A STEAM-Powered Partnership to Improve Teaching at Scale

A conversation with thought leader & professional development coach Claudia Amaya

We were thrilled to welcome Claudia Amaya, an education thought leader and TeachUNITED (TU) training alumna, to the TU Podcast a couple of months ago. 

Last year, TeachUNITED expanded our footprint throughout Latin America through a partnership with PhET (Physics Education Technology) Simulation, training their educators from Argentina, Colombia, Costa Rica, El Salvador, Mexico, and Venezuela — reaching 325 new students through the hard work of participants like Claudia.

As a TeachUNITED Mentor for Change graduate, a PhET Professional Development Coach, and a STEAM (Science, Technology, Engineering, Art, and Mathematics) expert, Claudia is now co-leading a teacher training program in partnership with the TU team. Together, we’re supporting 160+ teachers from 17 countries, positively impacting an estimated 24,000 students!

We recently invited her to sit down with Yohns Solis, TeachUNITED Director of Implementation in Latin America, to share how STEAM skills are enriching student learning while transforming professional development for educators. Check out the full episode here!

TeachUNITED Director Yohns Solis: Last year, you became a [TeachUNITED] Mentor for Change. We would like to know how it has benefited your professional growth? 

Claudia Amaya: I think the first thing, the important thing, is that we can define together what we understand by professional development. Personally, it helped me find some names for some strategies that I maybe already used, but didn’t know there was a methodology, an order, a linearity. When I discover something new and something that really impacts the educational community, I try to share it by applying it in the classroom — whether in person or transmitting it to different educators that I have the opportunity to be with in communities, on my social networks, and all that. TeachUNITED has given us that, a different way of doing education from where we are and from the context in which we are.

I’m going to speak at the Latin American level, where I have a bit more experience in terms of seeing how this is implemented. It’s not enough just to develop technical skills, but also soft skills as they are known now. This is developed through collaborative work, critical thinking. 

So here comes in [TeachUNITED’s] Mentors for Change program, because for us as educators to transmit these soft skills, we must also possess them. We are used to being given all the tools to teach a subject, a class, but we forget a bit who we really are, which is guides. We are tutors. Throughout history, there have been different roles for educators. Now, I believe, more than ever an accompaniment is needed, since technology is providing a lot of knowledge. Our skill that we must develop is that. 

[TeachUNITED’s] Mentors for Change makes STEAM education have a human foundation and no longer just that technical part that is much criticized about STEM education. It goes accompanied by developing these skills that go beyond the concrete — a little more thinking about the human being, thinking about the educator, also thinking about the students and the entire educational community.

Yohns: You have decided not to keep [TeachUNITED’s] Mentors for Change as something personal but to share it with a larger community. You truly want to be a ‘mentor for change.’ Tell us why you decided to replicate the program in the Latin American community.

Claudia: Well, I think that to the extent that I can, I replicate what has personally touched me, changed me. This community where we are replicating, this is a community that has been forming through various opportunities I’ve had. 

Definitely, PhET Simulation has been the center for gathering this community. However, I am also a Google Innovator Educator, so I also have that part, another community where I invite the Google Champions or the community of GDG, which I also belong to, here in El Salvador. So we have strengthened an incredible community. I feel very honored to be the one who has united this community, because we have teachers from Argentina who feel very distant to those in Mexico, Bolivia, Peru…

For me, it’s like adding a plus to everything we have already learned, because we have instructional strategies, we know how to use many applications for mathematics, for sciences, for biology, for chemistry, but we are falling short on the human side. That’s the best part of how the program Mentors for Change can be described, it’s about humanizing everything we are doing in these exact sciences. 

So I proposed it to the community, I threw out the hook, so to speak, and everyone was on board. It’s a community with which I feel very comfortable sharing things, and that’s why we decided to share it. I contacted you and started making the moves to make it a reality.

Claudia’s professional learning community supported by the TeachUNITED team

Yohns: I’d like to know what were your first impressions in this first session? What are some techniques that can be enhanced when we talk about STEM skills?

Claudia: First of all, I felt that it was something that needed the support of both TeachUNITED and PhET Simulations because they have been the link that allows us to work together. And at first, I felt it was something very complicated. How am I going to gather so many people in one place and make them see that it really is a program? I am always grateful for the confidence that both TeachUNITED and being a Mentor for Change have given me to replicate what I believe is one of the objectives of being a Mentor for Change: to replicate this. 

At its core, that is what is sought within the community, because the first impressions they gave were very positive.They really liked it. Everyone has something in common — to grow as educators. 

This is part of the collaborative work that is intended in [TeachUNITED’s] Mentors for Change: to give educators other instruments, techniques, new applications so they will also replicate [the training]. Because within their communities they are also leaders. 

STEM education is quite adaptable, and that’s the idea, that it adapts to the context. You can’t replicate what is done here in El Salvador in Cuba, for example. The educator needs to have those skills to adapt to their context, even within El Salvador. Each school is a world and we need to learn how, through the tools that the Mentors for Change program offers, we can do this.

Yohns: It’s a challenge. And it’s very exciting to us to be part of this challenge. We have 162 teachers, empowered leaders, passionate about education. And the challenge is to keep them empowered, involved in the process. 

Claudia Amaya: That’s right. There are no limits to this. And having allies like TeachUNITED, PhET simulations, like Big Change, and now with another ally. What it does is find the link between everyone to be able to grow education in Latin America.

Yohns: We are sure that you will achieve it, and that those 24,000 or more students will benefit. And it’s thanks to this idea, this initiative, this love for education.

Learn more about Claudia and her impressive work supporting teachers in the full podcast:

“TeachUNITED is a Powerhouse!”

Patriciah Shares How the Training Helped Her Take Her Teaching to the Next Level

Curious about what it’s like to be an educator participating in TeachUNITED’s teacher training program?

Kenyan teacher Patriciah Mutuku says “I have taken several professional development courses as an educator, but the TeachUnited program surpassed them all.” Patriciah graciously details her experience learning about and adopting new strategies and sharing them with fellow teachers as an instructional coach.

The unit on Personalization was a complete makeover! I tried it in my classes and it was magical! Thanks to TeachUNITED, I no longer struggle to find out what to do with students who learn at different paces within the same class. Personalization solved the puzzle for me, and I am a happy teacher. The students enjoy it the most because they are under no pressure to complete a task by a rigid deadline, but do it at their own pace.

At the beginning of every semester, I use the data-driven strategies before teaching anything. Since I teach language to young adults, I ask them to write one paragraph about anything they wish to talk about. I get amazing results, and this helps me know the challenges they may be facing in writing and expressing themselves. I help them overcome some of these challenges along the way.

Upon comparing TeachUNITED with other professional development programs that I have been through, I would confidently say that TeachUNITED is a powerhouse! I am actively sharing these new strategies with my fellow teachers in school.

I came to the realization that I can become a competent instructional coach since TeachUnited produces an ‘instructional coach and not a trainer.’ As stated in one of the modules, Instructional coaches ‘use professional development and differentiated coaching to increase teacher effectiveness by teaching educators how to successfully implement effective, research-based teaching techniques and practices.’

“This program should be rolled out in every continent in the world. Every educator needs this knowledge. Keep it up TeachUNITED! You are the game changers in the education sector on a global scale.”

Fifteen schools participate in TeachUNITED coaching to improve learning outcomes

CONCORD, NH — Educators throughout the state are learning how to engage students, communicate better and reach instructional improvement goals through an innovative program with TeachUNITED. 

Fifty-two teachers from fifteen schools recently completed year one of the TeachUNITED Coaching for Impact Program , which offers rural schools with individualized professional development for their leadership teams and educators. 

“By designing lessons that encourage student engagement and support student interest, educators are making real strides to improve student outcomes. The feedback we are receiving is both positive and uplifting, reaffirming that teachers are finding the work to be sincere and purposeful,” said Frank Edelblut, education commissioner.  

Heather Hiebsch, CEO of TeachUNITED, says the teachers and school leaders participating in the program already have very solid instructional practices, but are using their time with TeachUNITED coaches to dig in and apply strategies and efficiencies in their classroom. 

“In other words, making teachers’ lives easier while increasing the impact in their classrooms,” explained Hiebsch. “To have an administrator say, ‘I walk into my teachers’ classrooms and the energy is different. The students are more engaged, and the teachers are collaborating,’ just underscores the power of effective professional learning. Together, we’re making a tangible impact on education in the state.”

The program is designed to support teachers and rural school leaders with strategies necessary to set and reach ambitious student goals by highlighting strategies for mindset, data-driven instruction, personalized learning and student engagement.

Testimonials from the Henry W. Moore School in Candia: 

• “TeachUNITED has completely changed my entire world for how we approach mistakes in my classroom. I always struggle with helping students realize it’s OK to make mistakes when I struggle with that myself. It helped me specifically with math instruction. I was always concerned with getting them to the right strategy and answer, but now I let them guide the conversation and see what mistakes they catch. It’s just changed the way we work through math problems altogether.” – Teacher Hannah Withee. 
• “Some of the strategies really are just basic, good practice. Some of them are things we need to be reminded of. It’s a valuable experience for both new teachers and teachers who have been in the practice for twenty-some years. There’s something for everyone to learn.” – Principal Becky Wing.

The Importance of Practical, Contextualized Teacher Training:

A conversation with Jesús Darío Loeza of the Secretary of Education of Yucatán, Mexico

Did you know that our team in Latin America hosts regional thought leaders on the TU Podcast? 

We are excited to have kicked off season two in May with an interview with Jesús Darío Loeza, an education expert and Coordinator of the Continuous Training and Professional Development Program of the Secretary of Education of Yucatán, Mexico.

In 2023, TeachUNITED began working with the Yucatán Ministry of Education to improve educational quality and address inequities in rural and indigenous communities. The three-year project is well on its way to improving learning outcomes for 400,000+ students. 

Our team was honored to host Jesús Darío Loeza and is proud to share a few highlights from that rich conversation on teacher professional development.  

TeachUNITED Coach Coordinator Mikel Webb: How has professional development and continuous teacher training affected your career and your knowledge? And how is that personal growth affecting teachers in the area? 

Jesús Darío Loeza: I think the first thing, the important thing, is that we can define together what we understand by professional development. From the Secretariat, we have a national overview of what happens in Mexico. We have a national commission for education improvement, MEJOREDU, and MEJOREDU has a concept of professional development that refers to a learning process of the profession and the construction of the teacher’s identity. I find this concept very curious because it talks about learning the profession.

One would think that when one completes their training at university, at teacher training school, they have already learned everything they had to learn. In this field, in the educational realm, we must continuously learn about our profession, by gaining knowledge.

Personally, I believe that we have to lead by example, a figure who has the responsibility of working with teacher development, also has to be a person who is constantly seeking to stay up to date, learning about new perspectives in education. But it’s always a personal job for teachers.

Mikel: In your extensive experience, have you seen the impact of teachers’ professional development? 

Darío: We have very, very good experiences from here at the Secretariat. In the training part, we have the direct responsibility to present trainings each year. We have to look for options that align with what they determine as their needs. We work with many institutions, foundations, and associations.

For example, we have a project with the Robotics Foundation, where we work on STEM topics, technology topics, and programming which has allowed teachers to learn how to bring technology into the classroom from their contexts, which is very important.

Of course, there are also international relations like the collaboration we have with TeachUNITED, which has permitted us to open up beyond the national level. The people who have participated have realized how things work within the country, but also that in other countries sometimes things are different. And we can question why things are done in a certain way there, or how we can improve if we do things in a different way. And also discover things we share, perhaps the same issues. The fact of sharing them, of discussing them, will lead us to important solutions.

Darío: We have had the opportunity for a team who have taken the TeachUNITED training to participate in an international event in Costa Rica where they could interact with educators from other countries and be able to share their experience, visit schools, and discover the similarities or challenges we face together. I think it’s very interesting because it shows a real application of what they are learning.

Mikel: Considering those experiences, could you say that TeachUNITED has generated a positive impact within the training program?

Darío: Yes, yes, yes, it has been generated. Educators seek tools that can be applied in the short- and medium-term. Sometimes we focus too much on theory trainings, courses, workshops are very theoretical and do not take into account the contexts. TeachUNITED has strived to understand the local contexts, to understand how different participants operate.

Through this program, we have collaborated with directors, supervisors, pedagogical technical advisors (ATPs), technical advisors (ATs), tutors, and teachers who are integrated into the function. For each of them, there has been an effort to understand what their needs are. And I think the best part of this good experience is that they have been able to apply it. They have succeeded.

For example, there is a supervisor who is more than a supervisor, she works with school principals, but she also has to coordinate other supervisors. With the TeachUNITED tools that are presented to them, she can immediately implement them in the meeting next week. I think it is important for teachers to be trained, but if they cannot bring it to the classroom, then that intention is lost.

The TeachUNITED Team and Jesús Darío Loeza with participants at the program launch in January 2024

Mikel: What challenges have been the most difficult in the region and how have they been addressed? How have they been overcome?

Darío: I think one could be connectivity, which is a challenge that is being addressed in a state strategy. Currently, in Yucatán more than 90% of our schools have connectivity, and we are reaching full coverage. The intention is that before the end of this school year, 100% of schools have connectivity. 

Another important challenge is understanding the local context. Even within the same state, what happens in one municipality or region is not the same as what happens in others. The needs are not always the same. 

Mikel: What advice could you give to those teachers who are seeking better professional development?

Darío: Well, I think the most important thing is to always have that desire to continue learning. I think it’s something that a person dedicated to education usually has. But to not let that go, because sometimes it can become more bureaucratic — to seek training to obtain a score or to obtain some pass to another level. We have to be careful that the essence of the training is not lost and that we do it for personal and professional development. 

I think that would be the advice: not to lose sight of that. Always seek to improve what they do, which is something that not only goes for the topic of education but for anything we dedicate ourselves to. 

TeachUNITED’s government partnerships are driving sustainable impact on teachers and students in Mexico and beyond. Learn more about the effect of our work with Jesús Darío Loeza and his team at the Yucatán Secretary of Education in this blog.

Welcome Lego Foundation Leader Diego Adame

TeachUNITED is honored to introduce the newest addition to our board of directors, Diego Adame. A Mexican national, Diego brings with him over 15 years of experience in the social and philanthropic sector and a belief in the power of education.

Senior Director at the LEGO Foundation, Diego, has been involved in education projects at all levels, from teaching underserved students in Mexico to developing and launching national and global strategies with a focus on impact.

As part of the foundation’s leadership, Diego has first-hand experience with trends, best practices, and access to global networks of organizations and funders in the education sector. This perspective has been invaluable to mission-driven organizations in the startup and growth phases.

At TeachUNITED, we believe in the transformative power of education. By leveraging the resources of our global network to form innovative partnerships with local communities, we are working to prepare the next generation of students with the skills to graduate, earn more income, and disrupt cycles of poverty.

Diego is inspired by TeachUNITED’s data-driven approach and looks forward to contributing to the continued success of the organization.

With Diego on our board, we are poised to further amplify our impact and are one step closer to our vision of improving the outcomes of 5 million students by 2030.

Diego’s expertise in education and philanthropy aligns seamlessly with TeachUNITED’s core values. His insights will be vital as we work to deepen our impact, forge new strategic alliances, and continue to advocate for quality education on a global scale.

Please join us in extending a warm welcome to Diego Adame. Together, with our dedicated board, team, partners, and supporters, we are confident in our ability to create a brighter future for generations to come.

Empowering Teachers: Tackling the Global Learning Crisis From the Front Line

A Q&A with Heather Hiebsch

The United Nations estimates that “by 2030 approximately 300 million students will lack the basic numeracy and literacy skills necessary to succeed in life.” Even though many people and organizations believe that technology can address these issues, the research is clear – enhancing the quality of teachers has the greatest impact on student outcomes. High quality education requires great teachers.

Sally Gail Bloomberg: Thank you for speaking with me about how TeachUNITED is helping to address disparities in education. You have dedicated your career to enhancing education for children. What motivated you to co-found TeachUNITED in 2016 and what is your current vision for the organization?

Heather Hiebsch: Thank you for inviting me. Like many of your readers, I care about the climate, poverty, access to health care, gender equality, and many other issues called out in the United Nations Sustainable Development Goals (SDGs), which is why we must improve education. An educated society is the only way to solve these massively complex issues. In other words, by improving education for 1 million people, I see this as 1 million more opportunities to address all other global issues.

I have worked in education for 25 years and was especially inspired during my time as a public school principal. While following the research, I also saw firsthand what a difference a great teacher could make in turning a child’s life around. We also saw the power of educational technology (EdTech) to amplify whatever is happening in the classroom, both good and bad.

When I saw the shocking United Nations Education, Scientific and Cultural Organization (UNESCO) statistic that 250 million children cannot read, write, or do basic math, I wondered how we might be able to leverage technology and great teaching to change that statistic. In 2016, I left my job and joined a nonprofit working on a solution for mobile edtech. However, it soon became clear that the biggest factor in student success – a great teacher – was being left out of most education interventions. That led us to sunset our original model and revise our approach by focusing on enhancing the quality of teaching in order to have the greatest impact on student outcomes. We launched TeachUNITED to reflect our new focus.

There is no doubt that kids (and teachers) are engaged by technology. But people show up for relationships, and people show up for results. And that comes from great teaching.

My vision is for all students to have great teachers who believe they can (and will) succeed. TeachUNITED is committed to providing teachers in rural and under-resourced communities with the support, skills, and strategies to create these transformational experiences in the classroom.

Heather: Our curriculum has four main pillars: Mindset, Engagement, Personalization, and Data. We apply these concepts in every classroom, at every grade level, and within all the countries where we have programs. Our program starts by working with the teachers within existing schools, helping administrators and teachers build their capacity to lead, replicating and sustaining the program long term. We model everything with our teachers; then we translate the strategies and apply them in the classroom with the students.

We start with mindset, asking the teacher questions to help them reflect on their perspectives about themselves and their student population. We help uncover unconscious fixed mindsets that may inhibit both teachers and students. That’s a radical shift in classroom culture, and it’s important that teachers see themselves as having the ability to make a difference and close learning gaps (i.e. collective teacher efficacy).

Then, we focus on engagement. Using an engagement scale, teachers reflect on their current state ranging from disconnected, to compliance, to authentic engagement and excitement. We want teachers to reconnect with their purpose and goals within the teaching profession so they can share that energy with the students.

From there we move into personalized learning. We practice strategies to address the common challenges: What does it mean to not just teach to the middle? What does it look like to challenge kids who need an accelerated schedule? What do specific interventions look like to help close gaps for other students? And most importantly, we meet the needs of each individual student in the reality of today’s classroom with limited resources, a tight schedule, and without creating more work for the teacher.

Finally, we help teachers embrace the power of data in the classroom – to truly know where their students are and what they need. Assessments can be quick, informal, and part of the daily lesson. Data is the underlying foundation of personalized classrooms. It is the evidence we need to ensure all students are growing (and helps overworked teachers know their time is spent where it’s most needed).

Our first year working with a school is the most intensive because we are working with lead teachers, modeling the strategies, and providing feedback. Teachers work online, in small groups, and one-on-one with their coach to master the skills that they apply in the classroom. In year two the lead teacher moves into a role where they coach other teachers. Our goal is to build a school system’s capacity, not dependency. By developing lead teachers into in-house coaches, school systems are left with the local expertise and resources needed to sustain the outcomes long-term.

Bloomberg: Please introduce us to your learners, teachers, and coaches. Who are they and where are they located?

Hiebsch: In support of TeachUNITED’s commitment to quality education, we focus primarily on rural, remote, and traditionally underserved communities. In 2023, we served more than 479,000 students in seven countries in Africa (Ghana, Kenya, Malawi, Nigeria, Rwanda, Tanzania, and Uganda), more than 577,000 students across six countries in Latin America (Costa Rica, Guatemala, Honduras, Mexico, Nicaragua, and Peru), and more than 151,000 students in the United States (in rural parts of Colorado, Massachusetts, Mississippi, Missouri, New Hampshire, and Wyoming). We focus on schools where teachers’ access to ongoing professional opportunities is limited because of geographic isolation or insufficient financial resources.

Our students are in grades 1 through 12, and our teachers range from those new to the field of teaching to people who have been teaching for their entire careers. Our programs are available in English, Spanish, Swahili, and Mayan.

All but one of our coaches are former teachers, and approximately half are TeachUNITED alumni.

Bloomberg: How does TeachUNITED evaluate its impact? To what extent are these measures the same or different in the various countries that you serve?

Hiebsch: We have similar measures in all the countries we serve because we are focused on academic outcomes for foundational skills for graduation, like literacy and numeracy. Collecting data about student performance and teacher engagement is baked into our approach. Our teachers incorporate data on a daily basis rather than wait for the national exams. That way, lessons can be adjusted based on students’ needs. As some people say, we’d rather take a temperature than conduct an autopsy.

Regarding impact, one thing we see a lot in our work is that people get really excited about program reach numbers. But reach is not always synonymous with impact; therefore, we measure both. We are thrilled to report that we have reached more than 1.5 million students and 40,000 teachers in 14 different countries. This number includes the teachers we have trained directly as well as the teachers trained by our certified NGO and government partners. These numbers reflect the local ownership and scalability of the program.

When we dig into the impact, I am particularly proud to share some specific positive outcomes experienced by our students and teachers. In 2023, our participants regularly outperformed controls. Specifically, in Africa, while TeachUNITED primary schools improved their graduation rates by 10%, control schools actually dropped 10%. Secondary schools also excelled, improving their pass rates 92% more than control schools.

In Latin America, young learners continue to build strong foundations, as TeachUNITED early primary students grew 57% more in reading fluency than their peers at comparison schools.

And in the U.S., students of TeachUNITED teachers outperformed their peers across the board on state standardized tests. TeachUNITED schools had 93% more growth in math and 22% more growth in literacy than comparison schools.

In addition to looking at student success measures, we also have teacher-specific measures that we track. For example, we evaluate teacher retention in all the regions and countries we serve; this ties back to UN Sustainable Development Goal #4 and the sub-goals. In the US, TeachUNITED schools reported a 12% improvement in teacher retention (as self-reported by participants at the beginning vs. the end of the program).

Prior to TeachUNITED, Heather was a founding school principal and launched a nationally recognized pioneering K-12 hybrid school. She is a Draper Richards Kaplan Foundation Entrepreneur and Cordes Fellow. Heather has been a featured keynote speaker at Digital Learning’s Inaugural Conference, a finalist for the Global MindED Inclusive Leader Award, and published as a case study education leader by the Christensen Institute, Evergreen Education, Project Tomorrow, EdWeek, and Forbes.

Meet Changemaking TU Africa Regional Director, Angela Kithao

What made you decide to work in education?

My journey into education is driven by a personal story of transformation and empowerment. Growing up in a family of six on less than $1 a day, quality education seemed out of reach, a struggle millions of children are facing in Africa. But thanks to Plan International’s support, I accessed quality secondary education, transforming my life, that of my siblings, my parents, and my community. Now, I am passionate about providing similar opportunities to the millions of marginalized children in Africa, especially girls. Quality education has the power to uplift individuals, families, and communities, and I am dedicated to closing the gap in access to quality education through different interventions, especially by supporting teachers.

What have you enjoyed most about working at TeachUNITED so far?

In just two months at TeachUNITED, I have been moved by the impact of our work in the previous years. The Africa Impact Report and the Monduli Impact Study show remarkable education outcomes for rural school children in Africa. The prospect of continuing to transform education outcomes for millions of African children in rural schools is what drives me every day as I know this will transform their lives forever.

Tell me about a TeachUNITED teacher that left an impression on you.

On March 21st, 2024, I visited Kilimatembo Secondary School in Tanzania, Karatu, where I spoke with two teachers and the headteacher about their experience with the TU program. Teacher Eziekiel, who teaches English, emphasized a shift in mindset: “We used to see teachers as everything, but now we realize students are valuable resources in the learning process. Improved teamwork among teachers and students has made everyone’s job easier, including the headteacher and education officers. Teachers are now confident in students’ capabilities.“

Angela and her team visit a school in Karatu, Tanzania

Who was your favorite school teacher growing up and why?

My favorite teacher, Mr. Ntongai, was my primary school music teacher. Despite being blind, he mastered numerous musical instruments and infused his lessons with energy, humor, and excitement. His positivity and engagement inspired me, teaching me that the only limit is oneself and that I could achieve anything I set my mind to.

Have you read anything recently that inspires your work?

The Smart Buys Education Report (2023) from GEEAP offers a roadmap for enhancing learning outcomes in low and middle-income countries. It’s inspiring to see that supporting teachers with structured pedagogy ranks among the top education investments. We’re excited to now be creating a collection of lesson plans to maximize teacher uptake of new strategies and fully align our model with all four of the best practices from this report!

What hobbies do you enjoy? What do you do in your free time?

During my free time, I enjoy spending quality time with friends or family.

Do you watch or play any sports?

Netball has been my passion since my primary school days, and it’s followed me all the way through university. My love for the game doesn’t stop there! I have even had the opportunity to referee netball while working at a teachers’ training college. Whether I am on the court playing or officiating from the sidelines, the excitement keeps me hooked!

What’s your favorite food and why?

My favorite food is fried indigenous chicken. There’s something irresistible about it if it is cooked right!

Angela previously worked for the Children’s Investment Fund Foundation (CIFF), Norwegian Refugee Council (NRC), Educate!, Kenya Girl Guides Association, Education Development Trust and International Child Resource Institute. She has provided overall leadership in designing, planning, implementing, monitoring, and evaluating education programs for children and youth to address barriers in education quality, policy, access to education, reduce gender inequalities and to empower them maximize their potential.

Angela has a Master of Arts in Education, Gender and International Development from the University College of London (UCL), Institute of Education (IOE) as well as a Master of Education (Curriculum Studies) from Nairobi University Kenya. She also has a Bachelor of Education from Moi University Kenya.

Angela started her career as a classroom teacher and as an instructor of student teachers. Just like Nelson Mandela, Angela believes that education is the most powerful weapon that can be used to transform the world.

He describes the impact he has seen on his students at NuVision High School, in Kabuga-Kigali: “My students used to not talk in class and such a behavior embarrassed me. I searched for ways to engage them but did so in vain. With TeachUNITED, I learned to practice planning and reflection to help me experiment with new ways to increase participation. It’s always a blessing to be a teacher and a learner at the same time. Whatever I learned with TeachUNITED, I tried with my students. What made a total change was the use of ‘Hot Seat’ in my classes. They loved it.”

One of his students explains the activity’s value, “Hot Seat is when a student comes to the front, sits on a chair, and other students ask them questions they have to answer. That helps us a lot with answering and revising. Because when we’re answering, we are understanding even more.”

Ernest shares the effect of Hot Seat, one of many teaching strategies within the TU training: “I started seeing them colliding to come in front to be asked anything on the topics we learned. I discovered a lot of talents in my students, and I could not believe my ears and eyes. 

I saw a female student who is good at asking questions and another who is extremely good at answering with humility, respect, and encouragement, to name a few examples.”

His desire to continually improve his skills and those of his students is contagious. A student shares, “Teacher Ernest is the best teacher. He always tries his best to help us. He tells us revision points to help us pass exams. He challenges us with questions. He tells us the truth about what we must change and improve.” 

Beyond boosting student engagement, motivation, and confidence, these new teaching skills and activities have had a quantifiable impact on learner outcomes. Ernest’s students’ physics scores have increased by 63%!

As you may expect, Ernest does not take credit for the praises of his students, eager to pass them right back to the TeachUNITED team. “I think this should come to you, not to me. Thank you very much for your positive impact on education worldwide.”

A Comprehensive Guide: Federal Funds for Sustainable Transformation in U.S. Schools and Districts

Common Funding Categories

Source: Burbio

At TeachUNITED, our coaching programs are designed to support your staff in a holistic manner, focusing on enhancing teaching skills, bridging learning gaps, and improving teacher retention rates. As you chart your course for the coming year, we’re here to lend a helping hand in sorting through funding options and evaluating your professional learning needs. As a non-profit organization, we often leverage grant funding from our partners to underwrite a portion of the cost, with supplemental funding currently available for middle schools.

Common Funding Hurdles

In our conversations with schools and districts nationwide, a common concern arises — the pressure to spend federal funds without adequate time and resources to formulate a sustainable plan. To address this challenge, we’ve compiled a set of questions to help you overcome hurdles and identify the best use of your allotted funds:

Navigating federal funding can indeed be complex, but with the right guidance, you can unlock a wealth of opportunities for sustainable transformation. Our expert coaches are here to serve as your partners in this journey, empowering educators to transform their practices and build internal capacity for years to come.

Other Funding Options

Ultimately, our collective goal is to see students, teachers, and school leaders fulfill their greatest potential. At TeachUNITED, we’re committed to making this vision a reality by providing the support and resources you need to navigate federal funding, drive sustainable transformation, and empower your school community.

Interested in bringing this type of immediate impact to your school or district? 

“Daring to Do Things Differently”

Increasing Teacher Confidence & Motivation in Yucatán

In 2022, TeachUNITED partnered with the Yucatán government’s education department to address the increasing inequity caused by the pandemic in rural communities. After a successful pilot, government officials requested state-wide implementation of our program to improve educational quality and to support the adoption of national policy. Together, we are working to increase the supply of effective teachers to improve learning outcomes for 400,000+ students.

TeachUNITED recently interviewed a couple of participants one year into the training program to learn more about its early impact on instructional coaches, teachers, students, and the community at large.

After receiving on-the-job coaching through TeachUNITED, teacher Cotty Trujillo has seen improvements in her students after applying topics like growth mindset, engagement, data-driven instruction, and personalized learning. She says, “With the activities we carry out and the learning we had in TeachUNITED, it not only helped me as a teacher improve my educational practice but also the students. My children are around four or five years old. The fact that they themselves help each other improve and provide feedback to each other was very significant to me.” 

The caregivers of Cotty’s students have even taken notice of their growth, and it’s helped to motivate her further. “The fact that parents noticed this change in preschool children is important. When I implemented TeachUNITED activities, [parents] became aware of the progress they saw in their children. Really, that motivates me to continue researching and implementing.”

Multiplying Program Impact by Training Trainers

Pedagogy Advisor and TeachUNITED participant Karina shares how the program has made her a more effective and engaging teacher coach. She notes: “Personally, TeachUNITED has had an impact on me because it has allowed me to see my advisory role in a new way. Many times, I thought things had to be done the way I had already planned, without allowing myself the opportunity to get to know the teacher I was advising. [Before,] I focused more on identifying their areas for improvement rather than highlighting their strengths. I have [since] seen significant changes in how things are perceived.

Previously, it was like, ‘Here comes the advisor. I want everything to be perfect and the kids to be well-behaved.’ But now, they actually tell me, ‘Whatever happens, happens.’ Now when [teachers] hand me a freshly-printed lesson plan, they know there will be corrections and edits based on the things we are working on. I can see that mentality that they have already transformed. It shows us that we’re on the right path. They seem more motivated. They feel more interested.”

Karina shares the challenges of upskilling teachers within traditional teacher training programs: “Many times, the Technical Council [principal training] meetings were somewhat tedious or tiring for the principals, because they receive training that they then have to pass on to their teaching teams.”

TeachUNITED’s long-term, customized programming is different. “What change have I seen? At our training sessions, principals are now more interested, more motivated. It’s like they’re now looking forward to what we’re going to present to them, how we’re going to present it to them. Unlike in other times where we only read, share, and present, now, it has been easier, more meaningful. Because [as we model it], they build that knowledge. Now they gather, they move around. I feel that part has had a positive impact,” says Karina.

Developing a Growth Mindset that Boosts Teacher Retention

“I won’t say it’s been easy,” Karina continues. “When you want to introduce something new, there’s this feeling like ‘What if it fails? What if I can’t do it?’ But right now, there really are no obstacles. On the contrary, [principals] are eager to know what we are going to present to them now for them to take to their schools.”

In Latin America, over 90% of TeachUNITED teachers reported improved teaching practices and the ability to engage previously unmotivated students. After participating in TU’s training, this increase in skills and confidence decreased the number of teachers planning to leave the classroom by 36% — critical in a region lacking 3.2 million teachers.

Preschool teacher Cotty has also increased her confidence in implementing new techniques:

“Well, I think the main change is daring to do things differently.”

She goes on to share that “Personalized learning, for example, was something that made me a little fearful due to the children’s age. I thought, ‘Will my classroom be chaotic?’ However, it worked! I think it’s very significant that children can now identify what they can achieve and how they can improve – not only based on what the educator tells them, but also from feedback and observations of their peers. I think this is very significant: the fact that children can reflect on their own process from an early age can help develop critical thinking that will serve them throughout their lives.”

TeachUNITED is greatly inspired by the hardworking advisors, principals, and teachers that drive impact for students every day, and we’re honored to help keep these great educators in the classroom.

“I believe that the TeachUNITED program helps us reconnect with our calling. It’s something that truly motivates us to go back to our origins, to remember what inspired us to teach.”

 – Cotty Trujillo, Teacher & Tutor, Yucatán Secretary of Education, Mexico