Universal Journal of Educational Research 8(5A): 89-94, 2020 http://www.hrpub.org DOI: 10.13189/ujer.2020.081913 Proficiencies in Curriculum Aspects among School Improvement Specialist Coaches Plus (Sisc+) Noel Jimbai Anak Balang * , Zamri Mahamod, Nor Aishah Buang Faculty of Education, University Kebangsaan Malaysia, Malaysia Received January 22, 2020; Revised April 10, 2020; Accepted April 21, 2020 Copyright©2020 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract As being maintained by District Transformation Program 3.0 (DTP 3.0), both skills and knowledge in curriculum aspects are being established by the purposes of School Improvement Specialist Coaches Plus (SISC+). Accordingly, this research endeavoured to recognize the level of competency of SISC+ in curriculum viewpoints. This study adopted a quantitative approach by employing the survey method. Before being examined by utilising SPSS version 23, the data were amassed through a set of questionnaires. Those questionnaires were disseminated to 128 SISC+ throughout the nation. For this research, descriptive statistics concerning frequency, mean score, standard deviation and percentage were employed. With the mean score of 4.23, sd=0.561, the results unveiled that SISC+ competency level in curriculum knowledge is at a high standard. From the curriculum viewpoints of the subject being taught, the outcomes of this research proved that SISC+ is accountable and proficient. Besides, the conclusions of this research afforded discernment into the SISC+’s capacity in training teachers in school and their implementation of quality Teaching and Learning (T&L). Hence, the authority needs to grant support and cooperation to ensure SISC+ remains to be competent in rendering quality coaching to teachers. Keywords School Improvement Specialist Coaches Plus (SISC+), District Transformation Programme 3.0(DTP 3.0), Teaching and Learning (T&L), Malaysia Education Blueprint 2013-2025 (MEB), Instructional Coaching (ICs) 1. Introduction Osman & Jaafar (2017) proposed that coaching and knowledge abilities among SISC+ concern contemporary Malaysia’s millenary educational remoulding [30]. The SISC+ must diversify their steering and coaching methods for teachers (Hilmi, Jamil 2017, Radhiah, Brahim & Sabil 2016) in reconstructing T&L [23,34]. In order to inspire the teachers to continue adding new knowledge following the position of SISC+ as an instructional coach, SISC+ must equip themselves with the most advanced curriculum and a variation of the robust pedagogical ingredient (Allen et al, 2011[1]. The most advanced curriculum and pedagogical knowledge designate the high measure of professionalism among teachers (Sarabiah & Mahamod, 2016; Balang,N, & Mahamod 2019)[33,5,6]. Working as the impetus for teacher quality, among the hurdles encountered by SISC+ is to ascertain the potency of the coaching manoeuvring (Knight.J, 2019, Joyce & Showers 2018, Chong & Mahamod 2017)[17,20,24]. The arena of instructional coaching functions as the catalyst for quality T&L systems ( Nieto 2014, Nor Asimah 2010, Beth 2009)[23,22,7]. The teachers dramatically improved their proficiency in classroom[21] T&L since the SISC+ profession begun in 2012 (Saemah & Mahamod, 2016)[37]. SISC+ facilitates the teachers in the advancement of professionalism to encourage pedagogical capacities and curriculum quality (Knight 2019, Jake & Knight 2008)[17,19]. Additionally, practical education in the context of coaching entails two parties; principally, the teacher who lead (supervisor/mentors/ coaches) and those who undergo coaching (mentee/coachee/ protégé (Jack & Chee 2013,Holland & Adam 2012, Jack & Knight 2008),[18,14,19]. Teachers must recognise the pedagogical skills of reliable T&L mechanism[4]. Teachers too must furnish themselves with relevant attitudes, behaviours, skills and knowledge as being recommended by the Planning and Policy Research Division (Hilmi & Jamil, 2017,Somasundram & Mahamod 2016)[15,32]. Additionally, in an attempt to satisfy the demands of 21st-century education, SISC+ must render satisfactory coaching programs (Ahmad,S,. et, al 2016, Ahmad & Mahamod 2015)[2,3]. With this basis, the researchers intend to recognise the competency level of curriculum and CITE THIS PAPER [1] Noel Jimbai Anak Balang , Zamri Mahamod , Nor Aishah Buang , "Proficiencies in Curriculum Aspects among School Improvement Specialist Coaches Plus (Sisc+)," Universal Journal of Educational Research, Vol. 8, No. 5A, pp. 89 - 94, 2020. DOI: 10.13189/ujer.2020.081913.