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IMPACT

TEACHERS SHARE THEIR KEY LEARNINGS

Much of the increase in skills and confidence is owing to the leadership role these teachers played in the roll out of the programme.  As such, they were able to experience themselves newly.

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OUTCOMES

PHASE 1 TRAINING

33 teachers from the Teacher Training Campus have now been trained

PHASE 2 CAUSING LEADERSHIP AND TRAINING

36 teachers from the Under-graduate and Post-graduate college have now been trained

LEADERSHIP AND OUTREACH

1. The teachers have led the programme to other teachers in the school

2. The teachers have created a programme to train teachers in other schools in the area

3. The teachers are now creating a digital programme to truly empower the students.

TEACHER FEEDBACK

Following the end of the First wave of the Teacher Empowerment Programme, the teachers were invited to rate the impact of their learning in relation to:

a. Key learning against specific modules

b. Key learning against being handed leadership responsibilities as part of the programme

c. The impact this training played during the time of COVID-19.


In reviewing the feedback from the teachers and Mala,, the owner of the school, it was clear the programme had made a real impact in the following areas: 

  • Skills associated with teaching

  • Self-confidence and self-expression

  • Leadership capability

  • Societal impact

MALA'S FEEDBACK

As Mala, the owner of the school, goes onto attest in the video, the change in the teachers confidence and self-expression is clear to see as evidenced by their appearance on the zoom calls and on the video.  At the beginning of the programme, the teachers were extremely shy about being seen. In the video, Mala points to the lasting impact:

Here are her key take-aways:

Self-expression:

  • “The biggest change I’ve seen in the students is their self expression and they are able to speak far more freely.”


New found passion for and commitment to the school:

  • “Previously they saw themselves doing a job, now they look at it as what can they contribute and not just in their job but to the institution.”

  • “They want to put themselves forward to take on extra work. There’s a whole new dimension of leadership that’s opened up that wasn’t available to them before.”


Experiencing personal power:

  • “They themselves are experiencing themselves as a larger human being and so eager to step into anything new.“

  • “There’s a curiosity to learn that has been ignited. Now it’s no longer a job, it’s a passion, which is what we wanted to create ultimately.“

  • “They now experience themselves as leaders.”

  • “Their whole thinking has shifted from thinking about themselves as individuals to a team management group.”