dc.contributor.author	Wilichowski, Tracy
dc.contributor.author	Popova, Anna
dc.date.accessioned	2022-09-13T18:52:49Z
dc.date.available	2022-09-13T18:52:49Z
dc.date.issued	2021
dc.description.abstract	Teachers in low- and middle-income countries often lack the knowledge to improve student achievement and exhibit weak cognitive skills and ineffective teaching practices. Teacher professional development (TPD) programs that are embedded as part of a larger comprehensive capacity development strategy and include ongoing individualized feedback have shown large positive effects on teachers' instruction, and, subsequently, on student learning outcomes. However, what this comprehensive professional development entails in practice has not been systematically documented. The questions are who in the system is best placed to support teachers; how many teachers should these individuals support; how often should these individuals visit teachers; and how long should these individuals observe and provide feedback. This technical guidance note provides explicit guidance for policymakers on how to structure the delivery of a successful in-service TPD coaching intervention. This note also can be used by Task Team Leaders (TTLs) to establish dialogue with their clients and to inform project preparation and supervision.	en
dc.identifier	http://documents.worldbank.org/curated/en/302121614665652823/Technical-Guidance-Note
dc.identifier.doi	10.1596/38002
dc.identifier.uri	https://hdl.handle.net/10986/38002
dc.language	English
dc.language.iso	en
dc.publisher	World Bank, Washington, DC
dc.relation.ispartofseries	COACH;
dc.rights	CC BY 3.0 IGO
dc.rights.holder	World Bank
dc.rights.uri	http://creativecommons.org/licenses/by/3.0/igo
dc.subject	GLOBAL PARTNERSHIP FOR EDUCATION
dc.subject	STUDENT LEARNING OUTCOME
dc.subject	QUALITY OF INSTRUCTION
dc.subject	TEACHER PROFESSIONAL DEVELOPMENT (TPD)
dc.subject	TEACHING SKILLS
dc.subject	STUDENT ACHIEVEMENT
dc.subject	TEACHER TRAINING
dc.subject	TEACHER COACHING INTERVENTION
dc.subject	EDUCATION POLICY
dc.subject	SUPPORT TO TEACHERS
dc.subject	EDUCATION CASE STUDY
dc.title	Structuring Effective 1-1 Support	en
dc.title.subtitle	Technical Guidance Note	en
dc.type	Brief	en
dc.type	Fiche	fr
dc.type	Resumen	es
dspace.entity.type	Publication
okr.date.disclosure	2022-09-13
okr.date.doiregistration	2025-04-29T09:28:08.794500Z
okr.date.lastmodified	2022-09-13T00:00:00Z	en
okr.doctype	Knowledge Notes::Education Notes
okr.docurl	http://documents.worldbank.org/curated/en/302121614665652823/Technical-Guidance-Note
okr.guid	995641630086409698
okr.guid	302121614665652823
okr.guid	670941646132579676
okr.guid	599991646132295460
okr.guid	773641646131860595
okr.guid	696211646133016883
okr.identifier.externaldocumentum	090224b088e53b50
okr.identifier.internaldocumentum	32873125
okr.identifier.report	157088
okr.imported	true	en
okr.language.supported	en
okr.pdfurl	http://documents.worldbank.org/curated/en/302121614665652823/pdf/Technical-Guidance-Note.pdf	en
okr.topic	Education::Educational Institutions & Facilities
okr.topic	Education::Educational Sciences
okr.topic	Education::Effective Schools and Teachers
okr.unit	Education Global (HEDGE)

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Structuring Effective 1-1 Support: Technical Guidance Note