FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 397
ROBBI E DEAN + AGNES TOLESCU / WHOLE CHILD DEVELOPMENT IN THE TEACH FOR ALL NETWORK
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FI GU R E 1
TE AC H FO R ALL
TE AC H IN G A S
CO LLECTIVE
LE ADE RSH IP
FR A M E WO R K.
Teach For Nigeria (TFN), a local partner organization in the global Teach
For All network, implements a two year leadership development program to train new teachers (8fellows9) to teach in primary and secondary schools and classrooms with an emphasis on developing students as
leaders. TFN recruits recent college graduates and professionals from
and within Nigeria to work across some of their nations9 most under-resourced schools and contexts for two years. Since its inception in 2017,
TFN has placed 1,245 fellows in 562 schools, reaching over 109,505 students across Nigeria. Over the past two years, TFN has gone on a journey to reorient around the purpose of education in their local context to
foster social and emotional learning (SEL) through training and support
of their new teachers (fellows). In 2021, the TFN senior leadership team
and program designers co-developed their theory of change for WCD
and updated their contextualized vision for holistic student outcomes,
emphasizing the importance of student self-efocacy, growth mindset,
social awareness, and school belonging (see table 1 below). In 2022, the
Teach For Nigeria program piloted the global TACL framework by customizing the TACL resources to support 12 different teacher coaches
to provide feedback and work collaboratively with more than 20 new
teachers in creating classroom environments that foster student social
and emotional learning.
As of 2021 and 2022, all incoming TFN fellows receive training during
their initial teacher training program during the Summer Institute on
how to priortize and foster classroom and school environments conducive to whole child development. In addition to its work within TFN
classrooms, TFN continues to innovate in its partnerships with local
educational systems like the Ogun State State Board of Education to
advocate for how to support new public school teachers in social and
emotional learning development and ways to measure and monitor the
development of SEL skills through teacher coaches9 continuous observation and feedback and impact measurement tools.
