The evidence is clear: effective teacher professional development (TPD) needs to include ongoing and individualized support to teachers in order to impact teachers’ instruction, and subsequently student learning. However, what is less clear are the details of what ongoing support entails at the system level: What should be the ratio of pedagogical leaders to teachers? How frequently should pedagogical leaders visit teachers? How long should observation and feedback sessions be?

In this episode, Meskerem (Lily) Mulatu, Practice Manager, World Bank Education West Africa, Tracy Wilichowski, Research Analyst, World Bank Education, and Nompumelelo (Mpumi) Mohohlwane, Deputy Director of Research, Monitoring, and Evaluation, Department of Basic Education, Government of South Africa, sit down to discuss the World Bank Coach program's Structuring Effective 1-1 Support Technical Guidance Note. This note, which aims to provide guidance on how countries can set the structure for an in-service TPD program that includes 1-1 support, is utilized as a starting point to discuss how education systems can improve how they support pedagogical leaders in coaching teachers. This episode features the case of South Africa, providing firsthand insights into some of the challenges in implementing and sustaining these interventions over time.

To learn more, check out the Guidance Note: https://bit.ly/2QugKUr and associated blog post: https://bit.ly/3enV58s.