The purpose of this study is to highlight the approach of integrated coaching in enhancing teacher capacity development by School Improvement Specialist Coach Plus (SISC+). The coaching approach is a combination of facilitative, directive and dialogue coaching. The coaching curve by Bradley William was also employed in this study. This case study involved an in-depth study of a teacher teaching history subject from 2018 to mid 2019. Data were collected using the Teacher Coaching Tool (TCT) instrument used by SISC+ as a standard document to guide teachers. The findings showed that the teacher's teaching and learning (TnL) competency in the classroom was improved in writing learning objectives, activity-based, pedagogical content knowledge and conclusions aspects of TnL. It is recommended further study on the effectiveness of SISC+ coaching practice with a larger sample to address the various issues in the field of coaching.

The School Improvement Specialist Coaches Plus (SISC+) programmed in Malaysia has been in operation since 2012 and is a part of the professional education team in all districts in Malaysia that helps teachers through their coaches. According to the District Transformation Programmed 3.0 (DTP 3.0), the role of SISC+ is underpinned by knowledge and skills in curriculum, pedagogy and assessment aspects. The aim of this study was therefore to identify the level of competence of SISC+ in the field of pedagogy. This study employed a descriptive design. The data has been collected via a series of questionnaires distributed nationally to 118 ICs and analyzed with version 23 of SPSS. The study used descriptive statistics with frequency, mean score, standard deviation and percentage. The results have demonstrated that Pedagogical Knowledge SISC+ competency has a mean score of 4.63, sd = 0.469, at a high level. The results of this study show that SISC+ is competent and knowledgeable on the pedagogical aspects of the subject. The results of this study give insight on the capabilities of SISC+ in teaching coaches in schools and in the practice of teaching and teaching of quality (T&L). Furthermore, teachers interacted and defined the challenges in the school and social environment. It is therefore recognized that the programmed SISC+ needs to be properly understood and recognized by schools and educational institutions in order to achieve its objective of supporting teachers. Physical spaces and collaboration possibilities can improve the achievements of the coaches. The originality and value of the research is the first such research in Malaysia to explore the skills and experiences of coaches who are actively involved in the teacher instructional coaching programmed. The authority must therefore provide support and cooperation so as to ensure that SISC+ remains capable of providing teachers with good quality coaching.

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The aim of this study is to identify higher order thinking skills (HOTS) among Malay language (ML) teachers through a lesson study. Two aspects were explored in order to answer the research questions, namely the nurturing of HOTS and the teaching attitude towards the implementation of the lesson study at school. Qualitative research is the research design used by the researchers. A total of seven ML teachers acting as participants in the research. Information is obtained through triangulation methods which cover interviews, observations and analysis of documents. The data interviews were analysed and transcribed verbatimally with study participants. The findings showed that there is a deepening of teacher’s HOTS through a variety of student learning activities during teaching. The participants in the study were positive and prepared for study of the lesson. Study lessons would be more effective if the workload of the teacher is decreased. Meeting time between teaching staff involved in the study of lessons should be included in the teaching schedule. The findings of this study are therefore important to consider the development of HOTS, which can be used by all teachers in teaching to make learning more relevant to 21st century learning.