A child stands at the board, writing the word "cesu" in chalk on a mind map during a TaRL reading class in Zambia. On the board, the word "cikolo" is circled, with lines to "bayi" and "cesu".
3. Monitoring Process

In order to properly mentor and monitor teachers, each group of mentors and monitors were equipped with TaRL expertise and data collection tools. Mentors then regularly observed Catch Up classes and gave feedback through one-on-one sessions with teachers. They wrote regular reports and attended review meetings to share TaRL challenges and successes.

Mentor Training

Trainings focused on creating a solid understanding of TaRL methodology through interactive sessions and classroom practice. High-quality training in TaRL methodology, along with classroom practice, helps to ensure that mentors are able to identify when TaRL practices are properly applied, to recognise problems, and to accurately evaluate teacher performance. Mentors were introduced to the monitoring tools and trained in giving feedback, collecting and aggregating data, and writing reports. At trainings, mentors were given a clear idea of the information they were responsible for collecting, how frequently they should collect this data, and the specific tools they should use. Setting clear expectations early on helped mentors to adequately monitor TaRL implementation.

Classroom Observation And Data Collection

Mentors completed classroom observation forms for each of the classes visited. Where possible, they addressed mistakes or challenges they saw in the field, actively coaching teachers, and demonstrating Catch Up methods in the classroom when appropriate. ZICS, supported by VVOB mentors, compiled all observation forms at the monthly zonal review meeting to aggregate the data and create zonal reports.

Monthly Zonal Review Meetings

Regular mentor meetings ensured that there was adequate space and time for discussing programme challenges. Once a month, all mentors within a zone attended a zonal review meeting, during which senior teachers shared aggregated school data and mentors discussed their observations. Mentors brainstormed solutions and actively worked to improve Catch Up implementation in the zone. When problems could not be addressed at the zone level, they were taken to a district level and addressed by the District Education Office. ZICs and VVOB jointly aggregated the data and wrote zonal performance reports.

District-Level Data Collection

ZICs submitted electronic copies of their zone summary sheets to the District Education Office (DEO) every month. The DRCC and corresponding VVOB coordinator jointly wrote a monthly report about district-level Catch Up performance. The DEO was responsible for reviewing the information and deciding if any action should be taken at the district level.

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