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PURPOSE

LENSES

STRATEGIES

OUTCOMES

TEACHING AS COLLECTIVE LEADERSHIP

a collectively created map for growing students as leaders of a better future

one-pager

e-book chapter

one-pager

e-book chapter

one-pager

e-book chapter

one-pager

e-book chapter

Introduction

why do we need it?

who it is from & for?

what is it?

how do we use it?

training toolkit

learning theory

studies

content mastery

Appendices

First time here?

intro video

ten-pager

two-pager

A Global Call to Reimagine Education

Share Why You Believe We Must Reimagine Teaching & Learning

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We are in a moment of opportunity to rethink some assumptions about education. The Chilean government is asking for us to contribute to reimagining teaching and learning in the classroom. There is a bigger acceptance of questions we’ve been grappling with for years and the moment is now to influence education systems. We need the best of our network learning, we need the insights we have learned from the best classrooms around the world, we need innovations in coaching and supporting teachers. We need it right now. This is the moment. — Thomas Recart, Founder and CEO of Enseña Chile

Our passion for equity initially led us to focus on how we catch kids up and ensure they have the opportunity to achieve at high levels, but we've realized that catching kids up in a broken system isn't enough. We have to think about where the world will be I 25 years. Massive challenges are bringing into stark reality that if we aren't growing students as leaders who can navigate a complex world there is no hope for any of us. So we simply have to orient towards a broader set of outcomes than the system is oriented to achieve. – Wendy Kopp, Co-Founder and CEO of Teach For All

Imagine the possibilities if we have students alongside us to reimagine education. Imagine how much more quickly we will grow and learn ad make real change. But right now, classrooms and schools are not recognizing the power in our children to lead us. Classrooms and schools—and how we think about what “education” really means—will need to radically change. — Shaheen Mistri, Founder and CEO of Teach For India

The existing instructional strategies I know of are oriented towards kids achieving mostly academic outcomes. And while there is a lot of effort here and there on social-emotional learning strategies and on trauma-informed development approaches, I do not see in the education landscape a shared narrative or a system that guides all of us on the teacher beliefs and practices, and the relationships among teachers, kids, schools and communities, and the ideal enabling conditions for kids to be their full-self and to create a different today and tomorrow. Our learnings so far are valuable, but still too theoretical—they need the practical, sticky, easy-to-navigate, bitesize nature that many teacher development framework have. — Mi Zhenhua, Teach For All (former Head of Training at Teach For China)

The idea of having a classroom model is very important for me. As a student I had to take part in decision making courses because we will choose the best tools and learn from each other. We all have different backgrounds and experiences. We will take our perspectives to this place and it will be pure education for me. — Stanley Wang, Australia

The idea of having a classroom model is very important for me. As a student I had to take part in decision making courses because we will choose the best tools and learn from each other. We all have different backgrounds and experiences. We will take our perspectives to this place and it will be pure education for me. — Inesa Zohrabyan, Armenia

There are a lot of paradigms on how education is created. I was very excited because we are thinking with a diversity of contributors. The kind of education I want for my own daughter and for other kids around the world is a kind of education I didn't receive but would've hoped to receive. It is much more collaborative, it's much more collective, it's very relevant. — Franco Mosso, Enseña Perú

It got me thinking how I can bring that community in my classroom to face the problems I was facing from communicating with students in the same language or just being a better teacher. One thing I noticed was it was hard to find something from Lebanon for Lebanon. It was always from these international journals and not translated well. We have a role to contribute to what education looks like in the community and not just the classroom. — Josiane Attallah, Lebanon

The transformation within education that I would like to see the most would be a better support system for students, not academically, but in making sure they’re seen and heard in the classroom. — Paola Parra Leggs, Enseña por México student

The reductionist approach to success has led to an economic and ecological crisis that we are experiencing today. What would it mean for us to see ourselves as custodians of life, custodians of this planet and move from an ego-centric definition to an eco-centric definition of success. — Vishal Talreja, Founder, Dream A Dream, India

It's this system that was not designed for us, our people were never at the table when it was created, but it still exists and it's all we know. We're trying to re-define that. Our hope is what we do here will unite other communities to do the same. — Kayla Begay, Navajo Nation

PURPOSE

LENSES

STRATEGIES

OUTCOMES

TEACHING AS COLLECTIVE LEADERSHIP

a collectively created map for growing students as leaders of a better future

first time here?

intro video

ten-pager

two-pager

INTRODUCTION

why do we need it?

APPENDICES

training toolkit

one-pager

e-book chapter

one-pager

e-book chapter

one-pager

e-book chapter

one-pager

e-book chapter

who it is from & for?

what is it?

how do we use it?

learning theory

studies

content mastery