1. EARLY GRADE READING STUDY
Ms Gina Ermacora
Virtual Coach
24 October 2018

2. COACHING HISTORY
A Foundation phase English specialist who is extremely knowledgeable in all areas of the phase. Highly skilled in coaching teachers in English and Maths.
Been in the teaching profession since 2007
2011: GPLMS coach
2012 – 2013: GPLMS supervisor
2016: EGRS II Quality Assurance Manager
2017 – present: EGRS II Virtual Coach
It takes patience, passion, excellent content knowledge and previous teaching experience to be an exemplary coach

3. COACHING DOSAGE Province Mpumalanga District(s)
Gert Sibande and Ehlanzeni Districts
Subject (s) coached
English as a First Additional Language
Grades Supported
2017 – Grade 1
2018 – Grade 2
Number of Schools 49
Number of Teachers 81

4. COACHING RATIONALE
Coaching specifically aligned to a programme comprised of:
Daily and weekly routines
Core methodologies for all content areas
CAPS aligned lesson plans
Assessments and rubrics
Reading materials (Big Books & Graded Readers)

5. OUTCOMES OF THE COACHING MODEL
Good communities of reading practice established and monitored by the coach
Teachers use tablets effectively
Teachers more skilled at teaching English as a First Additional Language
Teachers become more able to manage their classrooms and create a positive classroom environment for their learners
Teachers become more confident to teach reading and writing
Better curriculum coverage

6. MODALITIES OF IMPLEMENTATION
AVERAGE COACHING HOURS PER TERM
School 49
Individual teachers in a school
15 minutes per call (average teacher)
About 3 – 4 times per term
30 minutes per call (struggling teacher)
About 6 – 7 times per term
Start of term workshops
Term 1: All teachers trained at a central venue over 3 days (one day is allocated to training teachers how to use the tablets, access lesson plans and resources and how to send messages via WhatsApp)
Term 2 – 4: one day cluster based workshops (core methodologies are the focus)
Virtual coach rotates training areas to train all teachers.

8. COACHING PROTOCOLS (Part 1) What is unique?
Coaching conducted through technology using tablets that are loaded with lesson plans, videos, audio clips and core methodologies every term and data on a monthly basis
Different types of contact:
Telephone communication with teachers
Two focus areas per term are concentrated on
These focus areas are based on the core methodology taught during the training
Coach will ask questions based on the focus areas to determine what assistance is needed
Telephone communication with SMT members
These focus areas are based on improving school management and encouraging teacher support within the schools

9. COACHING PROTOCOLS (Part 2) What is unique?
Coach and teacher generated individual WhatsApp messages
Questions and answers on any area of teaching
Pictures and videos are sent and received to demonstrate good practice
Corrections discussed and praise given
Group WhatsApp messages to teachers and SMT members
Bi-weekly competitions are held. These help with:
Encouraging curriculum coverage
Assisting coach to check methodologies
Allowing time for corrections and praise to be given
Used to share good practice
Reminders and motivations are sent weekly

11. COACHING RECORDS
Coach uses a data base to record progress. This data base is submitted to management on a bi-weekly basis. This includes:
Core methodology knowledge
Bi-weekly competition entries and the quality
Coach generated contact
Teacher initiated contact
Comments on areas of need or excellence
Teacher or SMT changes
Any technical issues faced by teachers
Collection of curriculum coverage results from teachers
Record of any issues faced to the material development team

13. COMPENTECY AND TRAINING OF THE COACH
Constantly developing different designs to:
Encourage and motivate teachers
Observe teaching practices
Monitor curriculum coverage
Improve classroom management and environment
Professional development is on-going:
Monthly meeting with Quality Assurance Manager
Weekly meetings with management
Termly training sessions

14. RESEARCH GAPS? How can sustainability be ensured?
How can data, progress and compliancy be monitored accurately?
Technical issues – how do we manage this?
Network issues