Peer coaching in a school in Cairo, Egypt: Implementation, barriers, and pathways to effective adoption

Purpose – The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation. Design/methodology/approach – The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators. Findings – Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are attempted. Each aspect of these is reviewed in light of the implementation process in the school. Practical implications – The study provides practical suggestions for teachers and school administrators that include considerations for implementation. Numerous connections are made to research on peer coaching that is relevant to the implementation of peer coaching in schools in Egypt and other countries in the Global South. Originality/value – The study provides an examination of the implementation of peer coaching in a school in Egypt. Thus, it contributes to the limited literature on peer coaching in the Global South. The discussion and conclusion sections consider further questions and research opportunities for effective practices in peer coaching in international contexts

Association Between Workplace-Based Assessments and Self-Assessment of Entrustment

Purpose: Optimal implementation of Entrustable Professional Activities (EPA)-based curriculum requires direct observation using workplace-based assessments (WBA) coupled with a longitudinal coaching relationship between learners and faculty. Students should be engaged and considered an active participant in the entrustment decision. As part of our engagement with the AAMC Core EPA pilot, we implemented both a WBA using the Otawa Clinic Assessment Tool (OCAT) and a coaching program for our medical students in 2018-2019. We measured the association between WBAs collected during the clinical clerkships and student self-assessment. Coaches were selected from currently designated small group advisors and trained on the EPAs and the coaching conversation. Coaches and students were not assigned based upon specialty interest. Each coach worked with 8-10 students

A comprehensive educational approach to improving NCLEX‐RN pass rates

Background Nurse educators strive to find the best educational methods to prepare students in their attempt to pass the National Council Licensure Examination for Registered Nurses (NCLEX‐RN). The purpose of this study is to describe the implementation of an online coaching program with Appreciative Advising and Emotional Intelligence education as combined educational strategies to improve student learning outcomes. Methods The study was conducted at a university in the Midwestern United States. The sample consisted of students in four graduating classes (2013, n = 15; 2014, n = 19; 2015, n = 18; and 2016, n = 17), who had followed supplemented program preparation in a prelicensure program. Electronic surveys were disseminated to determine satisfaction with student program supports through analysis of the mean overall average scoring of seven‐point Likert scale rates. NCLEX‐RN actual pass rates were reviewed to examine the quality of online coaching toward student preparation via a t test to compare the mean NCLEX‐RN pass rates before and after implementation. Results The students reported satisfaction with the additions of Appreciative Advising and Emotional Intelligence. NCLEX‐RN pass rates showed significant improvements with the combined program support additions. Conclusion The findings suggest that nursing schools that include student program support with an online coaching program can result in positive trends related to NCLEX‐RN pass rates

How teachers incorporate IYT into practice

Children’s challenging behaviour in the classroom can have negative effects on students and teachers. The Ministry of Education is funding the Incredible Years Teacher (IYT) programme to provide teachers with positive classroom management skills to manage young children’s challenging behaviour. This research focused on exploring how teachers incorporated IYT into their practice, and the factors supporting or hindering sustained implementation. The qualitative approach of interpretive description was used to guide in-depth interviews with 12 teachers and other education professionals. The thematic analysis illuminated the variation in how teachers implemented IYT, and conceptualised this according to evangelical, pragmatic, unrelated, and no implementation types. Overall, the study found teachers with more support deeply embedded IYT and sustained its incorporation in their practice. Supports included schools with leadership that prioritised IYT, school-wide behavioural strategies, coaching and modelling to support teacher development, and IYT review processes. The study also recommended supporting IYT group leaders to undertake more coaching visits, IYT courses for principals and teachers aides, and a symposium for teachers. In line with the interpretive description approach, the study also provides a practical resource for teachers and schools. Keywords: Incredible Years Teacher, classroom management, challenging behaviour, professional developmen

Making A Difference: Year Two Report of the Pennsylvania High School Coaching Initiative

This report examines the implementation of the second year of three for the Pennsylvania High School Coaching Initiative (PAHSCI). Funded by the Annenberg Foundation, this initiative focuses on literacy and math coaches providing support to teachers from across the major subject areas to create literacy-rich classrooms in which students actively engage in learning tasks that deepen their content knowledge and strengthen their abilities to think critically and communicate well. This report presents findings from the first two years of research. It includes survey research as well as in-depth qualitative research in participating schools and districts and provides recommendations for PAHSCI stakeholders as they refine the program and for other education reformers as they consider the benefits of instructional coaching as a strategy for improving high schools and student achievement

Manajemen Kepala Sekolah dalam Melaksanakaan Supervisi Akademik di SMA Negeri 5 Lubuklinggau

This study aimed to describe the management of school principals in implementingacademic supervision. The research method is a qualitative descriptive. Data collection techniquesused were observation, interviews and documentation. Data analysis techniques used is datacollection, data reduction, data presentation and conclusion. The conclusions of this study are (1)Planning academic supervision has been implemented according to the procedure. (2)Implementation of academic supervision implementation includes methods, media, and processingwas done coaching classes either by the principal. (3) Assessment academic supervision, evaluation,techniques and procedures have been done a good coaching by the principal. (4) Follow-up ofacademic supervision includes planning, implementation, and assessment, coaching has done goodby the principal

Transformative executive coaching: considerations for an expanding field of research

Executive coaching is growing in popularity as a methodology for developing leaders in organisations. Drawing on recent experiences of the authors, being both educators and practitioners within the field of higher education and executive coaching, this paper explores how the use of transformative learning in a model of transformative executive coaching can enhance the development of the person (P) being coached, thereby augmenting their working environment (E). The purpose of this article is to consider the potential of transformative learning to increase the effectiveness of executive coaching for coaching practitioners and also consider the potential for further research and implementation within the field of transformative learning

Tracking technical refinement in elite performers: The good, the better, and the ugly

This study extends coaching research examining the practical implementation of technical refinement in elite-level golfers. In doing so, we provide an initial check of precepts pertaining to the Five-A Model and, examine the dynamics between coaching, psychomotor, biomechanical and psychological inputs to the process. Three case studies of golfers attempting refinements to their already well-established techniques are reported. Kinematic data were supplemented with intra-individual movement variability and self-perceptions of mental effort as measures of tracking behaviour and motor control. Results showed different levels of success in refining technique and subsequent ability to return to executing under largely subconscious control. In one case, the technique was refined as intended but without consistent reduction of conscious attention, in another, both were successfully apparent, whereas in the third case neither was achieved. Implications of these studies are discussed with reference to the process’ interdisciplinary nature and importance of the initial and final stages

Pembinaan dengan Pemberian Contoh Latihan Kontrol Kerja Mandiri yang Terprogram untuk Pembuatan Rpph Dapat Meningkatkan Kompetensi Guru Tk Gugus Anggrek di Tk Permata Mahkota Kec. Rambah Kab. Rokan Hulu

Preparation of the implementation plan of learning is very important, because the management of good learning is very influential on the preparation of the implementation plan of learning according to indicators. CLKK excellence is exemplified in the manufacture of teachers RPPH and then practice with supervision and activities that do not rely on others. This research uses descriptive qualitative approach, while the technique used in data collection method is observation technique and interview technique. While the research instrument used in this study developed the instrument of observation guidance in the coaching program from beginning to end on each cycle. CLKK coaching model in the coaching program can improve the competence of Gugus Anggrek TK teacher in Kecamatan Rambah. The success of teachers to develop their competence on the making of RPPH and implementation in class based on the value then the success is in Cycle I 37.03%, Cycle II 81.48% and 100% cycle III