in Q2a above, why? (Please explain) 28 Sysmiss 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? 2c. (If yes in Q2a above) How many grade 4 learners reported back to school? How many grade 4 learners reported back to school? 8 20 1 18 2 28 3 33 4 36 5 37 6 78 Sysmiss 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? 2d. (If yes in Q2a above) How many class 8 learners reported to school? How many class 8 learners reported to school? 8 20 1 22 2 28 3 34 4 37 5 42 6 46 7 47 8 74 Sysmiss 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? 2e. (If yes in Q2a above) How many teachers reported back to school? How many teachers reported back to school? 8 20 1 12 2 5 3 6 4 7 5 8 Sysmiss 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign 2f. Of the teachers that reported in October, how many are part of the 2020 Dign Of the teachers that reported in October, how many are part of the 2020 Dignitas Cohorts? 8 20 1 1 2 2 3 3 4 4 5 None Sysmiss 3a. Did your school reopen on 12th October 2020? 3a. Did your school reopen on 12th October 2020? 3a. Did your school reopen on 12th October 2020? 3a. Did your school reopen on 12th October 2020? 3a. Did your school reopen on 12th October 2020? Did your school reopen on 12th October 2020? 20 8 1 Yes Sysmiss 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) 3b. If no in Q3a above, why? (Please explain) If no in Q3a above, why? (Please explain) 28 Sysmiss 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? 3c. Which grades or class level do you teach? Which grades or class level do you teach? 20 8 1 Grade 1, Grade 2, Grade 4, Class 8 2 Grade 1, Grade 4, Class 8 3 Grade 2, Grade 3, Class 8 4 Grade 2, Grade 3, Grade 4, Class 5, Class 6, Class 7, Class 8 5 Grade 4, Class 6, Class 7, Class 8 6 Grade 4, Class 8 7 PP1 8 PP2 Sysmiss 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? 3d. Did the school have a reopening plan in place? Did the school have a reopening plan in place? 28 1 No 2 Yes 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? 3e. (If yes in Q3d above) What did the school reopening plan contain? What did the school reopening plan contain? 23 5 1 Adherence to the covid19 regulations Adequate sharing of subjects, duties and responsibilities. 2 By Thermogans Handwashing containers Covid19 committee Sanitizer 3 COVID -19 committee, Hand washing facilities, social distance, wearing masks and use of thermo gun. 4 Clearance,/cleaning, arranging seats, taking temperature (pupils/teachers) 5 Covid -19 preparednes committee Handwashing containers (3) Soaps Thermogan Sanitizers for office Rules for observing social distance 6 Covid 19 committee Staff meeting Training for teachers and learned Put in place handwashing materials Training parents 7 Covid 19require ments 8 Covid rules and equipment were place in order 9 Creating a covid-19 free environment. 10 Ensuring handwashing points and timetable for learning. 11 Guidelines from Ministry of health protocol on covid 19 pendamic. 12 Health safety measures 13 It contained sanitizers, water points 14 Preparation for hand washing points Preparation of more classroom to ensure social distance. 15 Running water Soaps A set room for emergencies if any Some. Masks and a thermo gen 16 Scheming, preparing hand washing points 17 Social distancing 18 Thermogan, sernitizer, water corners etc 19 Timetable for grade four and STD 8 20 Water points, saop and general sanitation 21 We had covid response committee established besides other safety measures put in place. 22 We purchased a thermo gun,hand washing containers,sanitizers and even soap 23 ensuring requirements are put in place,completing syllabus coversge Sysmiss 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? 3f. (If yes in Q3d above) Was the school reopening plan shared with teachers? Was the school reopening plan shared with teachers? 24 4 1 No 2 Yes Sysmiss 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas 3g. Please indicate your level of agreement with the following statements. [Clas Please indicate your level of agreement with the following statements. [Classes and shared premises have been adjusted to ensure adherence to social distancing] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school is utilizing outdoor space for learning purposes] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho 3g. Please indicate your level of agreement with the following statements. [Scho Please indicate your level of agreement with the following statements. [School events have been readjusted to avoid overcrowding within the school environment] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All 3g. Please indicate your level of agreement with the following statements. [All Please indicate your level of agreement with the following statements. [All staff, learners, and parents are using face masks at all times within the school environment] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear 3g. Please indicate your level of agreement with the following statements. [Lear Please indicate your level of agreement with the following statements. [Learners' and teachers' temperature is taken before entering the school] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school has put up a handwashing area with running water and soap for learners and staff to regularly wash their hands] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school's guidance and counselling department will provide mental and pyschosocial support for teachers and learners] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther 3g. Please indicate your level of agreement with the following statements. [Ther Please indicate your level of agreement with the following statements. [There is a system set up to continuously review the school's daily routine to ensure adherence to all health and safety guielines] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The 3g. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school has shared the procedures of handling a suspected covid-19 case with all staff members] 28 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled 4a. Does the school have a plan in place to ensure all learners are re-enrolled Does the school have a plan in place to ensure all learners are re-enrolled back into school once covid-related school closures end? 28 1 No 2 Yes 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a 4b. (If no in Q4a above) What strategies has the school put in place to ensure a (If no in Q4a above ) What strategies has the school put in place to ensure all learners are re-enrolled back into school once schools fully reopen? 16 12 1 A challenge. 2 Contacting their parents. 3 Ensuring there are enough handwashing vessels 4 Inquiry about their wareabouts 5 N/A 6 N/a 7 Re enrollment with no conditions 8 Seaking for surport from NGCDF and stake holders for more desks 9 Social distance may not be met 10 To add more desks Utilize open space Train parents on covid 19 Add more hand washing containers 11 Trying ways of getting more classes and desks to allow for social distance 12 Very minimal 13 put up additional classrooms when funds are available Sysmiss 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with pa 4c. (If yes in Q4a above) Does the plan include communication strategies with parents? 23 5 1 No 2 Yes Sysmiss 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 4d. (If yes in Q4a above) Is the re-enrollment plan shared with all teachers? 25 3 1 No 2 Yes Sysmiss 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been imp 4e. (If yes in Q4a above) What proportion of the re-enrollment plan has been implemented? 25 3 1 Half of the plans are in progress 2 Not yet implemented 3 Three quarters of the plans are in progress Sysmiss 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and 5a. How important is it to conduct remediation of basic concepts in literacy and How important is it to conduct remediation of basic concepts in literacy and numeracy for all class levels once schools fully reopen? 28 1 Extremely important 2 Neutral 3 Somewhat important 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to 5b. Are there plans to have remedial classes for Grade 4 and Class 8 learners to Are there plans to have remedial classes for Grade 4 and Class 8 learners to cover basic concepts learnt previously? 28 1 Both Grade 4 and Class 8 2 Class 8 only 3 Grade 4 only 4 No Plans 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim 5d. Will the school conduct catch-up learning to recover lost instructional tim Will the school conduct catch-up learning to recover lost instructional time? 28 1 No 2 Yes 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning re 5e. (If no in Q5c above) What plans has your school put in place for learning recovery? 12 16 1 Extra learning hours 2 Joseph denga 3 Morning and evening lessons 4 N/A 5 Plan for morning and evening classes 6 Remedial and sacrifice 7 Remedial teaching/learning 8 Remedials 9 To put more time and try to cover the lost time Sysmiss 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin 5f. Are there plans to incorporate remote learning in the school learning routin Are there plans to incorporate remote learning in the school learning routines? 28 1 No 2 Yes 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote 5g. (If yes in Q5f above) Which platform(s) is the school considering for remote learning? 14 14 1 DLP 2 N/A 3 Reaching them physically. 4 SMS 5 SMS, WhatsApp 6 SMS, WhatsApp, Facebook Messenger 7 WhatsApp 8 WhatsApp, Digital devicesin school Sysmiss 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, pare 5h. (If yes in Q5g above) How is the school planning on equipping teachers, parents, and learners on remote learning? 16 12 1 - 2 By using the sms method 3 Every parent to have touch screen phone 4 Giving them smart phones 5 Group counselling and learning 6 Handouts to b helped by parents/guardian 7 Having contacts and forming common groups to share information. 8 In plan. 9 N/A 10 Planning to share with Learners through their parents and guardians through sms and WhatsApp where possible 11 Sort help from well wishers 12 Through sms 13 Training 14 Use of local redio channels. Sysmiss 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch Please indicate your level of agreement with the following statements. [A child's emotional state can affect learning] 27 1 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree Sysmiss 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should play an important role in supporting the wellbeing of all staff] 26 2 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree Sysmiss 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare Please indicate your level of agreement with the following statements. [Parents are entirely responsible for their children's wellbeing] 27 1 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree Sysmiss 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The social and emotional wellbeing of learners is important to our school] 27 1 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree Sysmiss 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should be a safe environment for all learners and staff] 26 2 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly disagree Sysmiss 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc 7a. Would you be interested in training and coaching support to help you with sc Would you be interested in training and coaching support to help you with school reopening and recovery? 28 1 Yes 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual tr 7b. (If yes in Q7a above) Are you willing to participate in Dignitas' virtual training sessions? 28 1 Yes 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions struc 7c. (If yes in Q7a above) How would you like the virtual training sessions structured? 28 1 One Full Day - with three sessions in the Morning, Mid Morning, and Afternoon (For Example: Saturday with 2 hour session in the Morning, 2 hour session during Mid Morning, and 2 hour session in the afternoon) 2 Three Days - with three 2 hour sessions spread across the three days (For Example: 2 hour session on Monday, 2 hour session on Tuesday, and 2 hour session on Wednesday) 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 7d. If you selected option 1 (One Full Day) in Q7c above, which day of the week 11 17 1 Friday 2 Monday 3 Saturday 4 Sunday 5 Thursday 6 Tuesday 7 Wednesday Sysmiss 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the 7e. If you selected option 2 (Three Days) in Q7c above, which three days of the week 18 10 1 Friday, Saturday, Sunday 2 Monday, Tuesday, Wednesday 3 Monday, Wednesday, Friday 4 Tuesday, Thursday, Saturday 5 Tuesday, Wednesday, Thursday 6 Wednesday, Thursday, Friday Sysmiss 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above, what time of the day wor 7f. If you selected option 2 (Three Days) in Q7c above what time of the day works best for you? 18 10 1 Between 11am to 1pm 2 Between 1pm to 3pm 3 Between 3pm to 5pm 4 Between 9am to 11am Sysmiss 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char 5c. For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school char For Stawisha APBET (Dandora) and Stawisha ECD (Kayole), will the school charge parents for the remedial learning? 7 21 1 No 2 Yes Sysmiss 28 Sysmiss School ID School ID School ID School ID School ID 13 1 126 2 128 3 130 4 131 5 132 6 133 7 134 8 136 9 138 10 139 11 142 12 143 13 144 Respondent ID Respondent ID Respondent ID Respondent ID Respondent ID 13 1 126-1203 2 128-1211 3 130-1218 4 131-1223 5 132-1225 6 133-1230 7 134-1236 8 136-1243 9 138-1247 10 139-1253 11 142-1263 12 143-1266 13 144-2264 Gender Gender Gender Gender Gender 13 1 Female 2 Male Role of Respondent Role of Respondent Role of Respondent Role of Respondent Role of Respondent 13 1 Head Teacher 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 2a. Number of female learners as of March 2021 12 1 1 110 2 112 3 136 4 140 5 141 6 173 7 200 8 205 9 214 10 226 11 309 12 61 Sysmiss 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 2b. Number of male learners as of March 2021 12 1 1 123 2 125 3 127 4 158 5 171 6 198 7 201 8 202 9 221 10 312 11 69 Sysmiss 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 3a. Overall, what percentage of learners resumed learning in Term 1 (Jan - March 13 1 100 2 286 3 80 4 90 5 95 6 96 7 98 8 99 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 3b. As a School Leader, did you identify learners at risk of dropping out? 13 1 No 2 Yes 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying l 3c. If yes in 3b, what are some of the factors you considered when identifying learners at risk of dropping out? 10 3 1 Disengagement from learning 2 Disengagement from learning, Lack of parental commitment 3 Disengagement from learning, Lack of parental commitment, Early Marriage 4 Lack of parental commitment 5 Lack of parental commitment, Pregnancy 6 Poverty level especially to female pupils sometimes give in to pressures of early mariages 7 Poverty levels 8 Pregnancy 9 Pregnancy, Financial Sysmiss 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they 3d. If yes in 3b, did you contact parents to these learners to find out if they will be reenrolling their children back to school? 10 3 1 No 2 Yes Sysmiss 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas 3e. Please indicate your level of agreement with the following statements. [Clas Please indicate your level of agreement with the following statements. [Class sizes/shared premises were adjusted to ensure adherence to social distancing] 13 1 Agree 2 Disagree 3 Strongly Disagree 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school utilized outdoor space for learning purposes] 13 1 Agree 2 Disagree 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All Please indicate your level of agreement with the following statements. [All school programs were readjusted to avoid overcrowding within the school environment] 13 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All 3e. Please indicate your level of agreement with the following statements. [All Please indicate your level of agreement with the following statements. [All staff, learners, and parents use face masks at all times within the school environment] 13 1 Agree 2 Disagree 3 Strongly Agree 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear 3e. Please indicate your level of agreement with the following statements. [Lear Please indicate your level of agreement with the following statements. [Learners and teachers’ temperature is taken before entering the school] 13 1 Agree 2 Disagree 3 Strongly Agree 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The 3e. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school has put up a hand washing area with running water and soap] 13 1 Agree 2 Disagree 3 Strongly Agree 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info 3f. On reopening, did your school provide sensitization, communication, and info On reopening, did your school provide sensitization, communication, and information on Covid-19 regulations to learners and teachers? 13 1 Yes 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en 3g. Are there people or organizations that provided support to your school to en Are there people or organizations that provided support to your school to ensure readiness for school reopening and learning recovery? 13 1 No 2 Yes 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above, please specify 3h. If yes in 3g above , please specify 7 6 1 An individual donated masks 2 Facemask 3 Friends of the school 4 Grant from government 5 Moe.. 6 Stawisha helped our girls with sanitary 7 Supposer of the school Sysmiss 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 3i. If yes in 3g, what support did the school receive from these organizations? 7 6 1 Provision of face masks, sanitizers, soaps, etc. 2 Psychosocial support to teachers and learners 3 School sensitization on Covid-19, Infrastructural support such as water tanks, sanitation facilities, etc., Provision of face masks, sanitizers, soaps, etc. 4 desks Sysmiss 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 4a. Did you conduct assessments for learners on resuming this year? 13 1 No 2 Yes 4b (i) how would you rate your learners’ perfomance 4b (i) how would you rate your learners’ perfomance 4b (i) how would you rate your learners’ perfomance 4b (i) how would you rate your learners’ perfomance 4b (i) how would you rate your learners’ perfomance Based on your assessment in general how would you rate your learners’ performance in class as compared to 2020? 13 1 Approaching Expectations (50 – 64%) 2 Below Expectations (0 – 49 %) 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 4b(ii). Please explain your answer 13 1 Being out of school for along period of time 2 Compared to previous year percentage was a little higher compared to this year 2021 3 Long stay at home 4 Long time at home 5 Many learners forgotten most of what they had learnt before the attack of covid 19 6 Many of the pupils were not studying while at home so they a little behind in yes of learning 7 Most of the pupils came back slightly behind 8 Most pupils were average though they pick up so fast 9 Some are weak academically 10 Some were not attended 11 They came way behind in terms of learning as compared to the 2020 year 12 They scored less points than the previous year 2020 13 anumber could not recall ealier learnt information 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 4c. Were you part of the Leaders of Learning Program conducted by Dignitas in 20 Were you part of the Leaders of Learning Program conducted by Dignitas in 2020? 13 1 No 2 Yes 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Le 4d. If yes in 4c, were you supporting any households and learners through the Leaders of Learning Program? 11 2 1 No, I just attended trainings and received coaching support 2 Yes Sysmiss 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you su 4e. If yes in 4d, how would you rate the performance of the learners that you supported through the Leaders of Learning Program? 9 4 1 Catching up with learning was easier for them 2 There was no observable change 3 They performed better than the other learners Sysmiss 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts 5a. Did the school conduct remediation for all learners to cover basic concepts Did the school conduct remediation for all learners to cover basic concepts learnt previously? 13 1 No 2 Yes 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 5b. If not for all learners, which grades did the school focus on? 12 1 1 Class 5, Class 6, Class 7, Class 8 2 Grade 1, Grade 2, Grade 3, Class 5, Class 6, Class 7 3 Grade 1, Grade 2, Grade 3, Grade 4, Class 7, Class 8 4 Grade 3, Grade 4, Class 8 5 Grade 4, Class 5, Class 6, Class 7, Class 8 6 Grade 4, Class 8 7 PP1, PP2, Grade 1, Grade 2, Grade 3, Grade 4, Class 8 8 PP2, Grade 1, Grade 2, Grade 3, Grade 4, Class 7, Class 8 Sysmiss 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 5c. Did the school use any digital tools for teaching and learning? 13 1 No 2 Yes 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learnin 5d. If yes in 5c, which of these platforms did the school use for remote learning? 4 9 1 SMS 2 SMS, WhatsApp 3 WhatsApp Sysmiss 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c, how did the school equip teachers, parents and learners on rem 5e. If yes in 5c how did the school equip teachers, parents and learners on remote learning? 5 8 1 Phone 2 Provided the tablets for learners 3 Teachers were provided airtime 4 We formed awhatsapp group. 5 through texting and whatsup msges Sysmiss 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch 6a. Please indicate your level of agreement with the following statements. [A ch Please indicate your level of agreement with the following statements. [A child's emotional state can affect learning] 13 1 Agree 2 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should play an important role in supporting the wellbeing of all staff] 13 1 Agree 2 Disagree 3 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare 6a. Please indicate your level of agreement with the following statements. [Pare Please indicate your level of agreement with the following statements. [Parents are entirely responsible for their children's wellbeing] 13 1 Agree 2 Disagree 3 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The social and emotional wellbeing of learners is important to our school] 13 1 Agree 2 Strongly Agree 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The 6a. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The school should be a safe environment ] 13 1 Agree 2 Strongly Agree 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 6b. Did the school provide any psychosocial support to learners? 13 1 No 2 Yes 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this 6c. As a School Leader, do you feel adequately supported to regain teaching this year? 13 1 No 2 Yes 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 6d. Please give a reason for your answer above 13 1 CBC requirements need enough teachers and other resources 2 Government capitation is too low and far below average 3 I have received knowledge from you and ministry of education. 4 I need more teaching staffs 5 Lack of enough finances to get scholastic materials and thermo guns 6 Need psychosocial support for teachers and learners 7 The Dignitas training really equiped me and the shcool with knowledge. 8 There is safety for teachers interms of health 9 To enrich my knowledge and skills 10 We have issues with crowding and also lack digital tools such laptops and experts to take us through 11 We need to have masks available at school and also due to corvid 19 guidelines we found out that our amenities ( toilets) are not enough hence having overcrowding during break time 12 We received grants to support learning, all students are there and teachers are Available 13 through the training I got 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school 6e. As a School Leader, in which ways do you appreciate your teachers and school As a School Leader, in which ways do you appreciate your teachers and school support staff? (Tick all that apply) 13 1 Have lunch with them and thank them for their hard work 2 Positive recognition in front of other teachers 3 Positive recognition in front of other teachers, Have learners appreciate them using positive notes 4 Positive recognition in front of other teachers, Have lunch with them and thank them for their hard work 5 Positive recognition in front of other teachers, Have lunch with them and thank them for their hard work, Write them a note thanking them for their hard work 6 Positive recognition in front of other teachers, Share positive messages over SMS, Have lunch with them and thank them for their hard work 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 7a. How would you rate the ease of accessing training through Zoom? 13 1 Easy 2 Somewhat Difficult 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 7b. Please give a reason for your answer above. 13 1 Because of the corvid pandemic and also you train at the convenience of your venue 2 Convenient 3 Digital literacy required 4 Due to nerwork disruptions. 5 It does not require alot of contact keeping in mind this pandemic 6 It easier since it does not require alot of movement and exposure 7 It's convenient as one can attend meeting anywhere 8 Many people can be attended at once 9 Network breakdown and also personal missions ussually interfere with the sessions, also in terms of asking for materials that currently we don't have at our disposal which end taking much of our time especially in the afternoon 10 Network problem making it had to get ckear training instructions 11 Only network problems 12 When you have smart phone; knowledge on how to use it and network it is easy 13 network 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo 7c. In future, would you consider receiving some of the training sessions via Zo In future, would you consider receiving some of the training sessions via Zoom? 13 1 No 2 Yes 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 7d. How would you rate the ease of receiving coaching remotely? 13 1 Easy 2 Somewhat Difficult 3 Very Easy 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 7e. Please give a reason for your answer above. 12 1 1 As in 7b above 2 Due to the rural environment and cultures its has been difficult as it is a first time 3 Favourable net sometimes 4 Habe not recieved one but I can imagine with our network issues we would consume alot of time and might not achieve the desired result 5 I was to get the coaching at the convenience of my timing meaning the coaches were very flexible 6 It's convenient and can be done with ease 7 It's time convenient 8 Lack of proper explanation to slow learners 9 Need for training 10 No network problems 11 You can access the coach easily and time is also well utilized 12 no tavelling and messeges can be retrieved later Sysmiss 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 7f. In future, would you consider receiving coaching remotely (through calls)? 13 1 No 2 Yes 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between 8a. How many school reopening and recovery zoom sessions did you attend between November 2020 and March 2021? 13 1 1 2 2 3 3 4 None 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin 8b. If none, please give a reason you were not able to attend any of the trainin If none, please give a reason you were not able to attend any of the training sessions 4 9 1 Am still new in school but was oriented by my collegue 2 Busy school schedules 3 Network was achallege Sysmiss 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The purpose of the training was clear to me] 13 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The objectives of the trainings were clear] 13 1 Agree 2 Disagree 3 Strongly Agree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The content was valuable and relevant for school reopening] 13 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The content covered was important and helped me grow in my role] 13 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The 8c. Please indicate your level of agreement with the following statements. [The Please indicate your level of agreement with the following statements. [The coaching calls helped me to understand the next steps I should take after training.] 13 1 Agree 2 Disagree 3 Strongly Agree 4 Strongly Disagree 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over 8c. Please indicate your level of agreement with the following statements. [Over Please indicate your level of agreement with the following statements. [Overall, the facilitation techniques (group work, individual work, discussions) used during the zoom sessions were engaging.] 13 1 Agree 2 Disagree 3 Strongly Disagree 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r 8d. Has your practice improved as a result of your participation in the school r Has your practice improved as a result of your participation in the school reopening and recovery trainings? 13 1 No 2 Yes 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d, please name the skill and share an example of how your practic 8e. If yes in 8d If yes in 8d, please name the skill and share an example of how your practice improved 8 5 1 Approach in problem solving skills 2 Has given me the knowledge to 3 How to handle the corvid 19 situation with learners and pupils. Was able to communicate with teachers how to handle the corvid 19 protocols and has been great 4 It has in enabled me know how to manage my learners and teachers 5 Managerial skills 6 Never attended 7 Precaution measures of corvid 19. We have set up hand washing points for pupils teachers and visitors 8 learning to involve learner..in decision making Sysmiss 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this 8f. Please share one or two ways in which Dignitas can improve its Programs this Please share one or two ways in which Dignitas can improve its Programs this year. 13 1 All is well 2 Continuos assistance with data bundles 3 Face to face training if possible and providing strong smart phones to solve the problem of network. 4 I would wish to be part of the training and also if they could help in financial assistance on regards to ensuaring we achieve the corvid 19 prevention i.e infrastructural 5 If possible the face to face learning should be back 6 If we have a physical meeting at a central place so we have experience sharing and success stories face to face 7 Meeting should be communicates early on advance, manual book for reference after training. 8 Organizing workshop 9 Parents to be involved 10 Produce hard copies for our files 11 Support us to get masks at school since the ECD resuction have dirty masks and some loose theirs every time 12 Would wish for dignitas to support us with scholastic materials 13 Would wish to get financial support to get more laptops and also get an expert to train us Activity Activity Activity Activity Activity Learners 957 1 Baseline 2 Endline Cohort Cohort Cohort Cohort Cohort Learners 957 1 2020-2021 2 2021-2022 3 Comparison Cohort School ID School ID School ID School ID School ID Learners 957 1 126 2 128 3 129 4 130 5 133 6 136 7 139 8 141 9 143 10 242 11 244 12 245 13 246 14 247 15 250 16 252 17 257 18 258 19 365 20 368 21 372 22 373 23 375 24 379 25 380 26 382 Learner ID Learner ID Learner ID Learner ID Learner ID Learners 957 1 126-Lit_Stud261 2 126-Lit_Stud262 3 126-Lit_Stud263 4 126-Lit_Stud264 5 126-Lit_Stud265 6 126-Lit_Stud266 7 126-Lit_Stud267 8 126-Lit_Stud268 9 126-Lit_Stud269 10 126-Lit_Stud270 11 126-Lit_Stud271 12 126-Lit_Stud272 13 126-Lit_Stud273 14 126-Lit_Stud274 15 126-Lit_Stud275 16 126-Lit_Stud276 17 126-Lit_Stud277 18 126-Lit_Stud278 19 126-Lit_Stud279 20 126-Lit_Stud280 21 126-Lit_Stud673 22 126-Lit_Stud675 23 126-Lit_Stud676 24 126-Lit_Stud678 25 126-Lit_Stud679 26 126-Lit_Stud682 27 126-Lit_Stud683 28 126-Lit_Stud684 29 126-Lit_Stud686 30 126-Lit_Stud687 31 126-Lit_Stud688 32 126-Lit_Stud689 33 126-Lit_Stud690 34 126-Lit_Stud691 35 126-Lit_Stud692 36 126-Lit_Stud693 37 126-Lit_Stud694 38 126-Lit_Stud695 39 126-Lit_Stud696 40 126-Lit_Stud697 41 128-Lit_Stud141 42 128-Lit_Stud142 43 128-Lit_Stud143 44 128-Lit_Stud144 45 128-Lit_Stud145 46 128-Lit_Stud146 47 128-Lit_Stud147 48 128-Lit_Stud148 49 128-Lit_Stud149 50 128-Lit_Stud150 51 128-Lit_Stud151 52 128-Lit_Stud152 53 128-Lit_Stud153 54 128-Lit_Stud154 55 128-Lit_Stud155 56 128-Lit_Stud156 57 128-Lit_Stud157 58 128-Lit_Stud158 59 128-Lit_Stud159 60 128-Lit_Stud160 61 128-Lit_Stud521 62 128-Lit_Stud522 63 128-Lit_Stud523 64 128-Lit_Stud524 65 128-Lit_Stud525 66 128-Lit_Stud526 67 128-Lit_Stud527 68 128-Lit_Stud528 69 128-Lit_Stud529 70 128-Lit_Stud530 71 128-Lit_Stud560 72 128-Lit_Stud561 73 128-Lit_Stud562 74 128-Lit_Stud563 75 128-Lit_Stud564 76 128-Lit_Stud565 77 128-Lit_Stud566 78 128-Lit_Stud567 79 128-Lit_Stud568 80 128-Lit_Stud569 81 129-Lit_Stud41 82 129-Lit_Stud42 83 129-Lit_Stud43 84 129-Lit_Stud44 85 129-Lit_Stud45 86 129-Lit_Stud46 87 129-Lit_Stud47 88 129-Lit_Stud48 89 129-Lit_Stud49 90 129-Lit_Stud50 91 129-Lit_Stud51 92 129-Lit_Stud52 93 129-Lit_Stud53 94 129-Lit_Stud54 95 129-Lit_Stud55 96 129-Lit_Stud56 97 129-Lit_Stud57 98 129-Lit_Stud58 99 129-Lit_Stud59 100 129-Lit_Stud60 101 129-Lit_Stud797 102 129-Lit_Stud798 103 129-Lit_Stud799 104 129-Lit_Stud800 105 129-Lit_Stud801 106 129-Lit_Stud802 107 129-Lit_Stud803 108 129-Lit_Stud804 109 129-Lit_Stud805 110 129-Lit_Stud806 111 129-Lit_Stud807 112 129-Lit_Stud808 113 129-Lit_Stud809 114 129-Lit_Stud810 115 129-Lit_Stud811 116 129-Lit_Stud814 117 129-Lit_Stud817 118 129-Lit_Stud819 119 129-Lit_Stud821 120 129-Lit_Stud826 121 130-Lit_Stud11 122 130-Lit_Stud12 123 130-Lit_Stud13 124 130-Lit_Stud14 125 130-Lit_Stud15 126 130-Lit_Stud16 127 130-Lit_Stud17 128 130-Lit_Stud18 129 130-Lit_Stud19 130 130-Lit_Stud20 131 130-Lit_Stud21 132 130-Lit_Stud22 133 130-Lit_Stud23 134 130-Lit_Stud24 135 130-Lit_Stud25 136 130-Lit_Stud26 137 130-Lit_Stud27 138 130-Lit_Stud28 139 130-Lit_Stud29 140 130-Lit_Stud30 141 130-Lit_Stud812 142 130-Lit_Stud813 143 130-Lit_Stud815 144 130-Lit_Stud816 145 130-Lit_Stud818 146 130-Lit_Stud820 147 130-Lit_Stud822 148 130-Lit_Stud823 149 130-Lit_Stud824 150 130-Lit_Stud825 151 130-Lit_Stud827 152 130-Lit_Stud828 153 130-Lit_Stud829 154 130-Lit_Stud830 155 130-Lit_Stud831 156 130-Lit_Stud832 157 130-Lit_Stud833 158 130-Lit_Stud834 159 130-Lit_Stud835 160 130-Lit_Stud836 161 133-Lit_Stud381 162 133-Lit_Stud382 163 133-Lit_Stud383 164 133-Lit_Stud384 165 133-Lit_Stud385 166 133-Lit_Stud386 167 133-Lit_Stud387 168 133-Lit_Stud388 169 133-Lit_Stud389 170 133-Lit_Stud390 171 133-Lit_Stud391 172 133-Lit_Stud392 173 133-Lit_Stud393 174 133-Lit_Stud394 175 133-Lit_Stud395 176 133-Lit_Stud396 177 133-Lit_Stud397 178 133-Lit_Stud398 179 133-Lit_Stud399 180 133-Lit_Stud400 181 133-Lit_Stud698 182 133-Lit_Stud699 183 133-Lit_Stud700 184 133-Lit_Stud701 185 133-Lit_Stud702 186 133-Lit_Stud703 187 133-Lit_Stud704 188 133-Lit_Stud705 189 133-Lit_Stud706 190 133-Lit_Stud707 191 133-Lit_Stud708 192 133-Lit_Stud709 193 133-Lit_Stud710 194 133-Lit_Stud711 195 133-Lit_Stud712 196 133-Lit_Stud713 197 133-Lit_Stud714 198 133-Lit_Stud715 199 133-Lit_Stud716 200 133-Lit_Stud717 201 136-Lit_Stud411 202 136-Lit_Stud412 203 136-Lit_Stud413 204 136-Lit_Stud414 205 136-Lit_Stud415 206 136-Lit_Stud416 207 136-Lit_Stud417 208 136-Lit_Stud418 209 136-Lit_Stud419 210 136-Lit_Stud421 211 136-Lit_Stud431 212 136-Lit_Stud432 213 136-Lit_Stud433 214 136-Lit_Stud435 215 136-Lit_Stud436 216 136-Lit_Stud437 217 136-Lit_Stud438 218 136-Lit_Stud439 219 136-Lit_Stud535 220 136-Lit_Stud537 221 136-Lit_Stud543 222 136-Lit_Stud545 223 136-Lit_Stud548 224 136-Lit_Stud553 225 136-Lit_Stud556 226 136-Lit_Stud558 227 136-Lit_Stud559 228 136-Lit_Stud590 229 136-Lit_Stud591 230 136-Lit_Stud592 231 136-Lit_Stud593 232 136-Lit_Stud594 233 136-Lit_Stud595 234 136-Lit_Stud596 235 136-Lit_Stud597 236 136-Lit_Stud598 237 136-Lit_Stud599 238 136-Lit_Stud957 239 139-Lit_Stud161 240 139-Lit_Stud162 241 139-Lit_Stud163 242 139-Lit_Stud164 243 139-Lit_Stud165 244 139-Lit_Stud166 245 139-Lit_Stud167 246 139-Lit_Stud168 247 139-Lit_Stud169 248 139-Lit_Stud170 249 139-Lit_Stud171 250 139-Lit_Stud172 251 139-Lit_Stud173 252 139-Lit_Stud174 253 139-Lit_Stud175 254 139-Lit_Stud176 255 139-Lit_Stud177 256 139-Lit_Stud178 257 139-Lit_Stud179 258 139-Lit_Stud180 259 139-Lit_Stud888 260 139-Lit_Stud889 261 139-Lit_Stud890 262 139-Lit_Stud891 263 139-Lit_Stud892 264 139-Lit_Stud893 265 139-Lit_Stud894 266 139-Lit_Stud895 267 139-Lit_Stud896 268 139-Lit_Stud897 269 139-Lit_Stud898 270 139-Lit_Stud899 271 139-Lit_Stud900 272 139-Lit_Stud901 273 139-Lit_Stud902 274 139-Lit_Stud903 275 139-Lit_Stud904 276 139-Lit_Stud905 277 141-Lit_Stud434 278 141-Lit_Stud440 279 143-Lit_Stud301 280 143-Lit_Stud302 281 143-Lit_Stud303 282 143-Lit_Stud304 283 143-Lit_Stud305 284 143-Lit_Stud306 285 143-Lit_Stud307 286 143-Lit_Stud308 287 143-Lit_Stud309 288 143-Lit_Stud310 289 143-Lit_Stud311 290 143-Lit_Stud312 291 143-Lit_Stud313 292 143-Lit_Stud314 293 143-Lit_Stud315 294 143-Lit_Stud316 295 143-Lit_Stud317 296 143-Lit_Stud318 297 143-Lit_Stud319 298 143-Lit_Stud320 299 143-Lit_Stud877 300 143-Lit_Stud878 301 143-Lit_Stud879 302 143-Lit_Stud880 303 143-Lit_Stud881 304 143-Lit_Stud882 305 143-Lit_Stud883 306 143-Lit_Stud884 307 143-Lit_Stud885 308 143-Lit_Stud886 309 143-Lit_Stud887 310 143-Lit_Stud906 311 143-Lit_Stud907 312 143-Lit_Stud908 313 143-Lit_Stud909 314 143-Lit_Stud910 315 143-Lit_Stud911 316 143-Lit_Stud912 317 143-Lit_Stud913 318 143-Lit_Stud954 319 242-Lit_Stud31 320 242-Lit_Stud32 321 242-Lit_Stud33 322 242-Lit_Stud34 323 242-Lit_Stud35 324 242-Lit_Stud36 325 242-Lit_Stud37 326 242-Lit_Stud38 327 242-Lit_Stud39 328 242-Lit_Stud40 329 242-Lit_Stud471 330 242-Lit_Stud472 331 242-Lit_Stud473 332 242-Lit_Stud474 333 242-Lit_Stud475 334 242-Lit_Stud476 335 242-Lit_Stud477 336 242-Lit_Stud478 337 242-Lit_Stud479 338 242-Lit_Stud608 339 242-Lit_Stud609 340 242-Lit_Stud610 341 242-Lit_Stud611 342 242-Lit_Stud612 343 242-Lit_Stud613 344 242-Lit_Stud624 345 242-Lit_Stud625 346 242-Lit_Stud626 347 242-Lit_Stud627 348 242-Lit_Stud628 349 242-Lit_Stud629 350 242-Lit_Stud630 351 242-Lit_Stud631 352 242-Lit_Stud632 353 242-Lit_Stud633 354 242-Lit_Stud634 355 242-Lit_Stud635 356 242-Lit_Stud636 357 242-Lit_Stud637 358 244-Lit_Stud341 359 244-Lit_Stud342 360 244-Lit_Stud343 361 244-Lit_Stud344 362 244-Lit_Stud345 363 244-Lit_Stud346 364 244-Lit_Stud347 365 244-Lit_Stud348 366 244-Lit_Stud349 367 244-Lit_Stud350 368 244-Lit_Stud361 369 244-Lit_Stud362 370 244-Lit_Stud363 371 244-Lit_Stud364 372 244-Lit_Stud365 373 244-Lit_Stud366 374 244-Lit_Stud367 375 244-Lit_Stud368 376 244-Lit_Stud369 377 244-Lit_Stud370 378 244-Lit_Stud467 379 244-Lit_Stud857 380 244-Lit_Stud858 381 244-Lit_Stud859 382 244-Lit_Stud860 383 244-Lit_Stud861 384 244-Lit_Stud862 385 244-Lit_Stud863 386 244-Lit_Stud864 387 244-Lit_Stud865 388 244-Lit_Stud866 389 244-Lit_Stud867 390 244-Lit_Stud868 391 244-Lit_Stud869 392 244-Lit_Stud870 393 244-Lit_Stud871 394 244-Lit_Stud872 395 244-Lit_Stud873 396 244-Lit_Stud874 397 244-Lit_Stud875 398 244-Lit_Stud876 399 245-Lit_Stud351 400 245-Lit_Stud352 401 245-Lit_Stud353 402 245-Lit_Stud354 403 245-Lit_Stud355 404 245-Lit_Stud356 405 245-Lit_Stud357 406 245-Lit_Stud358 407 245-Lit_Stud359 408 245-Lit_Stud360 409 245-Lit_Stud371 410 245-Lit_Stud372 411 245-Lit_Stud373 412 245-Lit_Stud374 413 245-Lit_Stud375 414 245-Lit_Stud376 415 245-Lit_Stud377 416 245-Lit_Stud378 417 245-Lit_Stud379 418 245-Lit_Stud380 419 245-Lit_Stud837 420 245-Lit_Stud838 421 245-Lit_Stud839 422 245-Lit_Stud840 423 245-Lit_Stud841 424 245-Lit_Stud842 425 245-Lit_Stud843 426 245-Lit_Stud844 427 245-Lit_Stud845 428 245-Lit_Stud846 429 245-Lit_Stud847 430 245-Lit_Stud848 431 245-Lit_Stud849 432 245-Lit_Stud850 433 245-Lit_Stud851 434 245-Lit_Stud852 435 245-Lit_Stud853 436 245-Lit_Stud854 437 245-Lit_Stud855 438 245-Lit_Stud856 439 246-Lit_Stud111 440 246-Lit_Stud112 441 246-Lit_Stud113 442 246-Lit_Stud114 443 246-Lit_Stud115 444 246-Lit_Stud116 445 246-Lit_Stud117 446 246-Lit_Stud118 447 246-Lit_Stud119 448 246-Lit_Stud120 449 246-Lit_Stud121 450 246-Lit_Stud122 451 246-Lit_Stud123 452 246-Lit_Stud124 453 246-Lit_Stud125 454 246-Lit_Stud126 455 246-Lit_Stud127 456 246-Lit_Stud128 457 246-Lit_Stud129 458 246-Lit_Stud130 459 246-Lit_Stud600 460 246-Lit_Stud601 461 246-Lit_Stud602 462 246-Lit_Stud603 463 246-Lit_Stud604 464 246-Lit_Stud605 465 246-Lit_Stud606 466 246-Lit_Stud607 467 246-Lit_Stud614 468 246-Lit_Stud615 469 246-Lit_Stud616 470 246-Lit_Stud617 471 246-Lit_Stud618 472 246-Lit_Stud619 473 246-Lit_Stud620 474 246-Lit_Stud621 475 246-Lit_Stud622 476 246-Lit_Stud623 477 246-Lit_Stud955 478 246-Lit_Stud956 479 247-Lit_Stud231 480 247-Lit_Stud232 481 247-Lit_Stud233 482 247-Lit_Stud234 483 247-Lit_Stud235 484 247-Lit_Stud236 485 247-Lit_Stud237 486 247-Lit_Stud238 487 247-Lit_Stud239 488 247-Lit_Stud240 489 247-Lit_Stud251 490 247-Lit_Stud252 491 247-Lit_Stud253 492 247-Lit_Stud254 493 247-Lit_Stud255 494 247-Lit_Stud256 495 247-Lit_Stud257 496 247-Lit_Stud258 497 247-Lit_Stud259 498 247-Lit_Stud260 499 247-Lit_Stud718 500 247-Lit_Stud719 501 247-Lit_Stud720 502 247-Lit_Stud721 503 247-Lit_Stud722 504 247-Lit_Stud723 505 247-Lit_Stud724 506 247-Lit_Stud725 507 247-Lit_Stud726 508 247-Lit_Stud727 509 247-Lit_Stud728 510 247-Lit_Stud729 511 247-Lit_Stud730 512 247-Lit_Stud731 513 247-Lit_Stud732 514 247-Lit_Stud733 515 247-Lit_Stud734 516 247-Lit_Stud735 517 247-Lit_Stud736 518 250-Lit_Stud1 519 250-Lit_Stud10 520 250-Lit_Stud2 521 250-Lit_Stud3 522 250-Lit_Stud4 523 250-Lit_Stud461 524 250-Lit_Stud462 525 250-Lit_Stud463 526 250-Lit_Stud464 527 250-Lit_Stud465 528 250-Lit_Stud466 529 250-Lit_Stud468 530 250-Lit_Stud469 531 250-Lit_Stud470 532 250-Lit_Stud480 533 250-Lit_Stud491 534 250-Lit_Stud492 535 250-Lit_Stud493 536 250-Lit_Stud494 537 250-Lit_Stud495 538 250-Lit_Stud496 539 250-Lit_Stud497 540 250-Lit_Stud498 541 250-Lit_Stud499 542 250-Lit_Stud5 543 250-Lit_Stud500 544 250-Lit_Stud511 545 250-Lit_Stud512 546 250-Lit_Stud513 547 250-Lit_Stud514 548 250-Lit_Stud515 549 250-Lit_Stud516 550 250-Lit_Stud517 551 250-Lit_Stud518 552 250-Lit_Stud519 553 250-Lit_Stud520 554 250-Lit_Stud6 555 250-Lit_Stud7 556 250-Lit_Stud8 557 250-Lit_Stud9 558 252-Lit_Stud101 559 252-Lit_Stud102 560 252-Lit_Stud103 561 252-Lit_Stud104 562 252-Lit_Stud105 563 252-Lit_Stud106 564 252-Lit_Stud107 565 252-Lit_Stud108 566 252-Lit_Stud109 567 252-Lit_Stud110 568 252-Lit_Stud131 569 252-Lit_Stud132 570 252-Lit_Stud133 571 252-Lit_Stud134 572 252-Lit_Stud135 573 252-Lit_Stud136 574 252-Lit_Stud137 575 252-Lit_Stud138 576 252-Lit_Stud139 577 252-Lit_Stud140 578 252-Lit_Stud481 579 252-Lit_Stud482 580 252-Lit_Stud483 581 252-Lit_Stud484 582 252-Lit_Stud485 583 252-Lit_Stud486 584 252-Lit_Stud487 585 252-Lit_Stud488 586 252-Lit_Stud489 587 252-Lit_Stud490 588 252-Lit_Stud501 589 252-Lit_Stud502 590 252-Lit_Stud503 591 252-Lit_Stud504 592 252-Lit_Stud505 593 252-Lit_Stud506 594 252-Lit_Stud507 595 252-Lit_Stud508 596 252-Lit_Stud509 597 252-Lit_Stud510 598 257-Lit_Stud228 599 258-Lit_Stud221 600 258-Lit_Stud222 601 258-Lit_Stud223 602 258-Lit_Stud224 603 258-Lit_Stud225 604 258-Lit_Stud226 605 258-Lit_Stud227 606 258-Lit_Stud229 607 258-Lit_Stud230 608 258-Lit_Stud241 609 258-Lit_Stud242 610 258-Lit_Stud243 611 258-Lit_Stud244 612 258-Lit_Stud245 613 258-Lit_Stud246 614 258-Lit_Stud247 615 258-Lit_Stud248 616 258-Lit_Stud249 617 258-Lit_Stud250 618 258-Lit_Stud737 619 258-Lit_Stud738 620 258-Lit_Stud739 621 258-Lit_Stud740 622 258-Lit_Stud741 623 258-Lit_Stud742 624 258-Lit_Stud743 625 258-Lit_Stud744 626 258-Lit_Stud745 627 258-Lit_Stud746 628 258-Lit_Stud747 629 258-Lit_Stud748 630 258-Lit_Stud749 631 258-Lit_Stud750 632 258-Lit_Stud751 633 258-Lit_Stud752 634 258-Lit_Stud753 635 258-Lit_Stud754 636 258-Lit_Stud755 637 258-Lit_Stud756 638 365-Lit_Stud401 639 365-Lit_Stud402 640 365-Lit_Stud403 641 365-Lit_Stud404 642 365-Lit_Stud405 643 365-Lit_Stud406 644 365-Lit_Stud407 645 365-Lit_Stud408 646 365-Lit_Stud409 647 365-Lit_Stud410 648 365-Lit_Stud420 649 365-Lit_Stud422 650 365-Lit_Stud423 651 365-Lit_Stud424 652 365-Lit_Stud425 653 365-Lit_Stud426 654 365-Lit_Stud427 655 365-Lit_Stud428 656 365-Lit_Stud429 657 365-Lit_Stud430 658 365-Lit_Stud638 659 365-Lit_Stud639 660 365-Lit_Stud640 661 365-Lit_Stud641 662 365-Lit_Stud642 663 365-Lit_Stud643 664 365-Lit_Stud644 665 365-Lit_Stud645 666 365-Lit_Stud646 667 365-Lit_Stud647 668 365-Lit_Stud648 669 365-Lit_Stud649 670 365-Lit_Stud650 671 365-Lit_Stud651 672 365-Lit_Stud652 673 365-Lit_Stud653 674 365-Lit_Stud654 675 365-Lit_Stud655 676 365-Lit_Stud656 677 365-Lit_Stud657 678 368-Lit_Stud100 679 368-Lit_Stud71 680 368-Lit_Stud72 681 368-Lit_Stud73 682 368-Lit_Stud74 683 368-Lit_Stud75 684 368-Lit_Stud757 685 368-Lit_Stud758 686 368-Lit_Stud759 687 368-Lit_Stud76 688 368-Lit_Stud760 689 368-Lit_Stud761 690 368-Lit_Stud762 691 368-Lit_Stud763 692 368-Lit_Stud764 693 368-Lit_Stud765 694 368-Lit_Stud766 695 368-Lit_Stud767 696 368-Lit_Stud768 697 368-Lit_Stud769 698 368-Lit_Stud77 699 368-Lit_Stud770 700 368-Lit_Stud771 701 368-Lit_Stud772 702 368-Lit_Stud773 703 368-Lit_Stud774 704 368-Lit_Stud775 705 368-Lit_Stud776 706 368-Lit_Stud78 707 368-Lit_Stud79 708 368-Lit_Stud80 709 368-Lit_Stud91 710 368-Lit_Stud92 711 368-Lit_Stud93 712 368-Lit_Stud94 713 368-Lit_Stud95 714 368-Lit_Stud96 715 368-Lit_Stud97 716 368-Lit_Stud98 717 368-Lit_Stud99 718 372-Lit_Stud441 719 372-Lit_Stud442 720 372-Lit_Stud443 721 372-Lit_Stud444 722 372-Lit_Stud445 723 372-Lit_Stud446 724 372-Lit_Stud447 725 372-Lit_Stud448 726 372-Lit_Stud449 727 372-Lit_Stud450 728 372-Lit_Stud451 729 372-Lit_Stud452 730 372-Lit_Stud453 731 372-Lit_Stud454 732 372-Lit_Stud455 733 372-Lit_Stud456 734 372-Lit_Stud457 735 372-Lit_Stud458 736 372-Lit_Stud459 737 372-Lit_Stud460 738 372-Lit_Stud777 739 372-Lit_Stud778 740 372-Lit_Stud779 741 372-Lit_Stud780 742 372-Lit_Stud781 743 372-Lit_Stud782 744 372-Lit_Stud783 745 372-Lit_Stud784 746 372-Lit_Stud785 747 372-Lit_Stud786 748 372-Lit_Stud787 749 372-Lit_Stud788 750 372-Lit_Stud789 751 372-Lit_Stud790 752 372-Lit_Stud791 753 372-Lit_Stud792 754 372-Lit_Stud793 755 372-Lit_Stud794 756 372-Lit_Stud795 757 372-Lit_Stud796 758 373-Lit_Stud201 759 373-Lit_Stud202 760 373-Lit_Stud203 761 373-Lit_Stud204 762 373-Lit_Stud205 763 373-Lit_Stud206 764 373-Lit_Stud207 765 373-Lit_Stud208 766 373-Lit_Stud209 767 373-Lit_Stud210 768 373-Lit_Stud211 769 373-Lit_Stud212 770 373-Lit_Stud213 771 373-Lit_Stud214 772 373-Lit_Stud215 773 373-Lit_Stud216 774 373-Lit_Stud217 775 373-Lit_Stud218 776 373-Lit_Stud219 777 373-Lit_Stud220 778 373-Lit_Stud570 779 373-Lit_Stud571 780 373-Lit_Stud572 781 373-Lit_Stud573 782 373-Lit_Stud574 783 373-Lit_Stud575 784 373-Lit_Stud576 785 373-Lit_Stud577 786 373-Lit_Stud578 787 373-Lit_Stud579 788 373-Lit_Stud580 789 373-Lit_Stud581 790 373-Lit_Stud582 791 373-Lit_Stud583 792 373-Lit_Stud584 793 373-Lit_Stud585 794 373-Lit_Stud586 795 373-Lit_Stud587 796 373-Lit_Stud588 797 373-Lit_Stud589 798 375-Lit_Stud181 799 375-Lit_Stud182 800 375-Lit_Stud183 801 375-Lit_Stud184 802 375-Lit_Stud185 803 375-Lit_Stud186 804 375-Lit_Stud187 805 375-Lit_Stud188 806 375-Lit_Stud189 807 375-Lit_Stud190 808 375-Lit_Stud191 809 375-Lit_Stud192 810 375-Lit_Stud193 811 375-Lit_Stud194 812 375-Lit_Stud195 813 375-Lit_Stud196 814 375-Lit_Stud197 815 375-Lit_Stud198 816 375-Lit_Stud199 817 375-Lit_Stud200 818 375-Lit_Stud658 819 375-Lit_Stud659 820 375-Lit_Stud660 821 375-Lit_Stud661 822 375-Lit_Stud662 823 375-Lit_Stud663 824 375-Lit_Stud664 825 375-Lit_Stud665 826 375-Lit_Stud666 827 375-Lit_Stud667 828 375-Lit_Stud668 829 375-Lit_Stud669 830 375-Lit_Stud670 831 375-Lit_Stud671 832 375-Lit_Stud672 833 375-Lit_Stud674 834 375-Lit_Stud677 835 375-Lit_Stud680 836 375-Lit_Stud681 837 375-Lit_Stud685 838 379-Lit_Stud321 839 379-Lit_Stud322 840 379-Lit_Stud323 841 379-Lit_Stud324 842 379-Lit_Stud325 843 379-Lit_Stud326 844 379-Lit_Stud327 845 379-Lit_Stud328 846 379-Lit_Stud329 847 379-Lit_Stud330 848 379-Lit_Stud331 849 379-Lit_Stud332 850 379-Lit_Stud333 851 379-Lit_Stud334 852 379-Lit_Stud335 853 379-Lit_Stud336 854 379-Lit_Stud337 855 379-Lit_Stud338 856 379-Lit_Stud339 857 379-Lit_Stud340 858 379-Lit_Stud914 859 379-Lit_Stud915 860 379-Lit_Stud916 861 379-Lit_Stud917 862 379-Lit_Stud918 863 379-Lit_Stud919 864 379-Lit_Stud920 865 379-Lit_Stud921 866 379-Lit_Stud922 867 379-Lit_Stud923 868 379-Lit_Stud924 869 379-Lit_Stud925 870 379-Lit_Stud926 871 379-Lit_Stud927 872 379-Lit_Stud928 873 379-Lit_Stud929 874 379-Lit_Stud930 875 379-Lit_Stud931 876 379-Lit_Stud932 877 379-Lit_Stud933 878 380-Lit_Stud281 879 380-Lit_Stud282 880 380-Lit_Stud283 881 380-Lit_Stud284 882 380-Lit_Stud285 883 380-Lit_Stud286 884 380-Lit_Stud287 885 380-Lit_Stud288 886 380-Lit_Stud289 887 380-Lit_Stud290 888 380-Lit_Stud291 889 380-Lit_Stud292 890 380-Lit_Stud293 891 380-Lit_Stud294 892 380-Lit_Stud295 893 380-Lit_Stud296 894 380-Lit_Stud297 895 380-Lit_Stud298 896 380-Lit_Stud299 897 380-Lit_Stud300 898 380-Lit_Stud934 899 380-Lit_Stud935 900 380-Lit_Stud936 901 380-Lit_Stud937 902 380-Lit_Stud938 903 380-Lit_Stud939 904 380-Lit_Stud940 905 380-Lit_Stud941 906 380-Lit_Stud942 907 380-Lit_Stud943 908 380-Lit_Stud944 909 380-Lit_Stud945 910 380-Lit_Stud946 911 380-Lit_Stud947 912 380-Lit_Stud948 913 380-Lit_Stud949 914 380-Lit_Stud950 915 380-Lit_Stud951 916 380-Lit_Stud952 917 380-Lit_Stud953 918 382-Lit_Stud531 919 382-Lit_Stud532 920 382-Lit_Stud533 921 382-Lit_Stud534 922 382-Lit_Stud536 923 382-Lit_Stud538 924 382-Lit_Stud539 925 382-Lit_Stud540 926 382-Lit_Stud541 927 382-Lit_Stud542 928 382-Lit_Stud544 929 382-Lit_Stud546 930 382-Lit_Stud547 931 382-Lit_Stud549 932 382-Lit_Stud550 933 382-Lit_Stud551 934 382-Lit_Stud552 935 382-Lit_Stud554 936 382-Lit_Stud555 937 382-Lit_Stud557 938 382-Lit_Stud61 939 382-Lit_Stud62 940 382-Lit_Stud63 941 382-Lit_Stud64 942 382-Lit_Stud65 943 382-Lit_Stud66 944 382-Lit_Stud67 945 382-Lit_Stud68 946 382-Lit_Stud69 947 382-Lit_Stud70 948 382-Lit_Stud81 949 382-Lit_Stud82 950 382-Lit_Stud83 951 382-Lit_Stud84 952 382-Lit_Stud85 953 382-Lit_Stud86 954 382-Lit_Stud87 955 382-Lit_Stud88 956 382-Lit_Stud89 957 382-Lit_Stud90 Gender Gender Gender Gender Gender Learners 957 1 Female 2 Male 3 female 4 male Grade Grade Grade Grade Grade Learners 957 1 Grade 3 2 Grade 6 3 grade2 4 grade5 Please select the highest level the learner attained in the READING section. Please select the highest level the learner attained in the READING section. Please select the highest level the learner attained in the READING section. Please select the highest level the learner attained in the READING section. Please select the highest level the learner attained in the READING section. Please select the highest level the learner attained in the READING section. Learners 957 1 Letter 2 Nothing 3 Paragraph 4 Story 5 Word 6 letter 7 nothing 8 paragraph 9 story 10 word Where will Mary and Jane go for the trip? Where will Mary and Jane go for the trip? Where will Mary and Jane go for the trip? Where will Mary and Jane go for the trip? Where will Mary and Jane go for the trip? Where will Mary and Jane go for the trip? 837 120 1 2 Can Do 3 Can_Do 4 Cannot Do 5 Cannot_Do Sysmiss question asked to learners to assess their reading ability Q2. Why is Osman waiting for the children? Q2. Why is Osman waiting for the children? Q2. Why is Osman waiting for the children? Q2. Why is Osman waiting for the children? Q2. Why is Osman waiting for the children? Q2. Why is Osman waiting for the children? 837 120 1 2 Can Do 3 Can_Do 4 Cannot Do 5 Cannot_Do Sysmiss question asked to learners to assess their reading ability Activity Activity Activity Activity Activity 957 1 Baseline 2 Endline Cohort Cohort Cohort Cohort Cohort 957 1 2020-2021 2 2021-2022 3 Comparison Cohort School ID School ID School ID School ID School ID 957 1 126 2 128 3 129 4 130 5 133 6 136 7 139 8 143 9 242 10 244 11 245 12 246 13 247 14 250 15 252 16 258 17 365 18 368 19 372 20 373 21 375 22 379 23 380 24 382 Learner ID Learner ID Learner ID Learner ID Learner ID 957 1 126-Num_Stud280 2 126-Num_Stud281 3 126-Num_Stud282 4 126-Num_Stud283 5 126-Num_Stud284 6 126-Num_Stud285 7 126-Num_Stud286 8 126-Num_Stud287 9 126-Num_Stud288 10 126-Num_Stud289 11 126-Num_Stud290 12 126-Num_Stud291 13 126-Num_Stud292 14 126-Num_Stud293 15 126-Num_Stud294 16 126-Num_Stud295 17 126-Num_Stud296 18 126-Num_Stud297 19 126-Num_Stud298 20 126-Num_Stud479 21 126-Num_Stud668 22 126-Num_Stud669 23 126-Num_Stud670 24 126-Num_Stud671 25 126-Num_Stud672 26 126-Num_Stud674 27 126-Num_Stud675 28 126-Num_Stud677 29 126-Num_Stud678 30 126-Num_Stud680 31 126-Num_Stud681 32 126-Num_Stud682 33 126-Num_Stud685 34 126-Num_Stud687 35 126-Num_Stud691 36 126-Num_Stud694 37 126-Num_Stud696 38 126-Num_Stud700 39 126-Num_Stud701 40 126-Num_Stud705 41 128-Num_Stud160 42 128-Num_Stud161 43 128-Num_Stud162 44 128-Num_Stud163 45 128-Num_Stud164 46 128-Num_Stud165 47 128-Num_Stud166 48 128-Num_Stud167 49 128-Num_Stud168 50 128-Num_Stud169 51 128-Num_Stud170 52 128-Num_Stud171 53 128-Num_Stud172 54 128-Num_Stud173 55 128-Num_Stud174 56 128-Num_Stud175 57 128-Num_Stud176 58 128-Num_Stud177 59 128-Num_Stud178 60 128-Num_Stud179 61 128-Num_Stud530 62 128-Num_Stud531 63 128-Num_Stud533 64 128-Num_Stud535 65 128-Num_Stud537 66 128-Num_Stud538 67 128-Num_Stud540 68 128-Num_Stud542 69 128-Num_Stud544 70 128-Num_Stud546 71 128-Num_Stud567 72 128-Num_Stud568 73 128-Num_Stud570 74 128-Num_Stud573 75 128-Num_Stud575 76 128-Num_Stud577 77 128-Num_Stud579 78 128-Num_Stud580 79 128-Num_Stud582 80 128-Num_Stud585 81 129-Num_Stud480 82 129-Num_Stud61 83 129-Num_Stud62 84 129-Num_Stud63 85 129-Num_Stud64 86 129-Num_Stud65 87 129-Num_Stud66 88 129-Num_Stud67 89 129-Num_Stud68 90 129-Num_Stud69 91 129-Num_Stud70 92 129-Num_Stud71 93 129-Num_Stud72 94 129-Num_Stud73 95 129-Num_Stud74 96 129-Num_Stud75 97 129-Num_Stud76 98 129-Num_Stud77 99 129-Num_Stud78 100 129-Num_Stud79 101 129-Num_Stud800 102 129-Num_Stud801 103 129-Num_Stud803 104 129-Num_Stud804 105 129-Num_Stud805 106 129-Num_Stud806 107 129-Num_Stud807 108 129-Num_Stud808 109 129-Num_Stud809 110 129-Num_Stud810 111 129-Num_Stud811 112 129-Num_Stud812 113 129-Num_Stud813 114 129-Num_Stud814 115 129-Num_Stud815 116 129-Num_Stud816 117 129-Num_Stud817 118 129-Num_Stud818 119 129-Num_Stud819 120 129-Num_Stud820 121 130-Num_Stud31 122 130-Num_Stud32 123 130-Num_Stud33 124 130-Num_Stud34 125 130-Num_Stud35 126 130-Num_Stud36 127 130-Num_Stud37 128 130-Num_Stud38 129 130-Num_Stud39 130 130-Num_Stud40 131 130-Num_Stud41 132 130-Num_Stud42 133 130-Num_Stud43 134 130-Num_Stud44 135 130-Num_Stud45 136 130-Num_Stud46 137 130-Num_Stud47 138 130-Num_Stud48 139 130-Num_Stud49 140 130-Num_Stud50 141 130-Num_Stud786 142 130-Num_Stud787 143 130-Num_Stud788 144 130-Num_Stud789 145 130-Num_Stud790 146 130-Num_Stud791 147 130-Num_Stud792 148 130-Num_Stud793 149 130-Num_Stud794 150 130-Num_Stud795 151 130-Num_Stud796 152 130-Num_Stud797 153 130-Num_Stud798 154 130-Num_Stud799 155 130-Num_Stud802 156 130-Num_Stud821 157 130-Num_Stud822 158 130-Num_Stud823 159 130-Num_Stud824 160 130-Num_Stud825 161 133-Num_Stud399 162 133-Num_Stud400 163 133-Num_Stud401 164 133-Num_Stud402 165 133-Num_Stud403 166 133-Num_Stud404 167 133-Num_Stud405 168 133-Num_Stud406 169 133-Num_Stud407 170 133-Num_Stud408 171 133-Num_Stud409 172 133-Num_Stud410 173 133-Num_Stud411 174 133-Num_Stud412 175 133-Num_Stud413 176 133-Num_Stud414 177 133-Num_Stud415 178 133-Num_Stud416 179 133-Num_Stud417 180 133-Num_Stud418 181 133-Num_Stud658 182 133-Num_Stud659 183 133-Num_Stud660 184 133-Num_Stud661 185 133-Num_Stud662 186 133-Num_Stud663 187 133-Num_Stud664 188 133-Num_Stud665 189 133-Num_Stud666 190 133-Num_Stud667 191 133-Num_Stud673 192 133-Num_Stud676 193 133-Num_Stud679 194 133-Num_Stud684 195 133-Num_Stud689 196 133-Num_Stud698 197 133-Num_Stud704 198 133-Num_Stud709 199 133-Num_Stud711 200 133-Num_Stud712 201 136-Num_Stud439 202 136-Num_Stud440 203 136-Num_Stud441 204 136-Num_Stud442 205 136-Num_Stud443 206 136-Num_Stud444 207 136-Num_Stud445 208 136-Num_Stud446 209 136-Num_Stud447 210 136-Num_Stud448 211 136-Num_Stud449 212 136-Num_Stud450 213 136-Num_Stud451 214 136-Num_Stud452 215 136-Num_Stud453 216 136-Num_Stud454 217 136-Num_Stud455 218 136-Num_Stud456 219 136-Num_Stud457 220 136-Num_Stud458 221 136-Num_Stud550 222 136-Num_Stud551 223 136-Num_Stud552 224 136-Num_Stud553 225 136-Num_Stud554 226 136-Num_Stud555 227 136-Num_Stud556 228 136-Num_Stud587 229 136-Num_Stud588 230 136-Num_Stud589 231 136-Num_Stud590 232 136-Num_Stud591 233 136-Num_Stud592 234 136-Num_Stud593 235 136-Num_Stud594 236 136-Num_Stud595 237 136-Num_Stud596 238 136-Num_Stud954 239 136-Num_Stud956 240 136-Num_Stud957 241 139-Num_Stud180 242 139-Num_Stud181 243 139-Num_Stud182 244 139-Num_Stud183 245 139-Num_Stud184 246 139-Num_Stud185 247 139-Num_Stud186 248 139-Num_Stud187 249 139-Num_Stud188 250 139-Num_Stud189 251 139-Num_Stud190 252 139-Num_Stud191 253 139-Num_Stud192 254 139-Num_Stud193 255 139-Num_Stud194 256 139-Num_Stud195 257 139-Num_Stud196 258 139-Num_Stud197 259 139-Num_Stud198 260 139-Num_Stud199 261 139-Num_Stud896 262 139-Num_Stud897 263 139-Num_Stud898 264 139-Num_Stud899 265 139-Num_Stud900 266 139-Num_Stud901 267 139-Num_Stud902 268 139-Num_Stud903 269 139-Num_Stud904 270 139-Num_Stud905 271 139-Num_Stud906 272 139-Num_Stud907 273 139-Num_Stud908 274 139-Num_Stud909 275 139-Num_Stud950 276 139-Num_Stud951 277 139-Num_Stud952 278 139-Num_Stud953 279 143-Num_Stud319 280 143-Num_Stud320 281 143-Num_Stud321 282 143-Num_Stud322 283 143-Num_Stud323 284 143-Num_Stud324 285 143-Num_Stud325 286 143-Num_Stud326 287 143-Num_Stud327 288 143-Num_Stud328 289 143-Num_Stud329 290 143-Num_Stud330 291 143-Num_Stud331 292 143-Num_Stud332 293 143-Num_Stud333 294 143-Num_Stud334 295 143-Num_Stud335 296 143-Num_Stud336 297 143-Num_Stud337 298 143-Num_Stud338 299 143-Num_Stud876 300 143-Num_Stud877 301 143-Num_Stud878 302 143-Num_Stud879 303 143-Num_Stud880 304 143-Num_Stud881 305 143-Num_Stud882 306 143-Num_Stud883 307 143-Num_Stud884 308 143-Num_Stud885 309 143-Num_Stud886 310 143-Num_Stud887 311 143-Num_Stud888 312 143-Num_Stud889 313 143-Num_Stud890 314 143-Num_Stud891 315 143-Num_Stud892 316 143-Num_Stud893 317 143-Num_Stud894 318 143-Num_Stud895 319 242-Num_Stud11 320 242-Num_Stud12 321 242-Num_Stud13 322 242-Num_Stud14 323 242-Num_Stud15 324 242-Num_Stud16 325 242-Num_Stud17 326 242-Num_Stud18 327 242-Num_Stud19 328 242-Num_Stud20 329 242-Num_Stud51 330 242-Num_Stud52 331 242-Num_Stud53 332 242-Num_Stud54 333 242-Num_Stud55 334 242-Num_Stud56 335 242-Num_Stud57 336 242-Num_Stud58 337 242-Num_Stud59 338 242-Num_Stud60 339 242-Num_Stud618 340 242-Num_Stud619 341 242-Num_Stud620 342 242-Num_Stud621 343 242-Num_Stud622 344 242-Num_Stud623 345 242-Num_Stud624 346 242-Num_Stud625 347 242-Num_Stud626 348 242-Num_Stud627 349 242-Num_Stud628 350 242-Num_Stud629 351 242-Num_Stud630 352 242-Num_Stud631 353 242-Num_Stud632 354 242-Num_Stud633 355 242-Num_Stud634 356 242-Num_Stud635 357 242-Num_Stud636 358 242-Num_Stud637 359 244-Num_Stud359 360 244-Num_Stud360 361 244-Num_Stud361 362 244-Num_Stud362 363 244-Num_Stud363 364 244-Num_Stud364 365 244-Num_Stud365 366 244-Num_Stud366 367 244-Num_Stud367 368 244-Num_Stud368 369 244-Num_Stud379 370 244-Num_Stud380 371 244-Num_Stud381 372 244-Num_Stud382 373 244-Num_Stud383 374 244-Num_Stud384 375 244-Num_Stud385 376 244-Num_Stud386 377 244-Num_Stud387 378 244-Num_Stud388 379 244-Num_Stud856 380 244-Num_Stud857 381 244-Num_Stud858 382 244-Num_Stud859 383 244-Num_Stud860 384 244-Num_Stud861 385 244-Num_Stud862 386 244-Num_Stud863 387 244-Num_Stud864 388 244-Num_Stud865 389 244-Num_Stud866 390 244-Num_Stud867 391 244-Num_Stud868 392 244-Num_Stud869 393 244-Num_Stud870 394 244-Num_Stud871 395 244-Num_Stud872 396 244-Num_Stud873 397 244-Num_Stud874 398 244-Num_Stud875 399 245-Num_Stud369 400 245-Num_Stud370 401 245-Num_Stud371 402 245-Num_Stud372 403 245-Num_Stud373 404 245-Num_Stud374 405 245-Num_Stud375 406 245-Num_Stud376 407 245-Num_Stud377 408 245-Num_Stud378 409 245-Num_Stud389 410 245-Num_Stud390 411 245-Num_Stud391 412 245-Num_Stud392 413 245-Num_Stud393 414 245-Num_Stud394 415 245-Num_Stud395 416 245-Num_Stud396 417 245-Num_Stud397 418 245-Num_Stud398 419 245-Num_Stud826 420 245-Num_Stud827 421 245-Num_Stud828 422 245-Num_Stud829 423 245-Num_Stud830 424 245-Num_Stud831 425 245-Num_Stud832 426 245-Num_Stud833 427 245-Num_Stud834 428 245-Num_Stud835 429 245-Num_Stud846 430 245-Num_Stud847 431 245-Num_Stud848 432 245-Num_Stud849 433 245-Num_Stud850 434 245-Num_Stud851 435 245-Num_Stud852 436 245-Num_Stud853 437 245-Num_Stud854 438 245-Num_Stud855 439 246-Num_Stud130 440 246-Num_Stud131 441 246-Num_Stud132 442 246-Num_Stud133 443 246-Num_Stud134 444 246-Num_Stud135 445 246-Num_Stud136 446 246-Num_Stud137 447 246-Num_Stud138 448 246-Num_Stud139 449 246-Num_Stud140 450 246-Num_Stud141 451 246-Num_Stud142 452 246-Num_Stud143 453 246-Num_Stud144 454 246-Num_Stud145 455 246-Num_Stud146 456 246-Num_Stud147 457 246-Num_Stud148 458 246-Num_Stud149 459 246-Num_Stud597 460 246-Num_Stud598 461 246-Num_Stud599 462 246-Num_Stud600 463 246-Num_Stud601 464 246-Num_Stud602 465 246-Num_Stud603 466 246-Num_Stud604 467 246-Num_Stud605 468 246-Num_Stud606 469 246-Num_Stud608 470 246-Num_Stud609 471 246-Num_Stud610 472 246-Num_Stud611 473 246-Num_Stud612 474 246-Num_Stud613 475 246-Num_Stud614 476 246-Num_Stud615 477 246-Num_Stud616 478 246-Num_Stud617 479 247-Num_Stud250 480 247-Num_Stud251 481 247-Num_Stud252 482 247-Num_Stud253 483 247-Num_Stud254 484 247-Num_Stud255 485 247-Num_Stud256 486 247-Num_Stud257 487 247-Num_Stud258 488 247-Num_Stud259 489 247-Num_Stud270 490 247-Num_Stud271 491 247-Num_Stud272 492 247-Num_Stud273 493 247-Num_Stud274 494 247-Num_Stud275 495 247-Num_Stud276 496 247-Num_Stud277 497 247-Num_Stud278 498 247-Num_Stud279 499 247-Num_Stud718 500 247-Num_Stud719 501 247-Num_Stud720 502 247-Num_Stud721 503 247-Num_Stud722 504 247-Num_Stud723 505 247-Num_Stud724 506 247-Num_Stud725 507 247-Num_Stud726 508 247-Num_Stud727 509 247-Num_Stud728 510 247-Num_Stud729 511 247-Num_Stud730 512 247-Num_Stud731 513 247-Num_Stud732 514 247-Num_Stud733 515 247-Num_Stud734 516 247-Num_Stud735 517 247-Num_Stud736 518 250-Num_Stud1 519 250-Num_Stud10 520 250-Num_Stud2 521 250-Num_Stud21 522 250-Num_Stud22 523 250-Num_Stud23 524 250-Num_Stud24 525 250-Num_Stud25 526 250-Num_Stud26 527 250-Num_Stud27 528 250-Num_Stud28 529 250-Num_Stud29 530 250-Num_Stud3 531 250-Num_Stud30 532 250-Num_Stud4 533 250-Num_Stud491 534 250-Num_Stud492 535 250-Num_Stud493 536 250-Num_Stud494 537 250-Num_Stud495 538 250-Num_Stud496 539 250-Num_Stud497 540 250-Num_Stud498 541 250-Num_Stud499 542 250-Num_Stud5 543 250-Num_Stud500 544 250-Num_Stud511 545 250-Num_Stud512 546 250-Num_Stud513 547 250-Num_Stud514 548 250-Num_Stud515 549 250-Num_Stud516 550 250-Num_Stud517 551 250-Num_Stud518 552 250-Num_Stud519 553 250-Num_Stud6 554 250-Num_Stud607 555 250-Num_Stud7 556 250-Num_Stud8 557 250-Num_Stud9 558 252-Num_Stud120 559 252-Num_Stud121 560 252-Num_Stud122 561 252-Num_Stud123 562 252-Num_Stud124 563 252-Num_Stud125 564 252-Num_Stud126 565 252-Num_Stud127 566 252-Num_Stud128 567 252-Num_Stud129 568 252-Num_Stud150 569 252-Num_Stud151 570 252-Num_Stud152 571 252-Num_Stud153 572 252-Num_Stud154 573 252-Num_Stud155 574 252-Num_Stud156 575 252-Num_Stud157 576 252-Num_Stud158 577 252-Num_Stud159 578 252-Num_Stud481 579 252-Num_Stud482 580 252-Num_Stud483 581 252-Num_Stud484 582 252-Num_Stud485 583 252-Num_Stud486 584 252-Num_Stud487 585 252-Num_Stud488 586 252-Num_Stud489 587 252-Num_Stud490 588 252-Num_Stud501 589 252-Num_Stud502 590 252-Num_Stud503 591 252-Num_Stud504 592 252-Num_Stud505 593 252-Num_Stud506 594 252-Num_Stud507 595 252-Num_Stud508 596 252-Num_Stud509 597 252-Num_Stud510 598 258-Num_Stud240 599 258-Num_Stud241 600 258-Num_Stud242 601 258-Num_Stud243 602 258-Num_Stud244 603 258-Num_Stud245 604 258-Num_Stud246 605 258-Num_Stud247 606 258-Num_Stud248 607 258-Num_Stud249 608 258-Num_Stud260 609 258-Num_Stud261 610 258-Num_Stud262 611 258-Num_Stud263 612 258-Num_Stud264 613 258-Num_Stud265 614 258-Num_Stud266 615 258-Num_Stud267 616 258-Num_Stud268 617 258-Num_Stud269 618 258-Num_Stud737 619 258-Num_Stud738 620 258-Num_Stud739 621 258-Num_Stud740 622 258-Num_Stud741 623 258-Num_Stud742 624 258-Num_Stud743 625 258-Num_Stud744 626 258-Num_Stud745 627 258-Num_Stud836 628 258-Num_Stud837 629 258-Num_Stud838 630 258-Num_Stud839 631 258-Num_Stud840 632 258-Num_Stud841 633 258-Num_Stud842 634 258-Num_Stud843 635 258-Num_Stud844 636 258-Num_Stud845 637 258-Num_Stud955 638 365-Num_Stud419 639 365-Num_Stud420 640 365-Num_Stud421 641 365-Num_Stud422 642 365-Num_Stud423 643 365-Num_Stud424 644 365-Num_Stud425 645 365-Num_Stud426 646 365-Num_Stud427 647 365-Num_Stud428 648 365-Num_Stud429 649 365-Num_Stud430 650 365-Num_Stud431 651 365-Num_Stud432 652 365-Num_Stud433 653 365-Num_Stud434 654 365-Num_Stud435 655 365-Num_Stud436 656 365-Num_Stud437 657 365-Num_Stud438 658 365-Num_Stud683 659 365-Num_Stud686 660 365-Num_Stud688 661 365-Num_Stud690 662 365-Num_Stud692 663 365-Num_Stud693 664 365-Num_Stud695 665 365-Num_Stud697 666 365-Num_Stud699 667 365-Num_Stud702 668 365-Num_Stud703 669 365-Num_Stud706 670 365-Num_Stud707 671 365-Num_Stud708 672 365-Num_Stud710 673 365-Num_Stud713 674 365-Num_Stud714 675 365-Num_Stud715 676 365-Num_Stud716 677 365-Num_Stud717 678 368-Num_Stud110 679 368-Num_Stud111 680 368-Num_Stud112 681 368-Num_Stud113 682 368-Num_Stud114 683 368-Num_Stud115 684 368-Num_Stud116 685 368-Num_Stud117 686 368-Num_Stud118 687 368-Num_Stud119 688 368-Num_Stud766 689 368-Num_Stud767 690 368-Num_Stud768 691 368-Num_Stud769 692 368-Num_Stud770 693 368-Num_Stud771 694 368-Num_Stud772 695 368-Num_Stud773 696 368-Num_Stud774 697 368-Num_Stud775 698 368-Num_Stud776 699 368-Num_Stud777 700 368-Num_Stud778 701 368-Num_Stud779 702 368-Num_Stud780 703 368-Num_Stud781 704 368-Num_Stud782 705 368-Num_Stud783 706 368-Num_Stud784 707 368-Num_Stud785 708 368-Num_Stud80 709 368-Num_Stud81 710 368-Num_Stud82 711 368-Num_Stud83 712 368-Num_Stud84 713 368-Num_Stud85 714 368-Num_Stud86 715 368-Num_Stud87 716 368-Num_Stud88 717 368-Num_Stud89 718 372-Num_Stud459 719 372-Num_Stud460 720 372-Num_Stud461 721 372-Num_Stud462 722 372-Num_Stud463 723 372-Num_Stud464 724 372-Num_Stud465 725 372-Num_Stud466 726 372-Num_Stud467 727 372-Num_Stud468 728 372-Num_Stud469 729 372-Num_Stud470 730 372-Num_Stud471 731 372-Num_Stud472 732 372-Num_Stud473 733 372-Num_Stud474 734 372-Num_Stud475 735 372-Num_Stud476 736 372-Num_Stud477 737 372-Num_Stud478 738 372-Num_Stud746 739 372-Num_Stud747 740 372-Num_Stud748 741 372-Num_Stud749 742 372-Num_Stud750 743 372-Num_Stud751 744 372-Num_Stud752 745 372-Num_Stud753 746 372-Num_Stud754 747 372-Num_Stud755 748 372-Num_Stud756 749 372-Num_Stud757 750 372-Num_Stud758 751 372-Num_Stud759 752 372-Num_Stud760 753 372-Num_Stud761 754 372-Num_Stud762 755 372-Num_Stud763 756 372-Num_Stud764 757 372-Num_Stud765 758 373-Num_Stud220 759 373-Num_Stud221 760 373-Num_Stud222 761 373-Num_Stud223 762 373-Num_Stud224 763 373-Num_Stud225 764 373-Num_Stud226 765 373-Num_Stud227 766 373-Num_Stud228 767 373-Num_Stud229 768 373-Num_Stud230 769 373-Num_Stud231 770 373-Num_Stud232 771 373-Num_Stud233 772 373-Num_Stud234 773 373-Num_Stud235 774 373-Num_Stud236 775 373-Num_Stud237 776 373-Num_Stud238 777 373-Num_Stud239 778 373-Num_Stud557 779 373-Num_Stud558 780 373-Num_Stud559 781 373-Num_Stud560 782 373-Num_Stud561 783 373-Num_Stud562 784 373-Num_Stud563 785 373-Num_Stud564 786 373-Num_Stud565 787 373-Num_Stud566 788 373-Num_Stud569 789 373-Num_Stud571 790 373-Num_Stud572 791 373-Num_Stud574 792 373-Num_Stud576 793 373-Num_Stud578 794 373-Num_Stud581 795 373-Num_Stud583 796 373-Num_Stud584 797 373-Num_Stud586 798 375-Num_Stud200 799 375-Num_Stud201 800 375-Num_Stud202 801 375-Num_Stud203 802 375-Num_Stud204 803 375-Num_Stud205 804 375-Num_Stud206 805 375-Num_Stud207 806 375-Num_Stud208 807 375-Num_Stud209 808 375-Num_Stud210 809 375-Num_Stud211 810 375-Num_Stud212 811 375-Num_Stud213 812 375-Num_Stud214 813 375-Num_Stud215 814 375-Num_Stud216 815 375-Num_Stud217 816 375-Num_Stud218 817 375-Num_Stud219 818 375-Num_Stud638 819 375-Num_Stud639 820 375-Num_Stud640 821 375-Num_Stud641 822 375-Num_Stud642 823 375-Num_Stud643 824 375-Num_Stud644 825 375-Num_Stud645 826 375-Num_Stud646 827 375-Num_Stud647 828 375-Num_Stud648 829 375-Num_Stud649 830 375-Num_Stud650 831 375-Num_Stud651 832 375-Num_Stud652 833 375-Num_Stud653 834 375-Num_Stud654 835 375-Num_Stud655 836 375-Num_Stud656 837 375-Num_Stud657 838 379-Num_Stud339 839 379-Num_Stud340 840 379-Num_Stud341 841 379-Num_Stud342 842 379-Num_Stud343 843 379-Num_Stud344 844 379-Num_Stud345 845 379-Num_Stud346 846 379-Num_Stud347 847 379-Num_Stud348 848 379-Num_Stud349 849 379-Num_Stud350 850 379-Num_Stud351 851 379-Num_Stud352 852 379-Num_Stud353 853 379-Num_Stud354 854 379-Num_Stud355 855 379-Num_Stud356 856 379-Num_Stud357 857 379-Num_Stud358 858 379-Num_Stud910 859 379-Num_Stud911 860 379-Num_Stud912 861 379-Num_Stud913 862 379-Num_Stud914 863 379-Num_Stud915 864 379-Num_Stud916 865 379-Num_Stud917 866 379-Num_Stud918 867 379-Num_Stud919 868 379-Num_Stud920 869 379-Num_Stud921 870 379-Num_Stud922 871 379-Num_Stud923 872 379-Num_Stud924 873 379-Num_Stud925 874 379-Num_Stud926 875 379-Num_Stud927 876 379-Num_Stud928 877 379-Num_Stud929 878 380-Num_Stud299 879 380-Num_Stud300 880 380-Num_Stud301 881 380-Num_Stud302 882 380-Num_Stud303 883 380-Num_Stud304 884 380-Num_Stud305 885 380-Num_Stud306 886 380-Num_Stud307 887 380-Num_Stud308 888 380-Num_Stud309 889 380-Num_Stud310 890 380-Num_Stud311 891 380-Num_Stud312 892 380-Num_Stud313 893 380-Num_Stud314 894 380-Num_Stud315 895 380-Num_Stud316 896 380-Num_Stud317 897 380-Num_Stud318 898 380-Num_Stud930 899 380-Num_Stud931 900 380-Num_Stud932 901 380-Num_Stud933 902 380-Num_Stud934 903 380-Num_Stud935 904 380-Num_Stud936 905 380-Num_Stud937 906 380-Num_Stud938 907 380-Num_Stud939 908 380-Num_Stud940 909 380-Num_Stud941 910 380-Num_Stud942 911 380-Num_Stud943 912 380-Num_Stud944 913 380-Num_Stud945 914 380-Num_Stud946 915 380-Num_Stud947 916 380-Num_Stud948 917 380-Num_Stud949 918 382-Num_Stud100 919 382-Num_Stud101 920 382-Num_Stud102 921 382-Num_Stud103 922 382-Num_Stud104 923 382-Num_Stud105 924 382-Num_Stud106 925 382-Num_Stud107 926 382-Num_Stud108 927 382-Num_Stud109 928 382-Num_Stud520 929 382-Num_Stud521 930 382-Num_Stud522 931 382-Num_Stud523 932 382-Num_Stud524 933 382-Num_Stud525 934 382-Num_Stud526 935 382-Num_Stud527 936 382-Num_Stud528 937 382-Num_Stud529 938 382-Num_Stud532 939 382-Num_Stud534 940 382-Num_Stud536 941 382-Num_Stud539 942 382-Num_Stud541 943 382-Num_Stud543 944 382-Num_Stud545 945 382-Num_Stud547 946 382-Num_Stud548 947 382-Num_Stud549 948 382-Num_Stud90 949 382-Num_Stud91 950 382-Num_Stud92 951 382-Num_Stud93 952 382-Num_Stud94 953 382-Num_Stud95 954 382-Num_Stud96 955 382-Num_Stud97 956 382-Num_Stud98 957 382-Num_Stud99 Gender Gender Gender Gender Gender 957 1 Female 2 Male 3 female 4 male Grade Grade Grade Grade Grade 957 1 Grade 3 2 Grade 6 3 grade2 4 grade5 Q1. In this picture, which cat is inside the box? Q1. In this picture, which cat is inside the box? Q1. In this picture, which cat is inside the box? Q1. In this picture, which cat is inside the box? Q1. In this picture, which cat is inside the box? Q1. In this picture, which cat is inside the box? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q2. In this picture, which child is farthest from the tree? Q2. In this picture, which child is farthest from the tree? Q2. In this picture, which child is farthest from the tree? Q2. In this picture, which child is farthest from the tree? Q2. In this picture, which child is farthest from the tree? Q2. In this picture, which child is farthest from the tree? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q3. In this picture, which is the shortest pencil? Q3. In this picture, which is the shortest pencil? Q3. In this picture, which is the shortest pencil? Q3. In this picture, which is the shortest pencil? Q3. In this picture, which is the shortest pencil? Q3. In this picture, which is the shortest pencil? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q4. Here are four balls of the same size. Now look at the box kept next to each Q4. Here are four balls of the same size. Now look at the box kept next to each Q4. Here are four balls of the same size. Now look at the box kept next to each Q4. Here are four balls of the same size. Now look at the box kept next to each Q4. Here are four balls of the same size. Now look at the box kept next to each Q4. Here are four balls of the same size. Now look at the box kept next to each Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q5. How many apples are there? Q5. How many apples are there? Q5. How many apples are there? Q5. How many apples are there? Q5. How many apples are there? Q5. How many apples are there? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q6. How many more bananas are there than oranges? Q6. How many more bananas are there than oranges? Q6. How many more bananas are there than oranges? Q6. How many more bananas are there than oranges? Q6. How many more bananas are there than oranges? Q6. How many more bananas are there than oranges? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q7. What is the time in the clock? Q7. What is the time in the clock? Q7. What is the time in the clock? Q7. What is the time in the clock? Q7. What is the time in the clock? Q7. What is the time in the clock? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q8. What is the time in the clock? Q8. What is the time in the clock? Q8. What is the time in the clock? Q8. What is the time in the clock? Q8. What is the time in the clock? Q8. What is the time in the clock? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q9. What is the day on 5th March? Q9. What is the day on 5th March? Q9. What is the day on 5th March? Q9. What is the day on 5th March? Q9. What is the day on 5th March? Q9. What is the day on 5th March? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q10. What is the date on the second Monday of March? Q10. What is the date on the second Monday of March? Q10. What is the date on the second Monday of March? Q10. What is the date on the second Monday of March? Q10. What is the date on the second Monday of March? Q10. What is the date on the second Monday of March? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q11. Which of these is a straight line? Q11. Which of these is a straight line? Q11. Which of these is a straight line? Q11. Which of these is a straight line? Q11. Which of these is a straight line? Q11. Which of these is a straight line? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q12. Look at these shapes. Which of these is a triangle? Q12. Look at these shapes. Which of these is a triangle? Q12. Look at these shapes. Which of these is a triangle? Q12. Look at these shapes. Which of these is a triangle? Q12. Look at these shapes. Which of these is a triangle? Q12. Look at these shapes. Which of these is a triangle? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q13. How many birds are here? Choose the correct number. Q13. How many birds are here? Choose the correct number. Q13. How many birds are here? Choose the correct number. Q13. How many birds are here? Choose the correct number. Q13. How many birds are here? Choose the correct number. Q13. How many birds are here? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q14. There are four groups of objects given here. Look at them carefully. Which Q14. There are four groups of objects given here. Look at them carefully. Which Q14. There are four groups of objects given here. Look at them carefully. Which Q14. There are four groups of objects given here. Look at them carefully. Which Q14. There are four groups of objects given here. Look at them carefully. Which There are four groups of objects given here. Look at them carefully. Which group has the most number of objects? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q15. Recognize numbers Q15. Recognize numbers Q15. Recognize numbers Q15. Recognize numbers Q15. Recognize numbers Q15. Recognize numbers Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q16. Solve the following (Addition) Q16. Solve the following (Addition) Q16. Solve the following (Addition) Q16. Solve the following (Addition) Q16. Solve the following (Addition) Q16. Solve the following (Addition) Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q17. Solve the following (Subtraction) Q17. Solve the following (Subtraction) Q17. Solve the following (Subtraction) Q17. Solve the following (Subtraction) Q17. Solve the following (Subtraction) Q17. Solve the following (Subtraction) Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q18. Solve the following (Multiplication) Q18. Solve the following (Multiplication) Q18. Solve the following (Multiplication) Q18. Solve the following (Multiplication) Q18. Solve the following (Multiplication) Q18. Solve the following (Multiplication) Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q19. Solve the following (Division) Q19. Solve the following (Division) Q19. Solve the following (Division) Q19. Solve the following (Division) Q19. Solve the following (Division) Q19. Solve the following (Division) Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Set 3 tasks are given to learners who do the corresponding set 2 task correctly. Set 3 tasks are given to learners who do the corresponding set 2 task correctly. Set 3 tasks are given to learners who do the corresponding set 2 task correctly. Set 3 tasks are given to learners who do the corresponding set 2 task correctly. Set 3 tasks are given to learners who do the corresponding set 2 task correctly. Grade 2 and 5 learners 480 477 1 Sysmiss question asked to learners to test their numeracy skills Q20. Recognize numbers Q20. Recognize numbers Q20. Recognize numbers Q20. Recognize numbers Q20. Recognize numbers Q20. Recognize numbers Grade 2 and 5 learners 954 3 1 2 3 1 Sysmiss question asked to learners to test their numeracy skills Q21. Solve the following (Addition) Q21. Solve the following (Addition) Q21. Solve the following (Addition) Q21. Solve the following (Addition) Q21. Solve the following (Addition) Q21. Solve the following (Addition) Grade 2 and 5 learners 940 17 1 2 3 1 Sysmiss question asked to learners to test their numeracy skills Q22. Solve the following (Subtraction) Q22. Solve the following (Subtraction) Q22. Solve the following (Subtraction) Q22. Solve the following (Subtraction) Q22. Solve the following (Subtraction) Q22. Solve the following (Subtraction) Grade 2 and 5 learners 917 40 1 2 3 1 Sysmiss question asked to learners to test their numeracy skills Q23. Solve the following (Multiplication) Q23. Solve the following (Multiplication) Q23. Solve the following (Multiplication) Q23. Solve the following (Multiplication) Q23. Solve the following (Multiplication) Q23. Solve the following (Multiplication) Grade 2 and 5 learners 905 52 1 2 3 1 Sysmiss question asked to learners to test their numeracy skills Q24. Solve the following (Division) Q24. Solve the following (Division) Q24. Solve the following (Division) Q24. Solve the following (Division) Q24. Solve the following (Division) Q24. Solve the following (Division) Grade 2 and 5 learners 876 81 1 2 3 1 Sysmiss question asked to learners to test their numeracy skills Q25. There were 43 children in the park. Out of these, 25 of them have gone home Q25. There were 43 children in the park. Out of these, 25 of them have gone home Q25. There were 43 children in the park. Out of these, 25 of them have gone home Q25. There were 43 children in the park. Out of these, 25 of them have gone home Q25. There were 43 children in the park. Out of these, 25 of them have gone home There were 43 children in the park. Out of these, 25 of them have gone home. How many children are left in the park now? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Q26. A shopkeeper has 48 apples. He keeps 3 apples in each box. How many such bo Q26. A shopkeeper has 48 apples. He keeps 3 apples in each box. How many such bo Q26. A shopkeeper has 48 apples. He keeps 3 apples in each box. How many such bo Q26. A shopkeeper has 48 apples. He keeps 3 apples in each box. How many such bo Q26. A shopkeeper has 48 apples. He keeps 3 apples in each box. How many such bo A shopkeeper has 48 apples. He keeps 3 apples in each box. How many such boxes will he need to keep the apples? Grade 2 and 5 learners 957 1 2 1 question asked to learners to test their numeracy skills Activity Activity Activity Activity Activity 1196 1 Baseline 2 Endline Cohort Cohort Cohort Cohort Cohort 1196 1 2020-2021 2 2021-2022 3 Comparison Cohort School ID School ID School ID School ID School ID 1196 1 126 2 127 3 128 4 129 5 130 6 133 7 136 8 139 9 142 10 143 11 242 12 244 13 245 14 246 15 247 16 250 17 252 18 258 19 365 20 368 21 372 22 373 23 375 24 379 25 380 26 382 Learner ID Learner ID Learner ID Learner ID Learner ID 1196 1 126-21st_Stud313 2 126-21st_Stud314 3 126-21st_Stud315 4 126-21st_Stud316 5 126-21st_Stud317 6 126-21st_Stud318 7 126-21st_Stud319 8 126-21st_Stud320 9 126-21st_Stud321 10 126-21st_Stud322 11 126-21st_Stud323 12 126-21st_Stud324 13 126-21st_Stud325 14 126-21st_Stud326 15 126-21st_Stud327 16 126-21st_Stud328 17 126-21st_Stud329 18 126-21st_Stud330 19 126-21st_Stud331 20 126-21st_Stud332 21 126-21st_Stud333 22 126-21st_Stud334 23 126-21st_Stud335 24 126-21st_Stud336 25 126-21st_Stud337 26 126-21st_Stud338 27 126-21st_Stud339 28 126-21st_Stud340 29 126-21st_Stud341 30 126-21st_Stud342 31 126-21st_Stud847 32 126-21st_Stud849 33 126-21st_Stud852 34 126-21st_Stud853 35 126-21st_Stud855 36 126-21st_Stud860 37 126-21st_Stud862 38 126-21st_Stud864 39 126-21st_Stud866 40 126-21st_Stud868 41 126-21st_Stud870 42 126-21st_Stud872 43 126-21st_Stud875 44 126-21st_Stud877 45 126-21st_Stud879 46 126-21st_Stud881 47 126-21st_Stud883 48 126-21st_Stud884 49 126-21st_Stud885 50 126-21st_Stud886 51 126-21st_Stud887 52 126-21st_Stud888 53 126-21st_Stud889 54 126-21st_Stud890 55 126-21st_Stud891 56 126-21st_Stud892 57 126-21st_Stud893 58 126-21st_Stud894 59 126-21st_Stud895 60 126-21st_Stud896 61 127-21st_Stud171 62 128-21st_Stud167 63 128-21st_Stud168 64 128-21st_Stud169 65 128-21st_Stud170 66 128-21st_Stud172 67 128-21st_Stud173 68 128-21st_Stud174 69 128-21st_Stud175 70 128-21st_Stud176 71 128-21st_Stud177 72 128-21st_Stud178 73 128-21st_Stud179 74 128-21st_Stud180 75 128-21st_Stud181 76 128-21st_Stud182 77 128-21st_Stud183 78 128-21st_Stud184 79 128-21st_Stud185 80 128-21st_Stud186 81 128-21st_Stud187 82 128-21st_Stud188 83 128-21st_Stud189 84 128-21st_Stud190 85 128-21st_Stud191 86 128-21st_Stud192 87 128-21st_Stud193 88 128-21st_Stud194 89 128-21st_Stud195 90 128-21st_Stud585 91 128-21st_Stud586 92 128-21st_Stud587 93 128-21st_Stud588 94 128-21st_Stud589 95 128-21st_Stud590 96 128-21st_Stud591 97 128-21st_Stud592 98 128-21st_Stud593 99 128-21st_Stud594 100 128-21st_Stud595 101 128-21st_Stud596 102 128-21st_Stud597 103 128-21st_Stud598 104 128-21st_Stud599 105 128-21st_Stud600 106 128-21st_Stud601 107 128-21st_Stud602 108 128-21st_Stud603 109 128-21st_Stud604 110 128-21st_Stud605 111 128-21st_Stud606 112 128-21st_Stud607 113 128-21st_Stud608 114 128-21st_Stud609 115 128-21st_Stud610 116 128-21st_Stud611 117 128-21st_Stud613 118 128-21st_Stud615 119 128-21st_Stud617 120 129-21st_Stud63 121 129-21st_Stud64 122 129-21st_Stud65 123 129-21st_Stud66 124 129-21st_Stud67 125 129-21st_Stud68 126 129-21st_Stud69 127 129-21st_Stud70 128 129-21st_Stud71 129 129-21st_Stud72 130 129-21st_Stud73 131 129-21st_Stud74 132 129-21st_Stud75 133 129-21st_Stud76 134 129-21st_Stud77 135 129-21st_Stud78 136 129-21st_Stud945 137 129-21st_Stud948 138 129-21st_Stud951 139 129-21st_Stud954 140 129-21st_Stud957 141 129-21st_Stud961 142 129-21st_Stud962 143 129-21st_Stud966 144 129-21st_Stud967 145 129-21st_Stud972 146 129-21st_Stud974 147 129-21st_Stud977 148 129-21st_Stud980 149 129-21st_Stud983 150 129-21st_Stud986 151 129-21st_Stud988 152 129-21st_Stud991 153 129-21st_Stud993 154 129-21st_Stud994 155 130-21st_Stud1014 156 130-21st_Stud1015 157 130-21st_Stud1016 158 130-21st_Stud1017 159 130-21st_Stud1018 160 130-21st_Stud1019 161 130-21st_Stud1020 162 130-21st_Stud1021 163 130-21st_Stud1022 164 130-21st_Stud1023 165 130-21st_Stud1024 166 130-21st_Stud1025 167 130-21st_Stud1026 168 130-21st_Stud1027 169 130-21st_Stud1028 170 130-21st_Stud1029 171 130-21st_Stud1030 172 130-21st_Stud1031 173 130-21st_Stud23 174 130-21st_Stud24 175 130-21st_Stud25 176 130-21st_Stud26 177 130-21st_Stud27 178 130-21st_Stud28 179 130-21st_Stud29 180 130-21st_Stud30 181 130-21st_Stud31 182 130-21st_Stud32 183 130-21st_Stud33 184 130-21st_Stud34 185 130-21st_Stud35 186 130-21st_Stud36 187 130-21st_Stud37 188 130-21st_Stud38 189 130-21st_Stud39 190 130-21st_Stud40 191 130-21st_Stud41 192 130-21st_Stud42 193 133-21st_Stud464 194 133-21st_Stud465 195 133-21st_Stud466 196 133-21st_Stud467 197 133-21st_Stud468 198 133-21st_Stud469 199 133-21st_Stud470 200 133-21st_Stud471 201 133-21st_Stud472 202 133-21st_Stud473 203 133-21st_Stud474 204 133-21st_Stud475 205 133-21st_Stud476 206 133-21st_Stud477 207 133-21st_Stud478 208 133-21st_Stud479 209 133-21st_Stud480 210 133-21st_Stud481 211 133-21st_Stud482 212 133-21st_Stud483 213 133-21st_Stud484 214 133-21st_Stud485 215 133-21st_Stud486 216 133-21st_Stud487 217 133-21st_Stud488 218 133-21st_Stud489 219 133-21st_Stud490 220 133-21st_Stud491 221 133-21st_Stud492 222 133-21st_Stud493 223 133-21st_Stud494 224 133-21st_Stud495 225 133-21st_Stud721 226 133-21st_Stud725 227 133-21st_Stud741 228 133-21st_Stud743 229 133-21st_Stud745 230 133-21st_Stud747 231 133-21st_Stud749 232 133-21st_Stud751 233 133-21st_Stud753 234 133-21st_Stud756 235 133-21st_Stud758 236 133-21st_Stud761 237 133-21st_Stud764 238 133-21st_Stud768 239 133-21st_Stud769 240 133-21st_Stud772 241 133-21st_Stud776 242 133-21st_Stud779 243 133-21st_Stud784 244 133-21st_Stud786 245 133-21st_Stud791 246 133-21st_Stud796 247 133-21st_Stud800 248 133-21st_Stud805 249 133-21st_Stud809 250 133-21st_Stud814 251 133-21st_Stud816 252 133-21st_Stud818 253 133-21st_Stud821 254 133-21st_Stud823 255 133-21st_Stud826 256 136-21st_Stud505 257 136-21st_Stud506 258 136-21st_Stud508 259 136-21st_Stud509 260 136-21st_Stud511 261 136-21st_Stud512 262 136-21st_Stud514 263 136-21st_Stud515 264 136-21st_Stud517 265 136-21st_Stud518 266 136-21st_Stud520 267 136-21st_Stud521 268 136-21st_Stud523 269 136-21st_Stud524 270 136-21st_Stud526 271 136-21st_Stud527 272 136-21st_Stud529 273 136-21st_Stud530 274 136-21st_Stud531 275 136-21st_Stud532 276 136-21st_Stud694 277 136-21st_Stud695 278 136-21st_Stud696 279 136-21st_Stud697 280 136-21st_Stud698 281 136-21st_Stud699 282 136-21st_Stud700 283 136-21st_Stud701 284 136-21st_Stud702 285 136-21st_Stud703 286 136-21st_Stud704 287 136-21st_Stud705 288 136-21st_Stud706 289 136-21st_Stud707 290 136-21st_Stud708 291 136-21st_Stud709 292 136-21st_Stud710 293 136-21st_Stud711 294 136-21st_Stud712 295 136-21st_Stud713 296 136-21st_Stud714 297 136-21st_Stud715 298 136-21st_Stud716 299 136-21st_Stud717 300 136-21st_Stud718 301 136-21st_Stud719 302 136-21st_Stud720 303 136-21st_Stud740 304 139-21st_Stud1035 305 139-21st_Stud1037 306 139-21st_Stud1038 307 139-21st_Stud1040 308 139-21st_Stud1042 309 139-21st_Stud1044 310 139-21st_Stud1045 311 139-21st_Stud1048 312 139-21st_Stud1050 313 139-21st_Stud1051 314 139-21st_Stud1053 315 139-21st_Stud1056 316 139-21st_Stud1058 317 139-21st_Stud1059 318 139-21st_Stud1061 319 139-21st_Stud1063 320 139-21st_Stud196 321 139-21st_Stud197 322 139-21st_Stud198 323 139-21st_Stud199 324 139-21st_Stud200 325 139-21st_Stud201 326 139-21st_Stud202 327 139-21st_Stud203 328 139-21st_Stud204 329 139-21st_Stud205 330 139-21st_Stud206 331 139-21st_Stud207 332 139-21st_Stud208 333 139-21st_Stud209 334 139-21st_Stud210 335 139-21st_Stud211 336 139-21st_Stud212 337 139-21st_Stud213 338 139-21st_Stud214 339 139-21st_Stud215 340 142-21st_Stud381 341 143-21st_Stud1062 342 143-21st_Stud1065 343 143-21st_Stud1067 344 143-21st_Stud1070 345 143-21st_Stud1073 346 143-21st_Stud1074 347 143-21st_Stud1076 348 143-21st_Stud1077 349 143-21st_Stud1079 350 143-21st_Stud1080 351 143-21st_Stud1083 352 143-21st_Stud1085 353 143-21st_Stud1088 354 143-21st_Stud1090 355 143-21st_Stud1095 356 143-21st_Stud1096 357 143-21st_Stud1097 358 143-21st_Stud1098 359 143-21st_Stud1099 360 143-21st_Stud1100 361 143-21st_Stud1101 362 143-21st_Stud1102 363 143-21st_Stud1103 364 143-21st_Stud1104 365 143-21st_Stud1105 366 143-21st_Stud1106 367 143-21st_Stud1107 368 143-21st_Stud1108 369 143-21st_Stud1109 370 143-21st_Stud373 371 143-21st_Stud374 372 143-21st_Stud375 373 143-21st_Stud376 374 143-21st_Stud377 375 143-21st_Stud378 376 143-21st_Stud379 377 143-21st_Stud380 378 143-21st_Stud382 379 143-21st_Stud383 380 143-21st_Stud384 381 143-21st_Stud385 382 143-21st_Stud386 383 143-21st_Stud387 384 143-21st_Stud388 385 143-21st_Stud389 386 143-21st_Stud390 387 143-21st_Stud391 388 143-21st_Stud392 389 242-21st_Stud43 390 242-21st_Stud44 391 242-21st_Stud45 392 242-21st_Stud46 393 242-21st_Stud47 394 242-21st_Stud48 395 242-21st_Stud49 396 242-21st_Stud50 397 242-21st_Stud51 398 242-21st_Stud52 399 242-21st_Stud53 400 242-21st_Stud54 401 242-21st_Stud55 402 242-21st_Stud56 403 242-21st_Stud57 404 242-21st_Stud58 405 242-21st_Stud59 406 242-21st_Stud60 407 242-21st_Stud61 408 242-21st_Stud62 409 242-21st_Stud770 410 242-21st_Stud774 411 242-21st_Stud777 412 242-21st_Stud781 413 242-21st_Stud785 414 242-21st_Stud789 415 242-21st_Stud790 416 242-21st_Stud795 417 242-21st_Stud799 418 242-21st_Stud803 419 242-21st_Stud807 420 242-21st_Stud810 421 242-21st_Stud813 422 242-21st_Stud815 423 242-21st_Stud817 424 242-21st_Stud819 425 242-21st_Stud820 426 242-21st_Stud822 427 242-21st_Stud824 428 242-21st_Stud825 429 242-21st_Stud827 430 242-21st_Stud828 431 242-21st_Stud829 432 242-21st_Stud830 433 242-21st_Stud831 434 242-21st_Stud832 435 242-21st_Stud833 436 242-21st_Stud834 437 242-21st_Stud835 438 242-21st_Stud836 439 244-21st_Stud1110 440 244-21st_Stud1111 441 244-21st_Stud1112 442 244-21st_Stud1113 443 244-21st_Stud1114 444 244-21st_Stud1115 445 244-21st_Stud1116 446 244-21st_Stud1117 447 244-21st_Stud1118 448 244-21st_Stud1119 449 244-21st_Stud1120 450 244-21st_Stud1121 451 244-21st_Stud1122 452 244-21st_Stud1124 453 244-21st_Stud1126 454 244-21st_Stud1128 455 244-21st_Stud1130 456 244-21st_Stud1132 457 244-21st_Stud1134 458 244-21st_Stud1135 459 244-21st_Stud1137 460 244-21st_Stud1140 461 244-21st_Stud1143 462 244-21st_Stud1145 463 244-21st_Stud1147 464 244-21st_Stud1149 465 244-21st_Stud1151 466 244-21st_Stud1153 467 244-21st_Stud1155 468 244-21st_Stud1158 469 244-21st_Stud423 470 244-21st_Stud424 471 244-21st_Stud425 472 244-21st_Stud426 473 244-21st_Stud427 474 244-21st_Stud428 475 244-21st_Stud429 476 244-21st_Stud430 477 244-21st_Stud431 478 244-21st_Stud432 479 244-21st_Stud433 480 244-21st_Stud434 481 244-21st_Stud435 482 244-21st_Stud436 483 244-21st_Stud437 484 244-21st_Stud438 485 244-21st_Stud439 486 244-21st_Stud440 487 244-21st_Stud441 488 244-21st_Stud442 489 245-21st_Stud1032 490 245-21st_Stud1033 491 245-21st_Stud1034 492 245-21st_Stud1036 493 245-21st_Stud1039 494 245-21st_Stud1041 495 245-21st_Stud1043 496 245-21st_Stud1046 497 245-21st_Stud1047 498 245-21st_Stud1049 499 245-21st_Stud1052 500 245-21st_Stud1054 501 245-21st_Stud1055 502 245-21st_Stud1057 503 245-21st_Stud1060 504 245-21st_Stud1064 505 245-21st_Stud1066 506 245-21st_Stud1068 507 245-21st_Stud1069 508 245-21st_Stud1071 509 245-21st_Stud1072 510 245-21st_Stud1075 511 245-21st_Stud1078 512 245-21st_Stud1081 513 245-21st_Stud1082 514 245-21st_Stud1084 515 245-21st_Stud1086 516 245-21st_Stud1087 517 245-21st_Stud1089 518 245-21st_Stud1091 519 245-21st_Stud443 520 245-21st_Stud444 521 245-21st_Stud445 522 245-21st_Stud446 523 245-21st_Stud447 524 245-21st_Stud448 525 245-21st_Stud449 526 245-21st_Stud450 527 245-21st_Stud451 528 245-21st_Stud452 529 245-21st_Stud453 530 245-21st_Stud454 531 245-21st_Stud455 532 245-21st_Stud456 533 245-21st_Stud457 534 245-21st_Stud458 535 245-21st_Stud459 536 245-21st_Stud460 537 245-21st_Stud461 538 245-21st_Stud462 539 245-21st_Stud463 540 246-21st_Stud128 541 246-21st_Stud129 542 246-21st_Stud130 543 246-21st_Stud131 544 246-21st_Stud132 545 246-21st_Stud133 546 246-21st_Stud134 547 246-21st_Stud135 548 246-21st_Stud136 549 246-21st_Stud137 550 246-21st_Stud138 551 246-21st_Stud139 552 246-21st_Stud140 553 246-21st_Stud141 554 246-21st_Stud142 555 246-21st_Stud143 556 246-21st_Stud144 557 246-21st_Stud145 558 246-21st_Stud146 559 246-21st_Stud722 560 246-21st_Stud723 561 246-21st_Stud724 562 246-21st_Stud726 563 246-21st_Stud727 564 246-21st_Stud728 565 246-21st_Stud729 566 246-21st_Stud730 567 246-21st_Stud731 568 246-21st_Stud732 569 246-21st_Stud733 570 246-21st_Stud734 571 246-21st_Stud735 572 246-21st_Stud736 573 246-21st_Stud737 574 246-21st_Stud738 575 246-21st_Stud739 576 246-21st_Stud742 577 246-21st_Stud744 578 246-21st_Stud746 579 246-21st_Stud748 580 246-21st_Stud750 581 246-21st_Stud752 582 246-21st_Stud754 583 246-21st_Stud755 584 246-21st_Stud757 585 246-21st_Stud759 586 246-21st_Stud760 587 246-21st_Stud763 588 246-21st_Stud765 589 246-21st_Stud767 590 247-21st_Stud296 591 247-21st_Stud297 592 247-21st_Stud298 593 247-21st_Stud299 594 247-21st_Stud300 595 247-21st_Stud301 596 247-21st_Stud302 597 247-21st_Stud303 598 247-21st_Stud304 599 247-21st_Stud305 600 247-21st_Stud306 601 247-21st_Stud307 602 247-21st_Stud308 603 247-21st_Stud309 604 247-21st_Stud310 605 247-21st_Stud311 606 247-21st_Stud312 607 247-21st_Stud898 608 247-21st_Stud899 609 247-21st_Stud900 610 247-21st_Stud901 611 247-21st_Stud925 612 247-21st_Stud926 613 247-21st_Stud927 614 247-21st_Stud928 615 247-21st_Stud929 616 247-21st_Stud932 617 247-21st_Stud940 618 247-21st_Stud941 619 247-21st_Stud944 620 247-21st_Stud949 621 247-21st_Stud953 622 247-21st_Stud958 623 247-21st_Stud960 624 247-21st_Stud965 625 247-21st_Stud968 626 250-21st_Stud1 627 250-21st_Stud10 628 250-21st_Stud11 629 250-21st_Stud12 630 250-21st_Stud13 631 250-21st_Stud14 632 250-21st_Stud15 633 250-21st_Stud16 634 250-21st_Stud17 635 250-21st_Stud18 636 250-21st_Stud19 637 250-21st_Stud2 638 250-21st_Stud20 639 250-21st_Stud21 640 250-21st_Stud22 641 250-21st_Stud3 642 250-21st_Stud4 643 250-21st_Stud5 644 250-21st_Stud6 645 250-21st_Stud633 646 250-21st_Stud635 647 250-21st_Stud637 648 250-21st_Stud639 649 250-21st_Stud640 650 250-21st_Stud643 651 250-21st_Stud645 652 250-21st_Stud648 653 250-21st_Stud650 654 250-21st_Stud655 655 250-21st_Stud660 656 250-21st_Stud662 657 250-21st_Stud665 658 250-21st_Stud668 659 250-21st_Stud671 660 250-21st_Stud674 661 250-21st_Stud679 662 250-21st_Stud683 663 250-21st_Stud687 664 250-21st_Stud7 665 250-21st_Stud8 666 250-21st_Stud9 667 252-21st_Stud147 668 252-21st_Stud148 669 252-21st_Stud149 670 252-21st_Stud150 671 252-21st_Stud151 672 252-21st_Stud152 673 252-21st_Stud153 674 252-21st_Stud154 675 252-21st_Stud155 676 252-21st_Stud156 677 252-21st_Stud157 678 252-21st_Stud158 679 252-21st_Stud159 680 252-21st_Stud160 681 252-21st_Stud161 682 252-21st_Stud162 683 252-21st_Stud163 684 252-21st_Stud164 685 252-21st_Stud165 686 252-21st_Stud166 687 252-21st_Stud561 688 252-21st_Stud562 689 252-21st_Stud563 690 252-21st_Stud564 691 252-21st_Stud565 692 252-21st_Stud566 693 252-21st_Stud567 694 252-21st_Stud568 695 252-21st_Stud569 696 252-21st_Stud570 697 252-21st_Stud571 698 252-21st_Stud572 699 252-21st_Stud573 700 252-21st_Stud574 701 252-21st_Stud575 702 252-21st_Stud576 703 252-21st_Stud577 704 252-21st_Stud578 705 252-21st_Stud579 706 252-21st_Stud580 707 252-21st_Stud581 708 252-21st_Stud582 709 252-21st_Stud583 710 252-21st_Stud584 711 258-21st_Stud276 712 258-21st_Stud277 713 258-21st_Stud278 714 258-21st_Stud279 715 258-21st_Stud280 716 258-21st_Stud281 717 258-21st_Stud282 718 258-21st_Stud283 719 258-21st_Stud284 720 258-21st_Stud285 721 258-21st_Stud286 722 258-21st_Stud287 723 258-21st_Stud288 724 258-21st_Stud289 725 258-21st_Stud290 726 258-21st_Stud291 727 258-21st_Stud292 728 258-21st_Stud293 729 258-21st_Stud294 730 258-21st_Stud295 731 258-21st_Stud897 732 258-21st_Stud902 733 258-21st_Stud903 734 258-21st_Stud904 735 258-21st_Stud905 736 258-21st_Stud906 737 258-21st_Stud907 738 258-21st_Stud908 739 258-21st_Stud909 740 258-21st_Stud910 741 258-21st_Stud911 742 258-21st_Stud912 743 258-21st_Stud913 744 258-21st_Stud914 745 258-21st_Stud915 746 258-21st_Stud916 747 258-21st_Stud917 748 258-21st_Stud918 749 258-21st_Stud919 750 258-21st_Stud920 751 258-21st_Stud921 752 258-21st_Stud922 753 258-21st_Stud923 754 258-21st_Stud924 755 365-21st_Stud496 756 365-21st_Stud497 757 365-21st_Stud498 758 365-21st_Stud499 759 365-21st_Stud500 760 365-21st_Stud501 761 365-21st_Stud502 762 365-21st_Stud503 763 365-21st_Stud504 764 365-21st_Stud507 765 365-21st_Stud510 766 365-21st_Stud513 767 365-21st_Stud516 768 365-21st_Stud519 769 365-21st_Stud522 770 365-21st_Stud525 771 365-21st_Stud528 772 365-21st_Stud762 773 365-21st_Stud766 774 365-21st_Stud771 775 365-21st_Stud773 776 365-21st_Stud775 777 365-21st_Stud778 778 365-21st_Stud780 779 365-21st_Stud782 780 365-21st_Stud783 781 365-21st_Stud787 782 365-21st_Stud788 783 365-21st_Stud792 784 365-21st_Stud793 785 365-21st_Stud794 786 365-21st_Stud797 787 365-21st_Stud798 788 365-21st_Stud801 789 365-21st_Stud802 790 365-21st_Stud804 791 365-21st_Stud806 792 365-21st_Stud808 793 365-21st_Stud811 794 365-21st_Stud812 795 368-21st_Stud79 796 368-21st_Stud80 797 368-21st_Stud81 798 368-21st_Stud82 799 368-21st_Stud83 800 368-21st_Stud84 801 368-21st_Stud85 802 368-21st_Stud86 803 368-21st_Stud87 804 368-21st_Stud88 805 368-21st_Stud89 806 368-21st_Stud90 807 368-21st_Stud91 808 368-21st_Stud92 809 368-21st_Stud93 810 368-21st_Stud930 811 368-21st_Stud931 812 368-21st_Stud933 813 368-21st_Stud934 814 368-21st_Stud935 815 368-21st_Stud936 816 368-21st_Stud937 817 368-21st_Stud938 818 368-21st_Stud939 819 368-21st_Stud94 820 368-21st_Stud942 821 368-21st_Stud943 822 368-21st_Stud946 823 368-21st_Stud947 824 368-21st_Stud95 825 368-21st_Stud950 826 368-21st_Stud952 827 368-21st_Stud955 828 368-21st_Stud956 829 368-21st_Stud959 830 368-21st_Stud96 831 368-21st_Stud963 832 368-21st_Stud964 833 368-21st_Stud969 834 368-21st_Stud97 835 368-21st_Stud970 836 368-21st_Stud971 837 368-21st_Stud973 838 368-21st_Stud975 839 368-21st_Stud976 840 368-21st_Stud978 841 368-21st_Stud979 842 368-21st_Stud981 843 368-21st_Stud982 844 368-21st_Stud985 845 372-21st_Stud1000 846 372-21st_Stud1001 847 372-21st_Stud1002 848 372-21st_Stud1003 849 372-21st_Stud1004 850 372-21st_Stud1005 851 372-21st_Stud1006 852 372-21st_Stud1007 853 372-21st_Stud1008 854 372-21st_Stud1009 855 372-21st_Stud1010 856 372-21st_Stud1011 857 372-21st_Stud1012 858 372-21st_Stud1013 859 372-21st_Stud533 860 372-21st_Stud534 861 372-21st_Stud535 862 372-21st_Stud536 863 372-21st_Stud537 864 372-21st_Stud538 865 372-21st_Stud539 866 372-21st_Stud540 867 372-21st_Stud541 868 372-21st_Stud542 869 372-21st_Stud543 870 372-21st_Stud544 871 372-21st_Stud545 872 372-21st_Stud546 873 372-21st_Stud547 874 372-21st_Stud548 875 372-21st_Stud549 876 372-21st_Stud550 877 372-21st_Stud551 878 372-21st_Stud552 879 372-21st_Stud553 880 372-21st_Stud554 881 372-21st_Stud555 882 372-21st_Stud556 883 372-21st_Stud557 884 372-21st_Stud558 885 372-21st_Stud559 886 372-21st_Stud560 887 372-21st_Stud984 888 372-21st_Stud987 889 372-21st_Stud989 890 372-21st_Stud990 891 372-21st_Stud992 892 372-21st_Stud995 893 372-21st_Stud996 894 372-21st_Stud997 895 372-21st_Stud998 896 372-21st_Stud999 897 373-21st_Stud246 898 373-21st_Stud247 899 373-21st_Stud248 900 373-21st_Stud249 901 373-21st_Stud250 902 373-21st_Stud251 903 373-21st_Stud252 904 373-21st_Stud253 905 373-21st_Stud254 906 373-21st_Stud255 907 373-21st_Stud256 908 373-21st_Stud257 909 373-21st_Stud258 910 373-21st_Stud259 911 373-21st_Stud260 912 373-21st_Stud261 913 373-21st_Stud262 914 373-21st_Stud263 915 373-21st_Stud264 916 373-21st_Stud265 917 373-21st_Stud266 918 373-21st_Stud267 919 373-21st_Stud268 920 373-21st_Stud269 921 373-21st_Stud270 922 373-21st_Stud271 923 373-21st_Stud272 924 373-21st_Stud273 925 373-21st_Stud274 926 373-21st_Stud275 927 373-21st_Stud652 928 373-21st_Stud653 929 373-21st_Stud656 930 373-21st_Stud658 931 373-21st_Stud659 932 373-21st_Stud661 933 373-21st_Stud663 934 373-21st_Stud664 935 373-21st_Stud666 936 373-21st_Stud667 937 373-21st_Stud669 938 373-21st_Stud670 939 373-21st_Stud672 940 373-21st_Stud673 941 373-21st_Stud675 942 373-21st_Stud676 943 373-21st_Stud677 944 373-21st_Stud678 945 373-21st_Stud680 946 373-21st_Stud681 947 373-21st_Stud682 948 373-21st_Stud684 949 373-21st_Stud685 950 373-21st_Stud686 951 373-21st_Stud688 952 373-21st_Stud689 953 373-21st_Stud690 954 373-21st_Stud691 955 373-21st_Stud692 956 373-21st_Stud693 957 375-21st_Stud216 958 375-21st_Stud217 959 375-21st_Stud218 960 375-21st_Stud219 961 375-21st_Stud220 962 375-21st_Stud221 963 375-21st_Stud222 964 375-21st_Stud223 965 375-21st_Stud224 966 375-21st_Stud225 967 375-21st_Stud226 968 375-21st_Stud227 969 375-21st_Stud228 970 375-21st_Stud229 971 375-21st_Stud230 972 375-21st_Stud231 973 375-21st_Stud232 974 375-21st_Stud233 975 375-21st_Stud234 976 375-21st_Stud235 977 375-21st_Stud236 978 375-21st_Stud237 979 375-21st_Stud238 980 375-21st_Stud239 981 375-21st_Stud240 982 375-21st_Stud241 983 375-21st_Stud242 984 375-21st_Stud243 985 375-21st_Stud244 986 375-21st_Stud245 987 375-21st_Stud837 988 375-21st_Stud838 989 375-21st_Stud839 990 375-21st_Stud840 991 375-21st_Stud841 992 375-21st_Stud842 993 375-21st_Stud843 994 375-21st_Stud844 995 375-21st_Stud845 996 375-21st_Stud846 997 375-21st_Stud848 998 375-21st_Stud850 999 375-21st_Stud851 1000 375-21st_Stud854 1001 375-21st_Stud856 1002 375-21st_Stud857 1003 375-21st_Stud858 1004 375-21st_Stud859 1005 375-21st_Stud861 1006 375-21st_Stud863 1007 375-21st_Stud865 1008 375-21st_Stud867 1009 375-21st_Stud869 1010 375-21st_Stud871 1011 375-21st_Stud873 1012 375-21st_Stud874 1013 375-21st_Stud876 1014 375-21st_Stud878 1015 375-21st_Stud880 1016 375-21st_Stud882 1017 379-21st_Stud1092 1018 379-21st_Stud1093 1019 379-21st_Stud1094 1020 379-21st_Stud1123 1021 379-21st_Stud1125 1022 379-21st_Stud1127 1023 379-21st_Stud1129 1024 379-21st_Stud1131 1025 379-21st_Stud1133 1026 379-21st_Stud1136 1027 379-21st_Stud1138 1028 379-21st_Stud1139 1029 379-21st_Stud1141 1030 379-21st_Stud1142 1031 379-21st_Stud1144 1032 379-21st_Stud1146 1033 379-21st_Stud1148 1034 379-21st_Stud1150 1035 379-21st_Stud1152 1036 379-21st_Stud1154 1037 379-21st_Stud1156 1038 379-21st_Stud1157 1039 379-21st_Stud1160 1040 379-21st_Stud1161 1041 379-21st_Stud1163 1042 379-21st_Stud1165 1043 379-21st_Stud1166 1044 379-21st_Stud1168 1045 379-21st_Stud1170 1046 379-21st_Stud1171 1047 379-21st_Stud393 1048 379-21st_Stud394 1049 379-21st_Stud395 1050 379-21st_Stud396 1051 379-21st_Stud397 1052 379-21st_Stud398 1053 379-21st_Stud399 1054 379-21st_Stud400 1055 379-21st_Stud401 1056 379-21st_Stud402 1057 379-21st_Stud403 1058 379-21st_Stud404 1059 379-21st_Stud405 1060 379-21st_Stud406 1061 379-21st_Stud407 1062 379-21st_Stud408 1063 379-21st_Stud409 1064 379-21st_Stud410 1065 379-21st_Stud411 1066 379-21st_Stud412 1067 379-21st_Stud413 1068 379-21st_Stud414 1069 379-21st_Stud415 1070 379-21st_Stud416 1071 379-21st_Stud417 1072 379-21st_Stud418 1073 379-21st_Stud419 1074 379-21st_Stud420 1075 379-21st_Stud421 1076 379-21st_Stud422 1077 380-21st_Stud1159 1078 380-21st_Stud1162 1079 380-21st_Stud1164 1080 380-21st_Stud1167 1081 380-21st_Stud1169 1082 380-21st_Stud1172 1083 380-21st_Stud1173 1084 380-21st_Stud1174 1085 380-21st_Stud1175 1086 380-21st_Stud1176 1087 380-21st_Stud1177 1088 380-21st_Stud1178 1089 380-21st_Stud1179 1090 380-21st_Stud1180 1091 380-21st_Stud1181 1092 380-21st_Stud1182 1093 380-21st_Stud1183 1094 380-21st_Stud1184 1095 380-21st_Stud1185 1096 380-21st_Stud1186 1097 380-21st_Stud1187 1098 380-21st_Stud1188 1099 380-21st_Stud1189 1100 380-21st_Stud1190 1101 380-21st_Stud1191 1102 380-21st_Stud1192 1103 380-21st_Stud1193 1104 380-21st_Stud1194 1105 380-21st_Stud1195 1106 380-21st_Stud1196 1107 380-21st_Stud343 1108 380-21st_Stud344 1109 380-21st_Stud345 1110 380-21st_Stud346 1111 380-21st_Stud347 1112 380-21st_Stud348 1113 380-21st_Stud349 1114 380-21st_Stud350 1115 380-21st_Stud351 1116 380-21st_Stud352 1117 380-21st_Stud353 1118 380-21st_Stud354 1119 380-21st_Stud355 1120 380-21st_Stud356 1121 380-21st_Stud357 1122 380-21st_Stud358 1123 380-21st_Stud359 1124 380-21st_Stud360 1125 380-21st_Stud361 1126 380-21st_Stud362 1127 380-21st_Stud363 1128 380-21st_Stud364 1129 380-21st_Stud365 1130 380-21st_Stud366 1131 380-21st_Stud367 1132 380-21st_Stud368 1133 380-21st_Stud369 1134 380-21st_Stud370 1135 380-21st_Stud371 1136 380-21st_Stud372 1137 382-21st_Stud100 1138 382-21st_Stud101 1139 382-21st_Stud102 1140 382-21st_Stud103 1141 382-21st_Stud104 1142 382-21st_Stud105 1143 382-21st_Stud106 1144 382-21st_Stud107 1145 382-21st_Stud108 1146 382-21st_Stud109 1147 382-21st_Stud110 1148 382-21st_Stud111 1149 382-21st_Stud112 1150 382-21st_Stud113 1151 382-21st_Stud114 1152 382-21st_Stud115 1153 382-21st_Stud116 1154 382-21st_Stud117 1155 382-21st_Stud118 1156 382-21st_Stud119 1157 382-21st_Stud120 1158 382-21st_Stud121 1159 382-21st_Stud122 1160 382-21st_Stud123 1161 382-21st_Stud124 1162 382-21st_Stud125 1163 382-21st_Stud126 1164 382-21st_Stud127 1165 382-21st_Stud612 1166 382-21st_Stud614 1167 382-21st_Stud616 1168 382-21st_Stud618 1169 382-21st_Stud619 1170 382-21st_Stud620 1171 382-21st_Stud621 1172 382-21st_Stud622 1173 382-21st_Stud623 1174 382-21st_Stud624 1175 382-21st_Stud625 1176 382-21st_Stud626 1177 382-21st_Stud627 1178 382-21st_Stud628 1179 382-21st_Stud629 1180 382-21st_Stud630 1181 382-21st_Stud631 1182 382-21st_Stud632 1183 382-21st_Stud634 1184 382-21st_Stud636 1185 382-21st_Stud638 1186 382-21st_Stud641 1187 382-21st_Stud642 1188 382-21st_Stud644 1189 382-21st_Stud646 1190 382-21st_Stud647 1191 382-21st_Stud649 1192 382-21st_Stud651 1193 382-21st_Stud654 1194 382-21st_Stud657 1195 382-21st_Stud98 1196 382-21st_Stud99 Gender Gender Gender Gender Gender 1196 1 Female 2 Male 3 female 4 male Grade Grade Grade Grade Grade 1196 1 Grade 6 2 grade5 a. Do you do classwork in groups during lessons? a. Do you do classwork in groups during lessons? a. Do you do classwork in groups during lessons? a. Do you do classwork in groups during lessons? a. Do you do classwork in groups during lessons? a. Do you do classwork in groups during lessons? Learners 1196 1 No 2 Yes b. When doing classwork in a group, I find it difficult to complete my part of t b. When doing classwork in a group, I find it difficult to complete my part of t b. When doing classwork in a group, I find it difficult to complete my part of t b. When doing classwork in a group, I find it difficult to complete my part of t b. When doing classwork in a group, I find it difficult to complete my part of t When doing classwork in a group, I find it difficult to complete my part of the classwork Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true c. During group work, I appreciate the opinions of my group mates c. During group work, I appreciate the opinions of my group mates c. During group work, I appreciate the opinions of my group mates c. During group work, I appreciate the opinions of my group mates c. During group work, I appreciate the opinions of my group mates c. During group work, I appreciate the opinions of my group mates Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true d. If the teacher gives classwork that is hard to understand, I can reach out to d. If the teacher gives classwork that is hard to understand, I can reach out to d. If the teacher gives classwork that is hard to understand, I can reach out to d. If the teacher gives classwork that is hard to understand, I can reach out to d. If the teacher gives classwork that is hard to understand, I can reach out to If the teacher gives classwork that is hard to understand, I can reach out to my classmates for help Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true e. I do not trust my classmates to help me with my classwork e. I do not trust my classmates to help me with my classwork e. I do not trust my classmates to help me with my classwork e. I do not trust my classmates to help me with my classwork e. I do not trust my classmates to help me with my classwork e. I do not trust my classmates to help me with my classwork Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true f. Imagine when your teacher asks you and your classmates to complete class work f. Imagine when your teacher asks you and your classmates to complete class work f. Imagine when your teacher asks you and your classmates to complete class work f. Imagine when your teacher asks you and your classmates to complete class work f. Imagine when your teacher asks you and your classmates to complete class work Imagine when your teacher asks you and your classmates to complete class work in groups. How will you make sure you finish the class work? Learners 1196 1 1 2 2 3 3 4 4 5 I do not know 6 I will complete the class work alone 7 I will not participate in the group work with my classmates 8 I will work on the class work with my classmates to completion g. When I face a problem in school, I believe I can solve it or find a solution g. When I face a problem in school, I believe I can solve it or find a solution g. When I face a problem in school, I believe I can solve it or find a solution g. When I face a problem in school, I believe I can solve it or find a solution g. When I face a problem in school, I believe I can solve it or find a solution g. When I face a problem in school, I believe I can solve it or find a solution Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true h. When I have class work, I believe I can finish it by myself h. When I have class work, I believe I can finish it by myself h. When I have class work, I believe I can finish it by myself h. When I have class work, I believe I can finish it by myself h. When I have class work, I believe I can finish it by myself h. When I have class work, I believe I can finish it by myself Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true i. not confident to answer my teacher’s questions i. not confident to answer my teacher’s questions i. not confident to answer my teacher’s questions i. not confident to answer my teacher’s questions i. not confident to answer my teacher’s questions I am not confident I can answer my teacher’s questions on what I have learnt in class Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true j. I enjoy learning new things j. I enjoy learning new things j. I enjoy learning new things j. I enjoy learning new things j. I enjoy learning new things j. I enjoy learning new things Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true k. I feel happy when I see there is something new to learn k. I feel happy when I see there is something new to learn k. I feel happy when I see there is something new to learn k. I feel happy when I see there is something new to learn k. I feel happy when I see there is something new to learn k. I feel happy when I see there is something new to learn Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true I do not feel excited when there is something new to learn in school I do not feel excited when there is something new to learn in school I do not feel excited when there is something new to learn in school I do not feel excited when there is something new to learn in school I do not feel excited when there is something new to learn in school I do not feel excited when there is something new to learn in school Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true m. I seek help from the teacher when I do not understand classwork m. I seek help from the teacher when I do not understand classwork m. I seek help from the teacher when I do not understand classwork m. I seek help from the teacher when I do not understand classwork m. I seek help from the teacher when I do not understand classwork m. I seek help from the teacher when I do not understand classwork Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true n. I ask my teacher questions during the lesson n. I ask my teacher questions during the lesson n. I ask my teacher questions during the lesson n. I ask my teacher questions during the lesson n. I ask my teacher questions during the lesson n. I ask my teacher questions during the lesson Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true o. I am always interested in finding out more from the teacher o. I am always interested in finding out more from the teacher o. I am always interested in finding out more from the teacher o. I am always interested in finding out more from the teacher o. I am always interested in finding out more from the teacher o. I am always interested in finding out more from the teacher Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true p. I am always interested in finding out more from my classmates p. I am always interested in finding out more from my classmates p. I am always interested in finding out more from my classmates p. I am always interested in finding out more from my classmates p. I am always interested in finding out more from my classmates p. I am always interested in finding out more from my classmates Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true q. I shy away from asking questions during the lesson q. I shy away from asking questions during the lesson q. I shy away from asking questions during the lesson q. I shy away from asking questions during the lesson q. I shy away from asking questions during the lesson q. I shy away from asking questions during the lesson Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true r. Think of a time the teacher asks learners to work in groups during the lesson r. Think of a time the teacher asks learners to work in groups during the lesson r. Think of a time the teacher asks learners to work in groups during the lesson r. Think of a time the teacher asks learners to work in groups during the lesson r. Think of a time the teacher asks learners to work in groups during the lesson r. Think of a time the teacher asks learners to work in groups during the lesson Learners 1196 1 1 2 2 3 3 4 4 5 Complete the classwork yourself 6 Don’t worry about it, just send the incomplete classwork 7 Help your classmate and share ideas on how to finish the classwork together 8 Report him/her to the teacher s. I regularly think of different ways of doing things s. I regularly think of different ways of doing things s. I regularly think of different ways of doing things s. I regularly think of different ways of doing things s. I regularly think of different ways of doing things s. I regularly think of different ways of doing things Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true t. I enjoy creating things that are new and different t. I enjoy creating things that are new and different t. I enjoy creating things that are new and different t. I enjoy creating things that are new and different t. I enjoy creating things that are new and different t. I enjoy creating things that are new and different Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true u. I enjoy discovering new and different things u. I enjoy discovering new and different things u. I enjoy discovering new and different things u. I enjoy discovering new and different things u. I enjoy discovering new and different things u. I enjoy discovering new and different things Learners 1196 1 Not true 2 Somewhat true 3 Very true 4 not_true 5 somewhat_true 6 very_true Cohort Cohort Cohort Cohort Cohort 93 1 2020-2021 2 2021-2022 School ID School ID School ID School ID School ID 93 125 262 199.946 59.076 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 93 1 125-1199 2 125-1200 3 126-1204 4 127-1206 5 127-1208 6 127-1209 7 128-1210 8 128-1212 9 129-1215 10 129-1216 11 129-1217 12 130-1219 13 130-1221 14 131-1222 15 132-1224 16 132-1226 17 132-1227 18 132-1228 19 133-1231 20 133-1232 21 134-1234 22 134-1235 23 135-1237 24 135-1238 25 135-1239 26 136-1242 27 137-1244 28 137-1245 29 138-1249 30 139-1251 31 139-1252 32 139-1254 33 140-1256 34 140-1257 35 141-1260 36 141-1261 37 142-1264 38 142-1265 39 143-1267 40 143-1269 41 144-1270 42 241-1531 43 241-1532 44 242-1536 45 242-1538 46 243-1540 47 243-1542 48 244-2431 49 244-2432 50 245-1547 51 245-1548 52 245-1549 53 246-1551 54 246-1553 55 246-1554 56 247-1556 57 247-1557 58 248-1561 59 248-2372 60 249-1563 61 249-1564 62 249-1565 63 250-1567 64 250-1568 65 250-1570 66 251-1573 67 251-1574 68 252-1575 69 253-1580 70 253-1582 71 254-1583 72 254-1586 73 255-1579 74 255-1587 75 255-1588 76 256-1591 77 256-1592 78 257-1596 79 257-1597 80 257-1598 81 258-1601 82 258-1602 83 259-1603 84 259-1604 85 259-1605 86 260-1608 87 260-1609 88 260-1610 89 261-1611 90 261-1612 91 261-1614 92 262-1617 93 262-1618 Grade Level Grade Level Grade Level Grade Level Grade Level 93 1 Grade 1 2 Grade 2 3 Grade 3 4 Grade 4 5 Grade 5 6 Grade 6 7 Grade 7 8 Grade 8 9 PP1 10 PP2 Subject Subject Subject Subject Subject 93 1 Agriculture 2 CRE 3 Cre 4 English 5 English Activities 6 Environmental 7 Environmental Activities 8 Environmental activities 9 Hygiene & Nutrition 10 Hygiene and Nutrition 11 Hygiene and nutrition 12 Hygienr and Nutrition 13 Kiswahili 14 Language 15 Language Activities 16 Language Activities - Letter formation 17 Math 18 Mathematical Activities 19 Mathematics 20 Mathematics Activities 21 Maths 22 Music 23 Physical education 24 Science 25 Science ans Technology 26 Social Studies 27 Social studies Teacher uses multiple approaches to positively manage behaviour. (Look fors: lea Teacher uses multiple approaches to positively manage behaviour. (Look fors: lea Teacher uses multiple approaches to positively manage behaviour. (Look fors: lea Teacher uses multiple approaches to positively manage behaviour. (Look fors: lea Teacher uses multiple approaches to positively manage behaviour. (Look fors: lea teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? Does the teacher have a lesson plan? teachers and learners 93 1 No 2 Yes Does the lesson plan outline the following? Does the lesson plan outline the following? Does the lesson plan outline the following? Does the lesson plan outline the following? Does the lesson plan outline the following? Does the lesson plan outline the following? teachers and learners 77 16 1 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) 2 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking Includes different ability le 3 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking Includes learner centred meth 4 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 5 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 6 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 7 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 8 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 9 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 10 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning r 11 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) There are adequate learning resources indicated for the lesson 12 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) There are adequate learning resources indicated for the lesson Includes different ability learner activi 13 The lesson plan follows the CBC format (Key Inquiry Questions, Competencies, Values, PCIs, Organization of Learning, Conclusion, Summary, Reflections) There are adequate learning resources indicated for the lesson Includes learner centred methodologies Pr 14 The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning resources indicated for the lesson Includes different ability learner activities Includes learner centred methodologies 15 The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning resources indicated for the lesson Includes different ability learner activities Includes learner centred methodologies Previous lesson plans have teach 16 The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning resources indicated for the lesson Includes different ability learner activities Includes learner centred methodologies Previous lesson plans have teach 17 The lesson plan has learning outcomes that encourage higher order thinking There are adequate learning resources indicated for the lesson Includes different ability learner activities Includes learner centred methodologies The lesson plan is updated (sign Sysmiss Ask the reason why the teacher does not have a lesson plan Ask the reason why the teacher does not have a lesson plan Ask the reason why the teacher does not have a lesson plan Ask the reason why the teacher does not have a lesson plan Ask the reason why the teacher does not have a lesson plan Ask the reason why the teacher does not have a lesson plan teachers and learners 16 77 1 Did not lesson plan (Tusome lesson) 2 Didn't create one because the lesson was meant to be taught the following day. I went in when the lesson was in progress. She said she had extra time that's why she went to teach the lesson. 3 He did not get time to create the lesson. 4 Last week all teachers in the school were busy and unable to lesson plan 5 Neglegence 6 Neglegent 7 No 8 She has been sick since last week. She returned yesterday and has not prepared a lesson plan. 9 She started lesson planning when she saw me. She didn't finish lesson planning. 10 She was preparing for the upcoming grade 3-5 upcoming national assessment so she didn't lesson plan. She's the one in charge of Knec in her school. 11 They were busy last week, so he didn't find time. Sysmiss Learners respect and do not fear the teacher (Look fors: learners speak audibly Learners respect and do not fear the teacher (Look fors: learners speak audibly Learners respect and do not fear the teacher (Look fors: learners speak audibly Learners respect and do not fear the teacher (Look fors: learners speak audibly Learners respect and do not fear the teacher (Look fors: learners speak audibly teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teacher implements a discipline plan in the classroom to facilitate learning (Lo Teacher implements a discipline plan in the classroom to facilitate learning (Lo Teacher implements a discipline plan in the classroom to facilitate learning (Lo Teacher implements a discipline plan in the classroom to facilitate learning (Lo Teacher implements a discipline plan in the classroom to facilitate learning (Lo teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners are familiar with a classroom discipline plan and follow it with little Learners are familiar with a classroom discipline plan and follow it with little Learners are familiar with a classroom discipline plan and follow it with little Learners are familiar with a classroom discipline plan and follow it with little Learners are familiar with a classroom discipline plan and follow it with little teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Section Notes Section Notes Section Notes Section Notes Section Notes teachers and learners 93 1 Add more and simplfy the rules 2 Adequate professional 3 All learners are on task 4 All learners are on task. All learners handled fairly. 5 All learners are on task. Teacher calls some learners repeatedly to answer questions. 6 An active disciplined and vibrant class 7 Availability of discipline plan 8 Behaviour management 9 Class had rules motto mission and values 10 Class had well formulated class rules 11 Class rules are positively framed. All learners handled fairly. Learners redirected in least invasive ways. 12 Class rules available and followed by learners. 13 Class rules available and used well. 14 Class rules well drawn and class was disciplined 15 Class rules well known to learners. 16 Class rules well observed by learners. 17 Classroom rules 18 Discipline plan 19 Discipline plan done well 20 Discipline plan implementation 21 Discipline plan rules 22 Discipline plan well implemented 23 Discipline plan/rules are available and learners are familiar 24 Disciplined and organized class 25 Disciplined class though classroom had no rules 26 Good classroom discipline. 27 Improve on classroom rules 28 Improve on discipline plan. 29 Improve on familiarizing the learners with the classroom rules 30 Improve on lesson planning & do self reflection 31 Learners are familiar with a classroom discipline plan and observe it with ease 32 Learners are on task during the lesson. 33 Learners don't fear the teacher. She manages behaviour positively and even enquires whether a quiet learner is sick. 34 Learners enjoy taking part in different learning activities. 35 Learners familiar with class rules. 36 Learners follow class rules well and do not respond to questions in chorus. 37 Learners follow class rules. 38 Learners follow teacher's instructions well. 39 Learners interact freely with teacher during learning process. 40 Learners observe class rules and remain on task during the lesson. 41 Learners respected the teacher 42 Learners respond well to class rules during learning process. 43 Learners volunteer and answer questions. 44 Learners well behaved and on task during the lesson. 45 Learners were disciplined though no class rules 46 Learners were fairly handled hence active learning 47 Learners were well discoplined 48 Leraners were discipplined 49 Lesson objectived communicad 50 Let Learners familiarise with the classroom rules 51 Make classroom rules 52 Make use of various techniques and strategies 53 Multiple approaches used to positively manage behavior 54 No chorus answers. 55 No class rules 56 No class rules in class though the learners were disciplined 57 No class rules though the learners were disciplined 58 No class rules. All learners handled fairly. Learners don't fear the teacher. 59 No class rules. No material on the wall. Learners don't seem to fear the teachers. Many learners are on task though few aren't and teacher is not aware 60 No class rules. Teacher communicates expectations 61 No class rules. Learners don't fear the teachers 62 Positively framed class rules, learners are self directed 63 Positively framed rules. Learners redirected in least invasive ways. 64 Rules are internalised by the learners 65 Rules available and implemented by the learners 66 Rules not displayed but learners internalised them 67 Rules were available in class 68 School had class motti, vision and rules used 69 Teacher had a well prepared lesson which she used 70 Teacher had no lesson plan , class had no rules 71 Teacher had well drawn lesson plan 72 Teacher is not aware of learners who are off task e.g. sleeping 73 Teacher neither had lesson plan nor class rules missim and vision statements 74 Teacher redirects learners in a least invasive way. 75 Teacher redirects learners in a less invasive way. 76 Teacher redirects learners in least invasive ways. Learners don't fear the teacher. 77 Teacher relate well with learners. 78 Teacher self reflection 79 Teacher uses multiple approaches toanage learners behavior 80 The teacher had lesson plan 81 The teacher used noth discussion and demonstration to deliver her lesson 82 The teacher was friendly hence learners loved him 83 There are class rules 84 There are no class rules but teacher redirects learners. There class norms though not written. 85 There is a routine / norms. Teacher says 1-2-3, learners say, "Keep quiet in class". 86 Though there were no class rules the learners were disciplined 87 To make classroom rules 88 classroom rules implementation Teacher provides opportunities for learners to take responsibility (Look fors: i Teacher provides opportunities for learners to take responsibility (Look fors: i Teacher provides opportunities for learners to take responsibility (Look fors: i Teacher provides opportunities for learners to take responsibility (Look fors: i Teacher provides opportunities for learners to take responsibility (Look fors: i teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners assume responsibility in the classroom (Look fors: learners lead activi Learners assume responsibility in the classroom (Look fors: learners lead activi Learners assume responsibility in the classroom (Look fors: learners lead activi Learners assume responsibility in the classroom (Look fors: learners lead activi Learners assume responsibility in the classroom (Look fors: learners lead activi teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teacher provides different learning options for learners (Look fors: various op Teacher provides different learning options for learners (Look fors: various op Teacher provides different learning options for learners (Look fors: various op Teacher provides different learning options for learners (Look fors: various op Teacher provides different learning options for learners (Look fors: various op teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners have independence to choose from different activities during the lesson Learners have independence to choose from different activities during the lesson Learners have independence to choose from different activities during the lesson Learners have independence to choose from different activities during the lesson Learners have independence to choose from different activities during the lesson teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Section Notes3 Section Notes3 Section Notes3 Section Notes3 Section Notes3 teachers and learners 93 1 All learners regardless theie competences were involved 2 Availability of group activities 3 Different approache to teaching applied 4 Different options of learning offered to learners 5 Give learners more assignment options 6 Good classroom culture cherished 7 Group activities. 8 Group work well carried out 9 Improve on group activities 10 Learnees assume responsibility in class 11 Learners actively involved in group work activities. 12 Learners actively take part in the learning process. 13 Learners assume responsibilities in class by collecting litter in class 14 Learners assume responsibilities in the classroom throup group activities 15 Learners assume responsibility in class 16 Learners assume responsibility in the classroom 17 Learners assumed alot of responsibility during the lesson 18 Learners assumed full responsibility in groups 19 Learners assumed responsibility as they worked in groups 20 Learners asumed responsibility in class 21 Learners choose what word to say / write with sound /a/ for cat. There is peer teaching. 22 Learners demonstrate counting legs, there is peer teaching, teachers selects learners to the front and demonstrates counting them, and the class also counts. Teacher has extra work for those who finish early 23 Learners eere in groups doing picture paintinh using lesves and colours and maize cobs 24 Learners enjoy different lesson activities. 25 Learners freely perticipate in the learning activities. 26 Learners freely take learning tasks and group discussion. 27 Learners freely take part in different activities. 28 Learners given opportunities to take responsibilities 29 Learners given time to carry out lesson activities. 30 Learners had good opportunity to take responsibility in class 31 Learners have independence to choose from different activities 32 Learners learnt in groups 33 Learners perform different learning activities as the lesson progress. 34 Learners perform different learning activities. 35 Learners perform some activities together. 36 Learners pertook their roles and responsibilities in the pitch 37 Learners play an improvised descant recorder whole group under teacher's guidance. Then they take turns playing in pairs. Then they choose best player out of the pairs to go and play infront of the class. 38 Learners provide their preferred response 39 Learners reading together from text books. 40 Learners role play a birthday. They sing, blow candles 41 Learners role play a scenario about interdependence. Giving someone a pen because she forgot hers at home. 42 Learners role play brushing their teeth. Peer teaching, some learners go to the front to demonstrate brushing teeth with teacher's guidance. 43 Learners take part in different learning activities. 44 Learners talk about different drugs 45 Learners volunteer to respond to questions. 46 Learners were able to take responsibility 47 Learners were active in groups 48 Learners were actuve in group work 49 Learners were disciplined and familiar with discipline plan 50 Learners were dosciplined 51 Learners were responsible as they worked in groups 52 Learners work in groups 53 Learners work in pairs and groups during learning process. 54 Learners work in pairs in class activities. 55 Learners work in pairs. One holds the counters and counts as the other one says the number. 56 Learners work out lesson activities individually. 57 Learners write questions using where or what. They pair and one uses where and the other what. 58 Learnes effectively involved in learning and assumed alot of responsibilities 59 Leatners worked in groups to discover the path of light 60 No group work noted during teaching time 61 No option for learners to take responsibility 62 Offer options for different learning 63 Options are provided for learners 64 Peer teaching done 65 Provision of Assignment options & group activities 66 Provision of group activities 67 Provision of opportunities for learners to select 68 Provision of opportunities for responsibility 69 Provision of options for learning 70 Provision of options for learning for learners. 71 Provision of options in groups activities 72 Provision of responsibility & options for learners. 73 Responsibility & options are provided for that caters for all learners abilities. 74 Should improve on assignment options for learners to choose 75 Should provide different learning options for learners during the lesson 76 Some learners are actively involved in group work activities. 77 Some learners take roles during the lesson. 78 Students do not take responsibility in class. 79 Teacher asks learner to move to their groups. Learners move to their groups of 6 learners each, there is a total of 4 groups. Then after doing the sum, they present. One learner role plays teacher as she explains how they did the sum. 80 Teacher groups learners and gives each group an abacus. She guides them as different learners add counters to their group's abacus. 81 Teacher provided opportunities for learners to take their responsibilities 82 Teacher selects 3 volunteers to the front. They hold flashcards. Learners say the sounds then the word formed by the letters. 83 Teacherade the learners to be responsible and assumed responsibility as she taught 84 The lesson is about keeping stored water safe. Teacher groups learners and asks them to discuss about items they use for storing water. One learner writes or draws for the group. Some groups draw while others write a list. 85 The teacher applied varied teaching pedagogies in class 86 The teacher embraced all learners regardless their varied abilities 87 There is peer teaching 88 Varied learner Activities 89 Variety of opportunities & different learning options for learning 90 When learners work in groups, different learners take responsibility. Teacher accommodates different learner abilities (Look fors: lesson plans accom Teacher accommodates different learner abilities (Look fors: lesson plans accom Teacher accommodates different learner abilities (Look fors: lesson plans accom Teacher accommodates different learner abilities (Look fors: lesson plans accom Teacher accommodates different learner abilities (Look fors: lesson plans accom teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners of different abilities are actively engaged in the lesson (Look fors: A Learners of different abilities are actively engaged in the lesson (Look fors: A Learners of different abilities are actively engaged in the lesson (Look fors: A Learners of different abilities are actively engaged in the lesson (Look fors: A Learners of different abilities are actively engaged in the lesson (Look fors: A teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teacher provides learners individualized feedback (Look fors: precise praise fo Teacher provides learners individualized feedback (Look fors: precise praise fo Teacher provides learners individualized feedback (Look fors: precise praise fo Teacher provides learners individualized feedback (Look fors: precise praise fo Teacher provides learners individualized feedback (Look fors: precise praise fo teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Section Notes4 Section Notes4 Section Notes4 Section Notes4 Section Notes4 teachers and learners 93 1 Able to recall what they have learned. 2 All learners are actively engaged 3 All learners are actively engaged. 4 All learners are engaged 5 All learners engaged and handled fairly. Role play of a birthday 6 All learners well engaged. Learners make music through playing the descant recorder. 7 Catering for individual abilities 8 Catering for different abilities 9 Catering for learners varied abilities. 10 Critical Thinking 11 Different learners abilities and skills applied during painting 12 Different learners abilities were engaged 13 Different learners take part in learning activities in turns. 14 Feedback done individually 15 Improve on catering for learners 16 In the individual activity, learners add using the abacus. They are still in groups as they share the abacus. 17 Individual feedback 18 Individual feedback provided 19 Individualised feedback provided by the teacher 20 Individualized feedback 21 Individualized feedback well provided 22 Knows and address them by name. 23 Learners able to perform different tasks on their own. 24 Learners able to perform different tasks towards achieving lesson objectives. 25 Learners are intentionally grouped 26 Learners enjoy working out lesson activities 27 Learners have class target mean score and discipline plan 28 Learners incorporate feedback to perform different activities in the pitch 29 Learners interact with KE currency of different denominations. 30 Learners of different abilities engaged 31 Learners of different abilities engaged in class through activities 32 Learners of different abilities engaged well. 33 Learners of different abilities engaged well. Teacher supports learners 34 Learners of different abilities fully engaged 35 Learners of different abilities well engaged. 36 Learners of different abilities were actively engaged 37 Learners of different abilities were actively engaged in the lesson 38 Learners of different abilities were engaged 39 Learners of different abolities were engaged 40 Learners offer solutions to tasks 41 Learners perform roles during the lesson. 42 Learners pf different abilities were engaed in learning aspectd 43 Learners recall what the have learned. 44 Learners recall what they have learned. 45 Learners reflect well on what they have learned. 46 Learners respond correctly to questions on what they have learned from the lesson. 47 Learners respond to questions and teacher provide motivation remarks and knows learners by name. 48 Learners respond well to questions. 49 Learners role play brushing their teeth using their hands. Then some learners go to the front to demonstrate. 50 Learners to be guided to arrive to Solutions in their own creative way 51 Learners were fully engaed 52 Learners with differe t abilities full engaged 53 Learners with different abilities accommodated 54 Learners with different abilities fully engaged 55 Learners with different abilities well accommodated 56 Learners wwre actively engaged 57 Let learners interact with the teaching aids during the lesson. See 58 Provi2of tasks as per the abilities 59 Provide learners with different activities that caters for different abilities 60 Some learners know what they are working on 61 Teacher address learners by name. 62 Teacher addresses learners by name 63 Teacher appreciated the learners work and appreciate them 64 Teacher brings different items for storing water. She also comes with water in a bottle. 65 Teacher caters for learners of different abilities 66 Teacher gave individualized feedback which was good 67 Teacher involved learners i groups 68 Teacher knew her learners and called them by their names and rewarded their responses 69 Teacher knows learners and I them by name. 70 Teacher knows learners, address them by name and motivated the upon giving their response. 71 Teacher praises learners whenever they ask or answer questions. 72 Teacher provided individualised feedback as she taught 73 Teacher provided individualised feedback to the learners 74 Teacher provided learners individualised feedback 75 Teacher provided learners individualized feedback 76 Teacher provided learners with individualised feedback this made learners ignited to learning 77 Teacher provided the learners eith individualised feedback 78 Teacher simulated the learners 79 Teachers involved all learners including those challenged 80 The lesson plan is on a full scarp. No previous lesson plans. 81 There are various activities that cater for different ability learners. 82 Use of textbook, no other material 83 Use songs, learners do activities that match their ability 84 Use varied techniques and strategies to engage actively all learners regardless of their varied abilities ifferent abilities 85 When giving individual feedbacks address learners by name Learners incorporate feedback to perform tasks as per individual abilities (Look Learners incorporate feedback to perform tasks as per individual abilities (Look Learners incorporate feedback to perform tasks as per individual abilities (Look Learners incorporate feedback to perform tasks as per individual abilities (Look Learners incorporate feedback to perform tasks as per individual abilities (Look teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teacher incorporates engaging learner techniques during lessons (Look fors: teac Teacher incorporates engaging learner techniques during lessons (Look fors: teac Teacher incorporates engaging learner techniques during lessons (Look fors: teac Teacher incorporates engaging learner techniques during lessons (Look fors: teac Teacher incorporates engaging learner techniques during lessons (Look fors: teac teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners are engaged throughout the lesson (Look fors: answering questions, turn Learners are engaged throughout the lesson (Look fors: answering questions, turn Learners are engaged throughout the lesson (Look fors: answering questions, turn Learners are engaged throughout the lesson (Look fors: answering questions, turn Learners are engaged throughout the lesson (Look fors: answering questions, turn teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teacher uses engaging materials and strategies that cater for different learning Teacher uses engaging materials and strategies that cater for different learning Teacher uses engaging materials and strategies that cater for different learning Teacher uses engaging materials and strategies that cater for different learning Teacher uses engaging materials and strategies that cater for different learning teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners interact with learning materials (Look fors: manipulatives, visual aids Learners interact with learning materials (Look fors: manipulatives, visual aids Learners interact with learning materials (Look fors: manipulatives, visual aids Learners interact with learning materials (Look fors: manipulatives, visual aids Learners interact with learning materials (Look fors: manipulatives, visual aids teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Section Notes5 Section Notes5 Section Notes5 Section Notes5 Section Notes5 teachers and learners 93 1 Adequate t/ learning materials. 2 Adequate teaching & Learning Materials 3 Adequate resources 4 Adequate teaching 5 Adequate teaching & Learning aids 6 All learners were fully engaged 7 Although the teacher engages learners through peer teaching, charts and textbook are not used although there are charts with numbers. 8 Avail a ariety of materials for learners 9 Availability 2learning materials 10 Availability of Realia. 11 Availability of learning aids 12 Availability of resources 13 Availability of teaching and learning materials 14 Charts and text books available and used well during the lesson. 15 Desired stawisha styles applied 16 Different skills displayed by learners and enjoy working with learning materials. 17 Enough text books available and used during the lesson. 18 Good use of learning materials. 19 Learned engagement 20 Learner engaged throughout the lesson 21 Learner engagement throughout yhe lesson 22 Learners able to observe pictures in text books and answer questions. 23 Learners able to use counters effectively to solve subtraction problem. 24 Learners are paired (turn and talk), teacher creates candles and a box "with cake" then they sing a birthday cake for one of the learners. 25 Learners count sticks, windows, desks, themselves 26 Learners did not have adequate text books 27 Learners did not interact effectively with learning materials during the lesson. 28 Learners effectively interacted with the learning materials 29 Learners effectively interacted with thesterials 30 Learners engaged throughout as they interacted with materials 31 Learners engaged throughout the lesson 32 Learners engaged throughout the lesson as they interact with learning materials 33 Learners freely ask and answer questions. 34 Learners fully engaged and interacted with learning materials 35 Learners fully interacted with learning materials hence engaged throughout the lesson 36 Learners fully inteta ted with 37 Learners had full interaction with the materials 38 Learners interact well with pictures of road signs in the text books. 39 Learners interact well with text books to facilitate learning process. 40 Learners interact with each other as they add two 3-digit numbers using the abacus. 41 Learners interact with teaching aids. 42 Learners interacted with mahtrrials effectively 43 Learners interacted with the learning materials 44 Learners remained on task throughput the lesson. 45 Learners role play. 46 Learners talk to one another in group discussion. 47 Learners use counters when working out the number patterns by 5. 48 Learners use various teaching aids. 49 Learners were effectively involved 50 Learners were engaged 51 Learners were engaged fully in class 52 Learners were engaged fully throughout the lesson 53 Learners were engaged throughout 54 Learners were engaged throughout as they interacted with the learning materials 55 Learners were engaged throughout as they practised the new skill under arm serving in a volley ball pitch 56 Learners were engaged throughout doing activities 57 Learners were engaged throughout in the double lesson through activities on bases and acids 58 Learners were engaged throughout through discussion 59 Learners were engaged throughout with activities 60 Learners were vigorously engaged in the lesson throughout 61 Learnets effecyivrly interacted with the lrarning materials 62 Learning materials available and well utilized during learning process. 63 Lesson is about money. Learners interact with real money. 64 Make use of realia 65 Materials that engages the learners 66 More learning materials needed. 67 Offer opportunities for role play 68 Preparation of material 69 Propare More appropriate charts and realia 70 Provision of the realia for learners 71 Role play 72 Should prepare charts 73 Teacher brings various sharp objects to class - knife, scissors, mabati, broken glass. She also identifies sharp objects in class e.g. razors. She also relates what they are learning with real life e.g. ukifika nyumbani ambia mummy broken glass 74 Teacher engaged learners throughout the lesson 75 Teacher incorporates engaging learner techniques in the lesson 76 Teacher uses engaging strategies. However, there are no textbooks or use of charts. 77 Teacher uses learner-centred strategies. 78 Teacher uses learners and their body parts to count 79 Teaching aids well used. 80 Tescher applied different pedagogies as she taught 81 Text books available and used by learners in every desk 82 Text books available and used well by learners. 83 There is a desk with no textbook. So they are not able to read. 84 There's group work, and each group presents 85 There's peer teaching. Teacher uses various materials, and engages the learners 86 Turn and talk - ask your fellow if they brush their teeth at home then look at their teeth to confirm. Learners don't use textbooks. 87 Use of text books. Learners read in groups i.e they share a book as the whole class reads the story. 88 Uses questioning and turn and share. 89 Variety of teaching aids used 90 Very knowledgeable teacher. Uses materials effectively. Lesson is so simplified. 91 Work out sums from the text books. Teacher incorporates group work and tasks that increase STT throughout lesson. Teacher incorporates group work and tasks that increase STT throughout lesson. Teacher incorporates group work and tasks that increase STT throughout lesson. Teacher incorporates group work and tasks that increase STT throughout lesson. Teacher incorporates group work and tasks that increase STT throughout lesson. teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners work in pairs, in groups, and/or interact with each other throughout le Learners work in pairs, in groups, and/or interact with each other throughout le Learners work in pairs, in groups, and/or interact with each other throughout le Learners work in pairs, in groups, and/or interact with each other throughout le Learners work in pairs, in groups, and/or interact with each other throughout le teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Section Notes6 Section Notes6 Section Notes6 Section Notes6 Section Notes6 teachers and learners 93 1 Effective use of group work 2 Form groups and give them tasks that increase ART. 3 Good group work activities. 4 Good work in groups 5 Group work done well 6 Group and pair work was the choice in class 7 Group discussion embraced by learners. 8 Group reading embraced by learners. 9 Group work 10 Group work catered for. 11 Group work activities well done. 12 Group work done 13 Group work effectively usef in constructinh sentenced 14 Group work emhasizsd as the teachets guides and assist the learners 15 Group work fully incorporated 16 Group work noted 17 Group work required 18 Group work should be embraced 19 Group work to cater for varied abilities 20 Group work used in learning as they learnt in pairs 21 Group work used thoroughly 22 Group work very effective 23 Group work very necessary 24 Group work vividly seen in practice 25 Group work was not seen in her lesson 26 Group work was the order of the day 27 Group work was used right from the start of the lesson 28 Group work well done 29 Group work well handled 30 Group work well handled as they discussed 31 Group work well incorporated 32 Group work well taken care of. 33 Group work welldone 34 Group work wonderfully conducted 35 Group work wonderfully handled 36 Improve on group work 37 Leaners actively engaged 38 Learners actively involved in group work activities and in pairs. 39 Learners actively involved in learning process. 40 Learners actively perform different tasks together. 41 Learners constructed sentences in pairs. 42 Learners cooperate well during group work activities. 43 Learners count in groups with one learner leading the counting activity. 44 Learners demonstrate / do different actions to depict the numbers. There is also peer teaching. 45 Learners embraced group work activities. 46 Learners engage in group discussion at desk level. 47 Learners enjoy working in groups. 48 Learners freely ask and answer questions from lesson objectives. 49 Learners freely work together in groups. 50 Learners interact freely in groups. 51 Learners interact in groups as they keenly analyse features of the money. 52 Learners interact through group work. 53 Learners interact with each other effectively. 54 Learners leaened the skill in the teams as the rest class members were funs 55 Learners learnt in groups 56 Learners perform lesson activities together in groups. 57 Learners read for each other (pairing), they also blend sounds to make words and then create sentence using words given by the teacher. 58 Learners shared learning experiences. 59 Learners very active in group work activities. 60 Learners were put in groups which facilitated learning 61 Learners wirked on hroup activties 62 Learners work in pairs. There's also peer teaching. 63 Learners worked in groups 64 Learners worked in pairs 65 Learners worked sums in groups 66 Learning was through groupeork 67 Minimised group activities and discussion. 68 No evidence of group work 69 No group work at all 70 Pairing done 71 Tadks that increase STT 72 Teacher really tries to use learner -centred strategies 73 The lesson is learner-centred 74 There is effective pairing, learners also read after the teacher silently first 75 There is good interaction among learners. 76 There is room for group work. 77 There's group reading 78 There's peer teaching, and turn and talk 79 Trachers learnt through group work 80 Use of textbooks. No group work, no pairing / peer teaching 81 Use of turn and talk 82 Various activities for group work 83 Working in group work 84 Working in groups 85 Working in groups. Teacher allows and encourages learners to ask questions and interact with new ma Teacher allows and encourages learners to ask questions and interact with new ma Teacher allows and encourages learners to ask questions and interact with new ma Teacher allows and encourages learners to ask questions and interact with new ma Teacher allows and encourages learners to ask questions and interact with new ma teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners respond to and ask questions throughout the lesson. Learners respond to and ask questions throughout the lesson. Learners respond to and ask questions throughout the lesson. Learners respond to and ask questions throughout the lesson. Learners respond to and ask questions throughout the lesson. teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Teachers ask questions that increase rigor and encourage cognitive struggle (Loo Teachers ask questions that increase rigor and encourage cognitive struggle (Loo Teachers ask questions that increase rigor and encourage cognitive struggle (Loo Teachers ask questions that increase rigor and encourage cognitive struggle (Loo Teachers ask questions that increase rigor and encourage cognitive struggle (Loo teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Learners are able to evaluate, synthesize, and apply new materials practically. Learners are able to evaluate, synthesize, and apply new materials practically. Learners are able to evaluate, synthesize, and apply new materials practically. Learners are able to evaluate, synthesize, and apply new materials practically. Learners are able to evaluate, synthesize, and apply new materials practically. teachers and learners 93 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Section Notes7 Section Notes7 Section Notes7 Section Notes7 Section Notes7 teachers and learners 93 1 Asking questions techniques good 2 Critical Thinking 3 Critical thinking 4 Critical thinking competency 5 Effective questioning techniques 6 Extension of learning to the community 7 Extenson of Learning to the community 8 Flearnetz were encouraged to ask questions 9 Give assignments to learners to work on them st home 10 Group work fully conducted under the guidance of group leadersp 11 Improve on questioning techniques 12 Improve on questioning techniques as per bloom taxonomy 13 Knowledge learned well linked to immediate environment for continuous learning process. 14 Learners actively interacted with the learning materials 15 Learners able to answer questions in groups and individually. 16 Learners able to ask questions from their teacher 17 Learners able to write formal 18 Learners actively interacts with learning material. 19 Learners actively involved. 20 Learners and teacher ask and answer questions during learning process. 21 Learners answer but don't ask questions 22 Learners answer questions from what they have learned. 23 Learners answer questions, but they don'the ask questions. Teacher doesn't encourage them to ask questions. 24 Learners apply knowledge learned to draw different weather conditions. 25 Learners appreciate use of road signs for their safety. 26 Learners are able to demonstrate application of conversion of seconds to minutes (real life ) 27 Learners are too young to ask many questions 28 Learners ask for help. However, teacher doesn't encourage them to ask questions. 29 Learners count themselves and different objects in class. Learners ask the teacher questions. 30 Learners did not ask questions 31 Learners don't ask questions. Teacher doesn't encourage them to ask questions. 32 Learners don't ask questions. Teacher doesn't encourage them to ask questions. 33 Learners emcouraged to ask questions 34 Learners encourafed to ask questions 35 Learners encouraged ask questions 36 Learners encouraged to ask questions 37 Learners encouraged to ask questions and they did ask questions 38 Learners encouraged to ask questions which they did 39 Learners engage in peer learning. 40 Learners give examples found in their environment. 41 Learners given more activities for further information. 42 Learners interact well with the teacher during the lesson. 43 Learners not encouraged to ask questions. Learners do not ask questions. 44 Learners practised the taugt skill 45 Learners provide relevant responses 46 Learners relate teeth brushing to their daily lives. 47 Learners relate well what they have learned to their immediate environment. 48 Learners relate what they have learned to their immediate environment. 49 Learners responded to the tea hers questions and also had chance to ask questions 50 Learners share personal experiences i.e different items they use for storing water at home and school. At some school they use tanks. 51 Learners very active. 52 Learners volunteer to ask and answer questions. 53 Learners were able to ask questions 54 Learners were encouraged to ask questions 55 Learners were encouraged to ask questions which they did 56 Learners were introduced to the money from smaller to bigger denominations 57 Learners were never involved in questions 58 Learners willing to do more. 59 Learnerswere able to evaluate,synthesize and apply new materials practically 60 Learning extended to the community 61 Learning is extended to the community 62 Leraners were encouraged to ask questions 63 Questioning techniques 64 Some learners are left out because their desk has no textbook. Later on some of them move to other desks. The teacher doesn't seem to be aware that they have no book. 65 Teacher asked questioms andl learnetsanswered 66 Teacher asked questions 67 Teacher asked questions which increase rigor 68 Teacher asked questions which increase rigor and encouraged them to ask questions 69 Teacher doesn't encourage learners to ask questions. Good questioning techniques 70 Teacher doesn't encourage learners to ask questions. Learners don't ask questions 71 Teacher encouraged learners to ask questioms 72 Teacher encouraged learners to ask question which were all answered by the teacher 73 Teacher encouraged learners to ask quetions 74 Teacher encouraged the learners to ask questions 75 Teacher relate the knowledge learned to immediate learners environment. 76 Teacher relates content with learners ' real life. How can you avoid using alcohol and learners explain. 77 Teacher uses effective questioning techniques. Learners don't ask questions questions. Teacher doesn't encourage them to ask questions. 78 Techniques of questioning 79 The teacher encouraged learners to ask questions as she also asked questions which increased rigor 80 The teacher encouraged the learners to ask questions 81 There is good interaction with the learning material 82 Tracher asked questioms which increase vigor and learners answered the questionsed 83 Very interactive lesson. Teacher Talk Time: Teacher speaks for _____% of the lesson (Please input the % o Teacher Talk Time: Teacher speaks for _____% of the lesson (Please input the % o Teacher Talk Time: Teacher speaks for _____% of the lesson (Please input the % o Teacher Talk Time: Teacher speaks for _____% of the lesson (Please input the % o Teacher Talk Time: Teacher speaks for _____% of the lesson (Please input the % o teachers and learners 93 10 65 38.237 15.79 Student Talk Time: Learners speak for _____% of the lesson (Please input the % o Student Talk Time: Learners speak for _____% of the lesson (Please input the % o Student Talk Time: Learners speak for _____% of the lesson (Please input the % o Student Talk Time: Learners speak for _____% of the lesson (Please input the % o Student Talk Time: Learners speak for _____% of the lesson (Please input the % o teachers and learners 93 20 80 49.172 15.941 Record the total time spent observing the lesson (in minutes) Record the total time spent observing the lesson (in minutes) Record the total time spent observing the lesson (in minutes) Record the total time spent observing the lesson (in minutes) Record the total time spent observing the lesson (in minutes) teachers and learners 93 13 40 22.097 3.523 Record the coaching support time (in minutes) Record the coaching support time (in minutes) Record the coaching support time (in minutes) Record the coaching support time (in minutes) Record the coaching support time (in minutes) teachers and learners 93 7 8 10 12 13 14 15 16 17 18 20 21 22 24 25 26 Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? Which actions will you take to support the teacher observed? teachers and learners 93 1 Co-plan 2 Coach and teacher co-observe of another teacher 3 Coach models part of lesson or strategy 4 Coach provides additional reading 5 Role Play Please indicate the grow areas of the teacher Please indicate the grow areas of the teacher Please indicate the grow areas of the teacher Please indicate the grow areas of the teacher Please indicate the grow areas of the teacher teachers and learners 93 1 Behavior management 2 Class had no rules 3 Classroom class. Teacher redirects learners. However the class rules are very many. 4 Classroom culture 5 Classroom culture e.g some learners off task and she's not aware. 6 Classroom management 7 Classroom management - no class rules 8 Continue to engage learners and promote a positive classroom culture. 9 Create class rules 10 Development of the discipline plan . 11 Display of charts on the wall. 12 Environmental safety 13 Few charts 14 Few charys on the wall 15 Few text books 16 Funs not cheering 17 Had no proper preparation 18 High desks 19 Improve on Classrooms culture 20 Improve on behaviour management 21 Improve on environmental safety 22 Improve on t/learning resources 23 Improve on time management 24 Improvement 25 Inadequate preparation of professional documents 26 Inadequate preparations of professional documents and 27 Inadequate teaching aids 28 Inadequate teaching aids. 29 Inadequate teaching materials. 30 Inadequate text books 31 Learner engagement 32 Lesson plan 33 Lesson plan consistently. 34 Lesson planning - the lesson plan was on full scarp 35 Lesson planning is not consistent 36 Making classroom rules 37 More learning aids 38 No charts in class 39 No charts on the walls 40 No class motto mission vision and rules 41 No class rules 42 No class rules motto and mission 43 No class rules or materials on the wall 44 No group work 45 No interactive walls 46 No introduction no review of previous work 47 No lesson plan 48 No lesson plan and class rules 49 No lesson plan no class rules 50 No rules 51 No rules andadequate harts 52 No school rules 53 No traching aids 54 Preparation of adequate teaching aids. 55 Preparation of teaching aids. 56 Preparation of teaching materials 57 Prepare adequately before the actual lesson. Development of the discipline plan/ classroom rules. 58 Professional documents 59 Questioning techniques 60 Questioning techniques and encourage learners to ask que 61 SL is doing well in the different areas. 62 Some learners do not volunteer to respond to questions. 63 Source for more teaching aids from the learners environment 64 Teacher is doing well in most of the areas 65 Time management 66 Time management as far as time schedule. 67 Use more learner engagement strategies, lesson plan consistently 68 Use of teaching aids during the lesson. 69 Use of teaching aids. 70 Use of various teaching aids 71 Use of various teaching aids. Next Steps Next Steps Next Steps Next Steps Next Steps teachers and learners 93 1 Always prepare lesson plans 2 Always prepare your lesson plan 3 Always prepare your lessons 4 Arrange for more teaching aids to use during the lesson. 5 Continue engaging learners and maintaining a positive school culture 6 Continue the good practices 7 Continue to engage learners and promote a positive classroom culture. 8 Create class rules 9 Create class rules and learning materials 10 Create class rules, be aware of what is happening in the class 11 Develop more teaching aids. 12 Display of charts on the learners classroom. 13 Do more on learners engagement during the lesson. 14 Ensure afequate text books are provided to the learners on ratio of 1:1 15 Ensure all learners are on task 16 Form class rules 17 Form class rules then prepare charts 18 Form rules 19 Form school rules and prepare teaching materials 20 Formulate class rules 21 Formulate class rules mission and vision 22 Formulate class rules motto mission and vision statements 23 Funs to cheer up 24 Have class rules mission and vision statements 25 Have lesson plan for the lesson to be taught 26 Have lesson plans and class rules 27 Have rules 28 Improve on environmental safely 29 Improve on Teaching and learning materials. 30 Improve on classroom culture 31 Improve on questioning technique- questions that triggers critical thinking 32 Improve on the t/learning resources 33 Improve on time management 34 Improving on behaviour management 35 Keep on to better your best 36 Lesson plan consistently 37 Let learners interact with teaching aids during the lesson. 38 Let them learn in groups 39 Make charts and mount in class 40 Make charys mount on the wall to aid learning 41 Make class rules 42 Make lesson plans 43 Make more charts 44 Make the classroom interactive 45 Make the walls interactive 46 Make your classroom more interactive 47 Minimize chorus answers. 48 More teaching aids to cater for different group work. 49 Preparation of professional documents 50 Preparation of teaching aids. 51 Prepare learning areas 52 Prepare more of teaching aids. 53 Prepare more teaching aids 54 Prepare more teaching aids. 55 Prepare varied teaching aids. 56 Prepare variety of teaching aids. 57 Procure more text books 58 Proper arrangement of classroom seating plan. 59 Provide chairs and tables which are learner friendly 60 Provide learners with different activities that caters for different abilities 61 Reference to class rules regularly 62 Review andintroduce your previous work 63 Review class rules - reduce number of rules. Lesson plan consistently 64 Role play especially on open ended questions 65 Should develop/make Discipline plan/ classroom rules. 66 Should improve on time management 67 Should prepare adequately & develop classroom rules 68 Should always prepare for his lesdons 69 Should improve on classroom safety 70 Should improve on environmental safety 71 Should prepare teaching materials 72 Source for more teaching aids from the learners environment. 73 Source for teaching aids locally. 74 TO Breakdown the substrate into smaller unit 75 Time management as stipulated 76 To improve on behaviour management 77 To improve on time management 78 To make classroom rules 79 Use more learner engagement strategies 80 Use various learner engagement strategies e.g group work, peer teaching, turn and talk, role play, etc Please indicate the glow areas of the teacher Please indicate the glow areas of the teacher Please indicate the glow areas of the teacher Please indicate the glow areas of the teacher Please indicate the glow areas of the teacher teachers and learners 93 1 A good classes manager 2 A good classroom teacher 3 A good teacher of mathematics 4 A well prepared teacher who wonderfully handled his lesson 5 A well taught lession 6 A wonderful teacher in class handling scoence lesson 7 Adequate preparation before the actual lesson, learners engaged throughout the lesson, good classroom manager 8 Adequate realia & generally preparations before the actual lesson 9 Adequate teaching and learning materials 10 Adequately prepared before the lesson 11 All areas well articulated 12 All was well done 13 All was well handled 14 An active clasdroom teacher 15 An effective teacher of kiswahili whose subject is always the best in the subcounty 16 Availability of teaching aids and mastery of content. 17 Availability of teaching and learning materials 18 Behaviour management 19 Building trust relationship 20 Classroom culture 21 Classroom culture, learner engagement 22 Classroom management 23 Effective teaching and classroom management. 24 Eloquence and mastery of content. 25 Engage learners throughout the lesson 26 Giving clear instructions. 27 Good classroom management and discipline 28 Good lesson preparation and mastery of content. 29 Good mastery of content and classroom management. 30 Good mastery of content. 31 Good mastery of subject content and lesson organization. 32 Good planning and lesson presentation. 33 Good planning.. 34 Good preparation and mastery of content 35 Good teacherof kiswahili 36 Good work 37 Improve on classroom safety. 38 Individualized feedback, classroom management, adequate preparations of professional documents 39 Learned engagement 40 Learned engagement. Adequate teaching and learning materials 41 Learner engagement 42 Learner engagement & classroom management 43 Learner engagement throughout the lesson 44 Learner engagement, classroom culture 45 Learner engagement, behavior management 46 Learner engagement, classroom culture 47 Learner engagement, classroom culture (very clean class and learners. Even though some learners have torn clothes, they are still very clean. The interactions in the class are positive) 48 Learner engagement, classroom management (all learners are on task) 49 Learner engangeement & behavior management 50 Learners engagement 51 Lessin well delivered 52 Lesson well taught 53 Mastery of content and classroom management. 54 Mastery of content and clear instructions. 55 Not well prepared 56 Organization of the lesson activities and presentation of the lesson. 57 Preparation and planning. 58 Proper planning and management of learners. 59 Questioning techniques aligned to Bloom taxonomy 60 Questioning techniques aligned to Bloom taxonomy, use of different approaches 61 Questioning techniques, classroom mansgement 62 Require extra coaching support 63 S competent classroom teacher 64 Teacher did all that was required in class 65 Teacher had everything for double lesson 66 Teacher was havinh all the necessary items of teaching 67 Teacher was well prepared 68 Teachers into cooperate 69 The teacher handled the lesson well 70 The teacher was well prepared whichade her teach her lesson well 71 The teachet was well prepared 72 Very good mastery of content and lesson instructions. 73 Well done all professional records availed 74 Wonderful EYE teacher 75 Wonderful classroom teacher 76 Wonderful lesson 77 Wonderful lesson presentarion 78 Wonderful teacher of mathematics 79 all class rules available in class Cohort Cohort Cohort Cohort Cohort 36 1 2020-2021 2 2021-2022 School ID School ID School ID School ID School ID 36 125 262 193.472 60.062 Teacher ID Teacher ID Teacher ID Teacher ID Teacher ID 36 1 125-1198 2 126-1203 3 128-1211 4 129-1214 5 130-1218 6 131-1223 7 132-1225 8 133-1230 9 134-1236 10 135-1240 11 136-1243 12 137-1246 13 138-1247 14 139-1253 15 140-1255 16 142-1263 17 143-1266 18 144-1272 19 242-1535 20 243-1539 21 244-1546 22 245-1550 23 247-1558 24 248-1559 25 249-1566 26 250-1569 27 253-1581 28 254-1585 29 255-1589 30 256-1594 31 257-1595 32 258-1600 33 259-1606 34 260-1607 35 261-1613 36 262-1615 Role of the Instructional Leader Role of the Instructional Leader Role of the Instructional Leader Role of the Instructional Leader Role of the Instructional Leader instructional leader 36 1 Deputy Head Teacher 2 Head Teacher 1.1. School leader observes and provides feedback to teachers in the school (Loo 1.1. School leader observes and provides feedback to teachers in the school (Loo 1.1. School leader observes and provides feedback to teachers in the school (Loo 1.1. School leader observes and provides feedback to teachers in the school (Loo 1.1. School leader observes and provides feedback to teachers in the school (Loo instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.2. School leader reviews student learning and behavior data in order to suppor 1.2. School leader reviews student learning and behavior data in order to suppor 1.2. School leader reviews student learning and behavior data in order to suppor 1.2. School leader reviews student learning and behavior data in order to suppor 1.2. School leader reviews student learning and behavior data in order to suppor instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 1.3. School leader leverages PLCs to foster teacher collaboration that enhances 1.3. School leader leverages PLCs to foster teacher collaboration that enhances 1.3. School leader leverages PLCs to foster teacher collaboration that enhances 1.3. School leader leverages PLCs to foster teacher collaboration that enhances 1.3. School leader leverages PLCs to foster teacher collaboration that enhances instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.1. School leader reviews lesson plans before hand and provides feedback as nee 2.1. School leader reviews lesson plans before hand and provides feedback as nee 2.1. School leader reviews lesson plans before hand and provides feedback as nee 2.1. School leader reviews lesson plans before hand and provides feedback as nee 2.1. School leader reviews lesson plans before hand and provides feedback as nee instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.2. School leader models and supports engaging pedagogical methodologies that s 2.2. School leader models and supports engaging pedagogical methodologies that s 2.2. School leader models and supports engaging pedagogical methodologies that s 2.2. School leader models and supports engaging pedagogical methodologies that s 2.2. School leader models and supports engaging pedagogical methodologies that s instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.3. School leader models and follows up on how to develop teaching and learning 2.3. School leader models and follows up on how to develop teaching and learning 2.3. School leader models and follows up on how to develop teaching and learning 2.3. School leader models and follows up on how to develop teaching and learning 2.3. School leader models and follows up on how to develop teaching and learning instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.4. School leader models and support use of formative assessments to promote st 2.4. School leader models and support use of formative assessments to promote st 2.4. School leader models and support use of formative assessments to promote st 2.4. School leader models and support use of formative assessments to promote st 2.4. School leader models and support use of formative assessments to promote st instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 2.5. School leader models and supports the use of Blooms taxonomy (Look fors: le 2.5. School leader models and supports the use of Blooms taxonomy (Look fors: le 2.5. School leader models and supports the use of Blooms taxonomy (Look fors: le 2.5. School leader models and supports the use of Blooms taxonomy (Look fors: le 2.5. School leader models and supports the use of Blooms taxonomy (Look fors: le instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.1. School leader has documented and implemented child protection guidelines (L 3.1. School leader has documented and implemented child protection guidelines (L 3.1. School leader has documented and implemented child protection guidelines (L 3.1. School leader has documented and implemented child protection guidelines (L 3.1. School leader has documented and implemented child protection guidelines (L instructional leader 34 2 1 Complete and shared with teachers and students 2 Complete but not shared with teachers 3 Incomplete guidelines 4 No written guidelines Sysmiss 3.2. School leader models and supports teachers to develop classroom discipline 3.2. School leader models and supports teachers to develop classroom discipline 3.2. School leader models and supports teachers to develop classroom discipline 3.2. School leader models and supports teachers to develop classroom discipline 3.2. School leader models and supports teachers to develop classroom discipline instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.3. School leader builds trusting relationships with teachers and students (Loo 3.3. School leader builds trusting relationships with teachers and students (Loo 3.3. School leader builds trusting relationships with teachers and students (Loo 3.3. School leader builds trusting relationships with teachers and students (Loo 3.3. School leader builds trusting relationships with teachers and students (Loo instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery 3.4. School leader creates and communicates student academic and behavioral goal 3.4. School leader creates and communicates student academic and behavioral goal 3.4. School leader creates and communicates student academic and behavioral goal 3.4. School leader creates and communicates student academic and behavioral goal 3.4. School leader creates and communicates student academic and behavioral goal instructional leader 36 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Indicate the coaching support time (in minutes) Indicate the coaching support time (in minutes) Indicate the coaching support time (in minutes) Indicate the coaching support time (in minutes) Indicate the coaching support time (in minutes) instructional leader 36 10 60 22.25 9.95 Total number of FEMALE learners Total number of FEMALE learners Total number of FEMALE learners Total number of FEMALE learners Total number of FEMALE learners instructional leader 36 6 386 191.694 80.697 Total number of MALE learners Total number of MALE learners Total number of MALE learners Total number of MALE learners Total number of MALE learners instructional leader 36 3 371 193.861 83.017 Total number of FEMALE teachers Total number of FEMALE teachers Total number of FEMALE teachers Total number of FEMALE teachers Total number of FEMALE teachers instructional leader 36 2 201 15.25 38.932 Total number of MALE teachers Total number of MALE teachers Total number of MALE teachers Total number of MALE teachers Total number of MALE teachers instructional leader 36 2 199 13.222 37.407 Instructional Leadership Notes Instructional Leadership Notes Instructional Leadership Notes Instructional Leadership Notes Instructional Leadership Notes instructional leader 36 1 2 plc meetings comducted 2 An active and vibrant leader 3 Few plcs condited 4 Few plcs conducted 5 Few plcs done 6 Good leadership strategies 7 Good management and record keeping. 8 Good management system. 9 Good records kept 10 Has PLC notes 11 Improve on review of pupils learning & behaviour data 12 Leader works well with teachers 13 Lesson observation & feedback notes 14 No plcs ever conducted despite our advise on the same 15 Organized administrator 16 PLC Meetings 17 PLC Meetings Conducted 18 PLC Meetings conducted as required 19 PLC done Termly twice 20 PLC meeting 21 PLC meeting notes, Lesson observation notes. 22 PLC meetings 23 PLC meetings should involve all the teachers in the school 24 Plc meetings coducted 5 times 25 Plc meetings done and minutes kept 26 Plc meetings done to improve standards 27 Plvs done to improve standards and discipline 28 Records available and well organized. 29 Reviewing students data 30 She says the notes and some school related documents are at home as she reported yesterday. However, the exam results are well analysed and present. They have also set goals for the different classes. 31 Team leadership and management noticed. 32 There are PLC notes with clear next steps. 33 There is a book with behaviour data and next steps. 34 They are understaffed so no lesson observations. DP and senior teacher were transferred. 35 They will conduct first PLC next Monday. It will cover absenteeism. This was written on board on 17th January. He says he has done lesson observations but there are no notes. There notes based on exams and specific next steps to improve performance. 36 Two plcs conducted successfully Learner Engagement Notes Learner Engagement Notes Learner Engagement Notes Learner Engagement Notes Learner Engagement Notes instructional leader 36 1 A lot is done in monitoring of learners work even though the school still performs dismally 2 A lot of laxity in the officer 3 Actively involved in learning process. 4 Age appropriate t/aids 5 An active headteacher who managed to unite his teachers 6 An effective leader 7 Blooms Taxonomy 8 Classes have teaching and learning materials. 9 Critical thinking 10 Formative Assessment 11 Group work iscusions 12 He is an active leader and truly fostered staff unity 13 He says he has done most of the things here, but the notes are in another room (store ). So 0. 14 Headteacher fostered staff bonding 15 Improve on Bloom Taxonomy- questions technique 16 Learnerd wete always engaged 17 Learners actively involved in learning process. 18 Learners actively involved in learning. 19 Learners actively involved in the learning process. 20 Learners show learning process in their performance. 21 Learners take part in the lesson. 22 Lesson plans are not reviewed as there is no stamp in any of the lesson plans for the lessons I observed. Some classes have teaching and learning materials while others do not. 23 Most of the were kept by the teacher 24 Provision of feedback to learners 25 Questioning techniques 26 Rigorous objectives should be included in the lesson plans by all the teachers 27 Some classes have materials others do not. 28 Teachers use materials and have lesson plans. 29 Teachers use materials in class, some are improvised. 30 Teaching methods are learners centred 31 The head has really tried to bond the staff 32 The headteacher exhibited his roles effectively 33 This a very effective instructional leader 34 Uses questioning techniques 35 Very well organized and done. 36 Vigorous objectives should be included in the lesson plan Student Culture Notes Student Culture Notes Student Culture Notes Student Culture Notes Student Culture Notes instructional leader 36 1 Academic Performance communicated 2 Buildings relationships with teachers 3 Class rules available and internalised rules 4 Class rules well written and posted on classroom wall 5 Classes 7 and 8 have targets, other classes don't have. 6 Classes have class rules. There are set goals. 7 Developed discipline plan 8 Development of discipline plan 9 Development of the discipline plan 10 Evidence of written goals 11 Evidence of written goals available 12 Evidence of written goals should be availed 13 Friendlyand ineractive 14 Good trust evident 15 Grade 8 have targets. 16 Improve on discipline plan implementation and models 17 Improve on written goals & making classroom rules 18 Kearners were guided well through rules guidance/ counselin 19 Learners very cooperative to learn. 20 Learners very positive about their academic achievement. 21 Learners well disciplined 22 Learners were well guided by rules guidance and counceling avoiding corporal punishment 23 Lears led through school rules and giidance / counseling 24 Most of the administrative duties are communicated and some delegated to the staff for unity 25 No class rules mission and vision 26 No rules in the classrooms I did observations. 27 Self motivated to learn. 28 Self motivated. 29 Students guided for good performance 30 There are class in lower. 31 There is use of corporal punishment. Some classes have class rules. 32 There was delegayion and team work 33 There was good discipline due to guidance and counseling 34 There was good discipline which led to continued good academic performance 35 Very disciplined 36 Written goals on students academic & behaviour Which actions will you take to support the Instructional Leader? Which actions will you take to support the Instructional Leader? Which actions will you take to support the Instructional Leader? Which actions will you take to support the Instructional Leader? Which actions will you take to support the Instructional Leader? instructional leader 36 1 Co-plan 2 Coach and Instructional Leader co-observe of another teacher 3 Coach models part of lesson or strategy 4 Coach provides additional reading 5 Role Play Please indicate the glow areas of the Instructional Leader. Please indicate the glow areas of the Instructional Leader. Please indicate the glow areas of the Instructional Leader. Please indicate the glow areas of the Instructional Leader. Please indicate the glow areas of the Instructional Leader. instructional leader 36 1 A competent leader 2 Active in alll areas 3 Adequate preparation of professional documents, Building trust relationship 4 Adequate preparation of professional documents? Learner engagemrmt 5 An active leader and a good classteacher 6 An effective classroom teacher 7 An effective instructional leader and a column competitor 8 Building trust relationship, academic performance and school enrollment 9 Building trust relationships between teacher & learner, adequate preparations of professional documents 10 Child policy protection, building trust relationship 11 Data analysis, discipline policy, relationship building 12 Development of discipline rules & building relationships 13 Effective headteacher 14 Ever present in school minds on hands on 15 Exhibits good leadership acumen 16 Filing and presentation of documents. 17 Good academic achievement and leadership appreach. 18 Good leadership and management skills. 19 Good management and academic progress. 20 Good management and discipline. 21 Good manager, building trust relationship 22 Leadership, management and classroom learning management. 23 Learner engagement & Building trust relationship for the staff and learners. 24 Learner engagement & discipline/class rules 25 Learners discipline and school management. 26 Much is what is expected is done 27 PLC 28 PLC, relationship building. 29 Promotes learning by giving feedba 30 Questioning techniques, formative assessment 31 Relationship building 32 Relationship building, goal setting (it's the number one public school in the zone). 33 Relationship building, goal setting 34 Stawisha teachers teach well 35 Teacher management and discipline of learners. 36 This is an aproative instructional leader Please indicate the Next Steps for the Instructional Leader Please indicate the Next Steps for the Instructional Leader Please indicate the Next Steps for the Instructional Leader Please indicate the Next Steps for the Instructional Leader Please indicate the Next Steps for the Instructional Leader instructional leader 36 1 40 2 50 3 Anchor strategies that can raise academic standards 4 Charts to be moumted on the walls 5 Clise supervision on making of EYE mterials 6 Coach and give teachers feedback, create child protection policy 7 Coaching on team building. 8 Communicate goals and targets to the learners and teachers. 9 Conduct plcs 10 Conduct plcs with teachers 11 Deputy to be posted to be incharge of curriculume 12 Document 13 Engage parents on the learners discipline 14 Extra contact hours with the learners 15 Fence the school and strengthen guidance and counseling 16 Formulate school rules with the learners 17 Have documented success strategies 18 Have regular plcs inorder to improve discipline and standards 19 Improve on building trust and relationships 20 Improve on learners learning environment 21 Improve on modelling and implementation of the discipline plan 22 Keep lesson observation notes, conduct PLCs regularly 23 Moer plcs to be conducted 24 More plc meetings to be conducted 25 Observe and coach teachers 26 Offer coaching support on modelling some part of the lesson strategies 27 Organise the school records well 28 Organized for PLC meeting and have records. 29 School fencing. 30 Should create evidence of written goals 31 Should improve on fencing for security purposes and safety. 32 Should prepare adequately the t/learning materials before the actual lesson 33 Should use extra time to improve on ICT lesson plan 34 To develop discipline plan/Make classroom rules. 35 Written goals 36 Wwrite goals and update some records as advised Please indicate the grow areas of the Instructional Leader. Please indicate the grow areas of the Instructional Leader. Please indicate the grow areas of the Instructional Leader. Please indicate the grow areas of the Instructional Leader. Please indicate the grow areas of the Instructional Leader. instructional leader 36 1 Building trust and relationships amongst the staff 2 Child protection 3 Child protection policy, coaching and feedback 4 Child protection, lesson observations 5 Classroooms not specious, learners too congestef. 6 Coaching and feedback, child protection policy, PLC 7 Communicating school rules and academic goals to the learners. 8 Documentation - records are in another office in the school but he couldn't bring them because "it's far", DP left 9 Evidence of written goals 10 Few plcs done 11 Few plcs to be conducted 12 Improve on adequate preparations of professional records 13 Improve developing discipline plan/Classroom rules & written goals. 14 Improve on ICT lesson plan 15 Improve on adequate teaching and learning materials for eye 16 Improve on nenviroment safety and security. 17 Improvement of school safety measures. 18 Infrastructure planning.. 19 Kittle done on plcs 20 Low academic standards 21 Model and implementation of the discipline plan 22 No Charts mounted on walls 23 No displayed school rules 24 No goals and some records 25 No plcs conducted 26 PLC (notes are at home), child protection policy (no evidence ) 27 Poor performance and indiscipline 28 Preparation of teaching & learning aids 29 Record keeping. 30 School had no deputy headteacher 31 School not well fenced no fixed gate 32 Some learners still play truancy during market days. 33 Some subject yet to score above average mean score. 34 Success strategies. 35 Team building event. 36 Written goals Coaching Month Coaching Month Coaching Month Coaching Month Coaching Month 4 1 November 2 September EO ID (For RELI) EO ID (For RELI) EO ID (For RELI) EO ID (For RELI) EO ID (For RELI) 4 1 EO1 2 EO2 3 EO3 Coaching focus Coaching focus Coaching focus Coaching focus Coaching focus learners being coached 4 1 Adult Learning Principles, Giving and Receiving Feedback 2 Coaching Step 3: Thinking 3 Coaching Support and Practice Specific area of coaching support Specific area of coaching support Specific area of coaching support Specific area of coaching support Specific area of coaching support learners being coached 4 1 Adult Learning Principles, Giving and Receiving Feedback 2 Asset based coaching and Mind the Gap 3 Relationship building; Coaching and Feedback sharing a. Instructional Leadership Practices a. Instructional Leadership Practices a. Instructional Leadership Practices a. Instructional Leadership Practices a. Instructional Leadership Practices learners being coached 4 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Notes/Comments Notes/Comments Notes/Comments Notes/Comments Notes/Comments learners being coached 4 1 Demonstrated basic knowledge in instructional leadership practices 2 Demonstrates basic instructional leadership knowledge 3 EO demonstrates knowledge of Instructional leader practices 4 The teacher goes beyond the assigned Stawisha duties to explore other areas of support in her role. E.g., TPAD, CBC,, Tusome etc b. Relationship Building b. Relationship Building b. Relationship Building b. Relationship Building b. Relationship Building learners being coached 4 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Notes/Comments2 Notes/Comments2 Notes/Comments2 Notes/Comments2 Notes/Comments2 learners being coached 4 1 He is honest and relates positively with school leaders 2 In all the schools visited, the headteachers, deputies and teachers are fond of her and still respect her recommendation and guidance 3 Relates positively with some school leaders Grow areas (areas of development) of the Education Officer Grow areas (areas of development) of the Education Officer Grow areas (areas of development) of the Education Officer Grow areas (areas of development) of the Education Officer Grow areas (areas of development) of the Education Officer learners being coached 4 1 Allow time for school leader to reflect on practice before giving feedback 2 Coaching conversation -need to ask questions that will create an opportunity for reflection 3 Coaching conversation-need to practice having coaching conversation 4 Time management. Focus on an area and limit conversations to that particular area. Coaching support time (in minutes) Coaching support time (in minutes) Coaching support time (in minutes) Coaching support time (in minutes) Coaching support time (in minutes) learners being coached 4 30 60 37.5 15 c. Coaching Conversation c. Coaching Conversation c. Coaching Conversation c. Coaching Conversation c. Coaching Conversation learners being coached 4 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Notes/Comments3 Notes/Comments3 Notes/Comments3 Notes/Comments3 Notes/Comments3 learners being coached 4 He rarely allows time for school leader to reflect on practice and identify their next steps Officer did not conduct coaching conversation with SLs, she only modelled facilitating a PLC session The CSO is super talkative and veers off the coaching focus most of the time as other related school issues come up. This eats into coaching time alot and might interfere with time management Use of judgemental language d. Reflective Practice d. Reflective Practice d. Reflective Practice d. Reflective Practice d. Reflective Practice learners being coached 4 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Notes/Comments4 Notes/Comments4 Notes/Comments4 Notes/Comments4 Notes/Comments4 learners being coached 4 He inconsistently allows for reflection of practice, in some schools he did and in others did not. Needs to allow SLs to reflect on their practice first. Also needs to reflect on own practice both glows and grows...The CSO talks mostly of her glows which might hi dear opportunities for her growth Officer did not conduct coaching conversation with school leader, only modelled facilitating PLC session Officer did not create time to help SL reflect e. Evidence-Based Feedback e. Evidence-Based Feedback e. Evidence-Based Feedback e. Evidence-Based Feedback e. Evidence-Based Feedback learners being coached 4 No Evidence 20 Beginning Mastery 40 Approaching Mastery 70 Mastery 100 Advanced Mastery Notes/Comments5 Notes/Comments5 Notes/Comments5 Notes/Comments5 Notes/Comments5 learners being coached 4 1 He is able to share feedback with school leaders and state specific exampleseaders but some of it is not based on 2 Officer did not conduct a coaching conversation, she modelled facilitating PLC session 3 Officer focused on skills the SL is missing 4 The CSO actively seeks for evidence of documents and is strict that without documentation of meetings etc, there is no practice. She uses observations made to guide the coaching practice Coaching summary notes Coaching summary notes Coaching summary notes Coaching summary notes Coaching summary notes learners being coached 4 1 EO mainly asked questions on the instructional leadership practices that are being implemented 2 Officer did not conduct a coaching conversation, she modelled PLC facilitation 3 The CSO reflected that her role requires her to be strict esp on issues like SIP, SBTS where schools are lagging behind. Facilitative approach comes to action mostly where schools are on track. Mentions that time management is challenging where other emin 4 This was his first time coaching school leaders, that is why he struggled with allowing for reflection Glow areas (areas of strength) of the Education Officer Glow areas (areas of strength) of the Education Officer Glow areas (areas of strength) of the Education Officer Glow areas (areas of strength) of the Education Officer Glow areas (areas of strength) of the Education Officer learners being coached 4 1 Demonstrated knowledge in instructional leadership practices-especially on supporting struggling learners 2 Great relationship building skills. Takes the visit opportunity to follow up on other official duties. Takes initiative to coordinate the other CSOs and very agile in adapting to last minute changes 3 Instructional leadership practices- able to share best practices with SL 4 Mastery of Instructional leadership practices and could give suggestions to other school leaders