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School Based Mentors as a coach in English: assist all teachers to improve the quality of their English-language skills for use as a language ofinstruction facilitate teachers’ use of English self-study materials to assist peers (colleagues) to improve theirEnglish proficiency expert in teaching and learning are informed and inspired by innovations in education show personal leadership in professional development, which makes them role models for otherteachers in CPD guide and organiser of school based CPD promote the development of teachers in order to improve students’ learning and to improve theschool as a learning organisation organise CPD-activities in school and set up learning communities to encourage best practices provide support to NTs to facilitate their integration in the school community and to support theirgrowth as teacher. Therefore, SBMs connect NTs to colleagues, who can take an active role inmentoring NTs promoter of reflection stimulate reflection and facilitate giving of feedback on the quality of teaching and learning at school encourage teachers to reflect on their own teaching. Teachers can then improve their teachingpractices by focusing on building on strengths and overcoming weaknesses. In this way, SBMsstimulate the capacity for continuous professional development of all teachers in the schoolDeputy Head Teachers Supervise and support SBM and SSL work Approve CPD plan submitted by SBM and SSLs,and forward to HT Assist SBMs to find resources for CPD activities Assist Head Teacher in preparing and analysingmonthly reports Conduct lesson observations, CPD meetings,model lessons and training as part of schoolCPD plan Teach classes (6 periods or 340 minutes perweek) to allow SBM reduced load4 Give NTs a warm welcome and present themto the SBM, SSLs, the colleagues, the parentsand the children Collaborate with SBM and SSLs and the wholeschool community to demonstrate their beliefin the capacity and growth of the NTs

Head Teachers Organise academic staff to select a mentor Make time for CPD and mentoring activities onthe school timetable Discuss CPD training needs of school staff Work together with SBM, teachers and DeputyHead Teacher/DoS to develop a CPD plan forschool Work with Deputy HT to supervise SBMactivities Monitor SBM and CPD activities and sendreports to SEI each term Motivate teachers to improve quality ofeducation in their school Provide necessary resources Teach classes (6 periods or 340 minutes perweek) to allow SBM reduced load Give NTs a warm welcome and present themto the SBM, SSLs, the colleagues, the parentsand the children Collaborate with SBM and SSLs and the wholeschool community to demonstrate their beliefin the capacity and growth of the NTsSector Education Officers Communicate information from district toschool and vice versa Regularly collaborate with Head Teachers tomonitor SBM work Report on CPD activities Co-ordinate and implement SBMP and CPDactivities at the sector level: e.g., sector levelcommunities of practice for peer learningbetween SBMs and teachers Ensure that school leaders are focused on theprofessional development of NTs by effectivelyimplementing an induction programme Are involved and take their responsibility inthe recruitment of teachers Pay attention to NTs wellbeing by speakingin favour of timely payment of salaries andguaranteeing medical insurance by the districtDistrict Directors of Education & District Education Officers are responsible for facilitating, organising and Ensure that every public school in the districtscheduling the process of recruitment and forhas a SBMthe deployment of the NTs Through DCC, select qualified Mentor Trainers ensure quality of the NTs’ inductionbased on REB guidelinesprogramme Facilitate and support SBMP and CPD activities are attentive to NTs well-being i.e. by payingin the districtthe teachers’ salaries on time, supporting Ensure every school has resources necessary toaccommodation and guaranteeing healthimplement effective SBMP and CPD activitiesinsurance coordinate all educational activities at districtlevel in relation to NTs through the DCC,District Continuous Professional DevelopmentCommittee5

Development Stakeholders Support trainings for SBMs and SSLs, schoolleadership, district education stakeholders Assist in developing communities of practicefor SBMs Provide technical support (financial andresources) for development of materials(English, pedagogy, and mentoring skills)University of Rwanda College of Education Stakeholder with REB to provide ContinuousProfessional Development Diploma in Englishfor teachers Stakeholder with REB to provide ContinuousProfessional Development Course onmentoring and coaching Supervise monitoring & evaluation for theDiploma courses, provide certificates NT mentors from URCE monitor the performance of NTs during theirfirst year of teaching (induction period) stimulate reflection and give feedback in apositive way (on teaching activities) plan/organise trainings for SBMs and SSLson mentoring with a focus on reflection andcoaching techniques monitor the induction process of NTsRwanda Education Board Produce & distribute training materials forMTs and SBMs Coordinate and plan training of SBMs throughInspectors, support and collaborate withschools in monitoring of the SBMP Collect and analyse monitoring reports fromdistrict Provide training to district, sector, and schooleducation leaders to enable them to take uptheir roles and responsibilities support and monitor the induction of NTsthrough:o development of a policy and long-termstrategy for strengthening the inductionsystem for NTso development of competence frameworksfor teachers based on professionalstandardso development of operational manuals onvarious topics related to effective teachingand learningTTC tutors as NT mentors monitor the performance of NTs during theirfirst year of teaching (induction period) stimulate reflection and give feedback in apositive way (on teaching activities) plan/organise trainings for SBMs and SSLson mentoring with a focus on reflection andcoaching techniques monitor the induction process of NTs6

Annex 3: Reflection modelsALACT modelThe ALACT model describes the way teachers and other professionals learn. It contains five stages asshown in figure 1:(1) action(2) looking back on the action(3) awareness of essential aspects(4) creating alternative methods of action(5) trialFigure 1: The ALACT model of reflection (Korthagen & Vasalos, 2005). Stage 1 of Action: ALACT model is all about action. You can reflect on theory as much as you like buttrue learning occurs when the reflection is done in concrete experience. Stage 2 of looking back on the action: In this stage, you look back on the action. The followingquestions are useful:- What was the context?-What did you want? What did the participants want?-What did you do? What did the participants do?-What were you thinking? What were the participants thinking?-How did you feel? How did the participants feel?7

Stage 3 of Awareness of essential aspects: In this stage, you’re meant to make sense of the experienceby seeing the implications of it and the meaning of it. Stage 4 of creating alternative methods of action: In this stage you take the significance and implicationsfrom the previous stage and ask “Now what?”: “How could my practice change as a result of theinsights I’ve had?” Stage 5 of Trial: The final aspect of the ALACT model is to plan to trial these new modes of action. Andin this way the cycle starts all over again (Ingram, 2015).Kolb’s model of experiential learningKolb’s model of experiential learning is another form of the reflective cycle. It begins with the learningexperience. The practitioner then reflects on this and develops a theory of learning, concluding fromthe experience. This leads to experimentation and the trying out of new ways of working, which in turnprovide further experience and the opportunity to reflect. The model is composed of four steps as adaptedby research (White et al., 2009):1) Concrete experience: doing, having an experience - what happened?2) Reflective observation: reviewing, reflecting on the experience - why did it happen that way?3) Making an abstract concept: concluding, learning from the experience - what can I learn from this?4) Active experimentation: planning, trying out what you have learnt - how do I plan to improve?Figure 2: Kolb’s model of experiential learning (1984) as adapted by White et al. (2009)8

Gibbs’s reflective cycle modelThe Gibbs’ reflective cycle (1988), inspired partly by Kolb’s learning cycle, helps us to focus especially onour own and others’ feelings and points of view. In common terms people call this “Standing/walking insomeone else’s shoes”. This relates strongly to ideas about empathy. The process is essentially a cyclecontaining the following elements:1) Description: what happened?2) Feelings: what were you thinking and feeling?3) Evaluation: what was good and bad about the experience?4) Analysis: what sense can you make of the situation?5) Conclusion: what else could you have done?6) Action Plan: if it happened again what would you do? (back to 1 Description)Figure 3: Gibbs’s reflective cycle (1988)9

Annex 4: Report template for a reflectionReport on reflective practice (self-reflection)Name of the SBM:Topic of reflection:Date of the reflection:WHAT modelWHAT?What happened?I describe my and other’s experienceand actions: What was my role? What did I do? What did others do?SO WHAT?What can I learn from this?I analyse and reflect on my experience: What was so important about thisexperience? Why did it happen that way? What did I learn?NOW WHAT?How will I use what I have learnt infuture practice?I draw conclusions after reflecting onmy experience: What do I change to make thisexperience better? What will be my new actions? What will be the consequences ofmy new actions?10Reflection notes

Report on reflective practice (supporting peer reflection)Name of the SBM:Name of teacher:Topic of reflection:Date of the reflection:WHAT modelTeacher’s reflectionSBM’s feedbackWHAT?What happened?Describe your and other’sexperience and actions: What was your role? What did you do? What did others do?SO WHAT?What can you learn from this?Analyse and reflect on yourexperience: What was so importantabout this experience? Why did it happen that way? What did you learn?NOW WHAT?How will you use what you havelearnt in future practice?Draw conclusions afterreflecting on your experience: What do you change tomake this experience better? What will be your newactions? What will be theconsequences of your newactions?11

Annex 5: Teacher competences (professional needs self-assessment)Domain 1: Knowledge and understanding self-assessmentStandard 1: Knowledge and Understandingof the Curriculum and Subject Matter1The Competence-Based Curriculum, itsprinciples and pedagogical approach2Subject syllabus and key learningoutcomes for school level and gradestaught3Basic and generic competencies withinand between subjects4The National examination system andexamination criteria for subject/s5Key concepts, skills and competencesfor subject/s taught and links betweenthem6Real world applications of subject/s8Relevant spoken and written forms ofthe language of instruction9Principles of language teaching andlearningStandard 2: Knowledge and Understandingof Teaching and Learning1Teaching and learning strategies forsubject/s and grade/s2Strategies for teaching and learning inlarge and/or mixed ability classes3Strategies for teaching children withspecial educational needs12I need moreI don’t knowinformationthisabout thisI know thisI master thisfullyI need moreI don’t knowinformationthisabout thisI know thisI master thisfully

4Strategies to support language learning5Strategies for teaching thinking skills,and learning approaches related tosubject/s6A variety of course-books, locallyavailable resources and ICT forsubject/s grade/s7How to select/adapt/make and use ofTLMs for learning for subject/s grade/s8Strategies to organise, store and shareTLMs with colleagues and learners9Strategies to guide learners in the safeand sustainable use of TLMsStandard 3: Knowledge and Understandingof Students1The intellectual, physical and emotionaldevelopment of learners2How learners develop knowledge, skillsand attitudes3How learners’ backgrounds, currentknowledge, skills and attitudes informlearning4Strategies to identify and build onlearners’ current knowledge, skills andinterests5Barriers to learning and participationlinked to gender, SEN, and learners’backgrounds6Strategies for identifying andovercoming barriers to learning andparticipation7The abilities, interests, needs and socialbackgrounds of your learnersI don’tknow thisI need moreinformationabout thisI know thisI master thisfully13

8Child protection and safeguardingpolicy and processes in your schoolStandard 4: Knowledge and Understandingof Instructional Planning1The importance of instructionalplanning2How to write unit plans and schemesof work using the Competence-BasedCurriculum3How to write lesson plans with clearobjectives, and measurable outcomes4How to plan activities which supportlearners to achieve learning outcomes5How to identify the language, conceptsand skills needed for participation inthe lesson6Strategies for working with colleaguesto plan assessments for teaching andlearning7How to adapt plans for differentlearners8How to ensure plans link to previousand future learning9Strategies for time management andto organise, store and share plans withcolleaguesStandard 5: Knowledge and Understandingof Learning Assessment and EvaluationStrategies1The importance of assessment forlearning, teaching and teacherdevelopment2A variety of activities and strategies forformative and summative assessment14I don’tknow thisI need moreinformationabout thisI know thisI master thisfullyI don’tknow thisI need moreinformationabout thisI know thisI master thisfully

3How to create/access and use valid,reliable and inclusive assessments4Strategies for working with colleaguesto use data5How to interpret assessment data froma variety of sources6How to use assessment data to providefeedback to learners and families7How to use assessment information toinform teaching and learning8Strategies to support learners withexam preparationWhat are the 5 knowledge topics that you want to improve?1.2.3.4.5.15

Domain 2: Professional practice Self-AssessmentPedagogical aspect 1: Preparation and PlanningSometimesOftenAlmostalwaysAlways1. I plan learning outcomes and appropriatelearning objectives which includecompetences for my lessons2. I plan the lesson based upon knowledge ofsubject matter, students, the community andcurriculum goals3. I keep the needs of learners with SEN in mindduring the planning of my lesson4. If needed, I can adapt my planning during thelesson5. The lesson objectives are adapted to thestudents in my class (level of understanding)6. I plan safe and effective use of teaching andlearning materials and room layout7. I plan assessment for teaching and learningPedagogical aspect 2: Lesson tenAlmostalwaysAlways1. I can apply my knowledge to help the learnersto achieve appropriate objectives2. I can create a learning experience that makesthe subject matter meaningful for studentsPedagogical aspect 3: Learners’ engagement andprogress1. All learners are actively engaged in the lesson,throughout the lesson and the time is usedwell2. I can engage students in active learning3. The needs of any learners with SEN areconsidered so that they are fully involved inthe activities and the learning4. Learners make significant (great) progresstowards the learning objectives includingcompetences and subject knowledge16

Pedagogical aspect 4: Learner-centred methodsenable all the learners to learn effectivelySometimesOftenAlmostalwaysAlways1. Nearly all learners develop new knowledge andunderstanding, skills and competences, at alevel appropriate to their ability2. The methods used by the teacher lead toexcellent learning3. I balance between teacher-directed andstudent-centred learning experiences4. I can engage students during instruction5. Nearly all learners including any learners withSEN achieve challenging learning objectives6. I design developmentally appropriate learningopportunities for all students7. I can differentiate (modify instructional plans)based on learners’ needs, meeting the needsof different kind of students8. I am sensitive to individual needs anddifferences9. I understand how to motivate students to learn(I know which factors motivate students tolearn)10. I can determine student learning problems11. Provide opportunity for learners to apply andextend their knowledge and competenciesPedagogical aspect 5: Management of learnersand learning environmentSometimesOftenAlmostalwaysAlways1. I can create a positive and supportive learningenvironment where learners are happy,motivated to learn, feel safe to ask questions,are not afraid of

1 Annex 1: Policy framework for CPD for (head) teachers There are 4 main Rwandan educational policies that support CPD: 1) Rwanda Vision 2020: One of the foundations of Rwanda’s Vis