Testing in-school coaching for sustainable teacher on-going support at scale in Nigeria

• In Event: Highlighted Session: Testing What Works: Refining Coaching and Teacher Support Models Through Implementation Research

Proposal

Evidence shows that individualized and ongoing professional development for teachers can significantly strengthen their knowledge and skills, which in turn has the potential to substantially improve student outcomes in foundational literacy and numeracy (Ganimian & Murnane, 2016; McEwan, 2012). With this in mind, teacher coaching has increasingly attracted attention from international donors and governments (Evans & Mendez, 2021; Piper et al., 2018). Despite its promise, scaling and sustaining teacher coaching, particularly in low-income countries, presents significant challenges as coaching typically demands high investments in both human and financial resources (Cilliers et al., 2022).

In this panel, we will share findings from an 18-month implementation research study conducted as part of the Partnership for Learning for All in Nigeria (PLANE) program. The study explored key obstacles and opportunities for creating an effective, sustainable coaching system, generating insights that can inform both policy and practice in teacher coaching and on-going support. Phase 1 (Sept 2024–Mar 2025) collected interviews and observations across 18 schools in Jigawa and Kaduna, finding that while SSO coaching is generally appreciated, systemic constraints, such as distance and staffing, restrict its reach and impact. Data demonstrated gaps in what teachers expect for support and what the system can deliver as well as opportunities for innovation by leveraging low-level technology and strengthening local support. Phase 2 (Apr–Dec 2025) tested a flexible, school-based coaching model designed to complement SSO coaching, featuring locally selected coaches, simple observation tools, and short instructional videos. Viability testing in four schools between April and July 2025 gathered detailed feedback from teachers and coaches on what worked, what didn’t, and potential adaptations. Data collection mapped participants’ experiences at each stage of the coaching cycle from both coach and teacher perspectives, producing some of the richest insights to date. This approach enabled participants to critically evaluate the model, build on each other’s reflections, and identify successes, challenges, and opportunities for customization and improvement. These insights informed the development of a comprehensive School-based Coaching Toolkit, which will be piloted in all 18 schools starting September 2025, with final findings and recommendations available by CIES in March 2026.

We expect this research to be relevant to implementing partners, policy makers and researchers interested in designing and scaling effective teacher coaching systems in low-resource contexts. Finally, we’ll share insights from conducting implementation research in-house, highlighting challenges–such as asking beneficiaries to critique programs and balancing implementation with research–as well as benefits–including identifying what matters most, incorporating diverse perspectives, and rethinking assumptions to improve program design and impact.

Authors

• Emily J Koester, FHI 360

• Zahra Abubakar

• Rachel M Hatch, FHI360

• Elizabeth Adelman, FHI 360