Coaching School Leadership to Achieve High Learning Outcomes

The project aimed to demonstrate that improving Head Teachers’ school leadership competencies had a positive impact on pupils’ learning outcomes. Three models, and a non-treatment group, were tested in order to be able to determine the most (cost) effective model for Head Teachers’ continuing professional development (CPD).
2013Rwanda

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
School supportVVOBCambridge Education [Fund Manager]Teacher Training and Evaluation

 

This program was piloted with support from the Innovation for Education Fund, a partnership between the Governments of Rwanda and the UK, managed by Cambridge Education

 

The project aimed to demonstrate that improving Head Teachers’ school leadership competencies had a positive impact on pupils’ learning outcomes. Three models, and a non-treatment group, were tested in order to be able to determine the most (cost) effective model for Head Teachers’ continuing professional development (CPD).

The intervention group consisted of 140 head teachers of primary schools in Rwanda and some of their Sector Education Officers (SEOs). The head teachers participated in a school leadership development trajectory, and were randomly assigned to four groups that received: (A) training and coaching; (B) coaching only (C) training only or (D) no training or coaching at all (see table below). Those SEOs involved in the intervention were trained to provide the coaching required. Training and/or coaching was based on the theoretical ‘eight dimensions of successful school leadership’ that the project derived from diverse experience outside Rwanda. Head teachers who were trained first identified their own strengths and weaknesses using a contextualized self-assessment tool and, based on these, formulated commitments and a plan of action to achieve them.

The theoretical model of ‘eight dimensions of successful school leadership’ hasn’t been tested in Rwanda. The ‘intervision method’ that uses coaching as a tool to improve school leadership competencies is also a new concept to Rwanda.A lack of support for head teachers’ development of school leadership core competencies is one of the main factors contributing to Rwanda's inadequate education quality.

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