Countries are now increasingly investing in the implementation of targeted instruction and coaching programs to strengthen classroom teaching and provide school-based feedback to teachers based on classroom observations. Even though these interventions have a broad base of evidence supporting its impacts; implementation fidelity remains a challenge particularly as these interventions go to scale. While there are tools that assess the quality of teaching practices in the classroom; there is no diagnostic tool that helps teams assess the quality of coaching and mentoring feedback provided. There is a need to review the quality of the teacher coaching and mentoring in Ghana and strengthen implementation using a system-wide approach. Further the GALOP intervention has rolled out targeted instruction at scale to all beneficiary school. All teachers in grades 1 to 4 in beneficiary schools are being trained to implement targeted instruction in their classrooms; with specific guidelines for assessing students and grouping them for teaching. There have been variations in implementation of DL across the beneficiary schools as a result of various factors including class size; teacher support among others. Assessing the impact of targeted instruction on learning outcomes and learning about the different ways in which schools are implementing DL and how it can be strengthened; understanding which modalities are more promising for learning outcomes; measuring the average time required for learners to transition to their expected skills level among others will be necessary.Proposed Activity: To strengthen Ghana¡¯s teacher coaching and mentoring system and differentiated learning implementation; by assessing the quality of the intervention and providing evidence-based recommendations to improve teacher effectiveness and classroom learning. The specific research question to be addressed is: Is the existing coaching and mentoring system and DL implementation in Ghana¡¯s basic school adequate to support learning at grade level in Ghana¡¯s basic schools?