Due to the crisis in Syria, the formal school population in Lebanon doubled in a span of four years. To effectively teach in classrooms with a high number of vulnerable children, teachers may need training and support on differentiated instruction, providing psychosocial support to students, and socio-emotional learning. This evaluation will benchmark the impact of a teacher support program focused on continuous coaching supplemented with observation and feedback and scripted strategy cards for teachers’ coaches against the status quo coaching support system.
| Country | Lebanon |
| Title | Supporting teachers to provide differentiated instruction to host refugee students |
| Evaluation design | Treatment: teachers received coaching on student-center learning and implemented the new teaching model. Control: Teachers continued with traditional teaching methods. Coaches in English, 21 French, and Biology were randomly selected for the intervention and assigned fewer teachers than usual, visiting each teacher at least four times. |
| Main outcomes | Teachers' perspectives and teaching practices. |
| Target group | Grades 4-8 Teachers |
| Team | World Bank TTL: Kaliope Azzi-Huck Researchers: J. Lawrence Aber, Carly Tubbs Dolan, Lindsay Brown, Ha Yeon Kim, Alonso Sanchez, Mohamed Yassine |