Effectiveness of ICs in Implementation of SBPD

This mixed-method study, conducted by the Research & Development Cell in collaboration with the Professional Development & School Improvement (PDSI) wing, examined the effectiveness of Instructional Coaches (ICs) in implementing the School-Based Professional Development (SBPD) model at Beaconhouse. Data were collected through surveys, focus group discussions, interviews, and documentary analysis involving Cluster Conveners, School Heads, PDSI Leads, ICs, and the Head Office PDSI team.

The analysis revealed key challenges including limited post-realignment training support (95%), unclear role definitions (75%), weak collaboration among ICs (84%), excessive workload (70%), and external disruptions such as Covid-19 (99%). Targeted interventions—such as refresher courses, the launch of the IC Connect collaboration platform, workload monitoring via Google Calendar, and leadership training for PDSI Leads—yielded positive outcomes. Over 88% of School Heads and PDSI Leads reported improved IC performance and clarity of roles, while 97% of teachers expressed satisfaction with the mandatory courses facilitated by ICs.

Despite significant progress in collaboration and capacity building, persistent issues such as workload imbalance, duplication of roles, frequent IC turnover, and limited PD impact measurement remain. The report concludes with recommendations for sustained professional support, workload rationalization, financial incentives, and systematic impact assessment to strengthen the SBPD framework and optimize IC effectiveness across clusters.