Quality education propels people and communities forward and good teaching is the cornerstone of quality education. But across the world millions of teachers get no ongoing professional development and an estimated 387 million children are in school but on track to leave unable to read this sentence. Failure to provide high-quality education is a global learning crisis that is costing $129 billion a year.
We are leveraging these two distinct problems and using them to solve each other. Our mutually empowering teacher development programme mobilises teachers from the US, UK, and Australia to become LRTT Fellows and spend their teaching summer energising and up-skilling teaching communities in areas where people live on less than $5/day.
Teachers in our programme believe they make progress towards goals they set. Our diagnostics shows teachers improve in a number of drivers of teaching that are predictive of learning, including; classroom management, instructional strategies, collective efficacy and outcome expectations. Our Fellows also improve as teachers, and grow as leaders.
We're working towards a reality where every child getting a quality education, regardless of where they are born; where every school has a clear vision and plan for ongoing teacher development to ensure that all teachers have a sense of agency and purposeful self determination that focuses on teaching as a purpose; and where schools promote and maintain a culture of getting better everyday through peer to peer feedback and structured teacher development that makes teaching a career worth having.
Cultivating the mindset, motivation and grit it takes to keep persisting, and getting better each day in yourself and others.
Teachers are introduced to the concept of growth mindset and practice using positive language to promote students’ beliefs that their ability is not fixed.
Teachers learn how to promotes discussion as a mechanism to isolate and develop particular skills when faced with a skills gap as well as learning about how motivation can be both intrinsic and extrinsic.
Teachers learn strategies to reduce negative responses to learning by using positive framing and reinforcements.
Fostering a positive learning environment and proactively managing behaviour to maximise engagement.
Teachers are introduced to a range of strategies that help to creates a classroom environment that is welcoming and motivating for students to learn.
Teachers learn how a range of positive strategies can help manage low-level disruption and prevent situations from escalating.
Teachers learn how to respond appropriately to students and colleagues after a negative interaction to rebuild the relationship.
Using explanation, modelling, and questioning to build understanding.
Teachers are introduced to a range of strategies to help them to promote a positive staff culture within their school.
Teacher are introduced to a peer-to-peer instructional coaching model that promote an open door policy and cultivate a culture of continual development.
To support teachers to feel confident in playing an active role in training, sharing observations and reflections gained from practise to extend their and others pedagogical knowledge.
Contributing to a culture of getting better getting better and providing peer to peer instructional coaching.
Teachers are introduced to the concepts of lesson planning and unit planning to help them plan and structure a series of lessons towards a planned assessment.
Teachers focus on becoming proactive in meeting student needs by choosing appropriate objective linked learning activities, giving enough time to practice areas of skills linked to objectives.
Teachers build experience in using a range of learning aid resources effectively, understanding the benefit of their use to both teaching and learning.
Assessing each child’s learning and using feedback children learning.
Teachers are introduced to the different types of feedback they can give to their students and how it can be used to measure student understanding.
Teachers practice using informative and evaluative feedback to help assess student learning during their lessons.
Teachers learn more about how they can make effective use of data collected in assessments to judge the progress students have made and respond appropriately and teach more responsively to meet the needs of individuals during the lesson.
Planning quality lessons and sequences of work to engage every children in learning.
Teachers are introduced to the importance of demonstration strategies in building student understanding and making process of thought & action explicit when modelling tasks in front of students.
Teachers practice regularly reflecting on learning to plan specific questions to students in advance of lesson to ensure they support and stretch all learners.
Teacher practice regularly including opportunities for paired/group work, recognising it as a meaningful stage of student learning before students complete individual tasks, consistently planning lessons to ensure students are contributing the most in lessons and thinking hard.
It takes a whole school approach to improve teaching
Principals provide accountability and support lead teachers and set a culture of continual development. Lead Teachers provides bottom up support by playing a coaching and mentoring role within in-school teacher triads. Classroom Teachers support each other in triads to help build collective efficacy and improve themselves and others as educators.
It takes a whole school approach to improve teaching
Through a process of observation, interview and analysis of existing teacher data Fellows build relationships with teachers to identify their areas for growth and to set development goals.
Using an instructional coaching model, Fellows work in small groups to co-design and a cycle of workshops, practise, observations and feedback aimed at supporting teachers to develop mastery in a range of evidence based teaching strategies.
Fellows lead a series of learning experiences for teachers with a focus on practice. Teachers are introduced new concepts and are then given opportunities to test them in a safe environment, before a cycle of practice and feedback is repeated until teachers feel confident in effectively using a given strategy in their classroom.
Through a series of observations, coaching interviews and self-efficacy surveys, Fellows are able to collect valuable data to help track progress and produce rich visual information to inform each teacher where they’re making progress and where they can develop further.
Learn about our impact
Explore our Fellowships
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