FESE HandBook v03c 15112023 MEV- COMPLETO - Flipbook - Página 404
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LIDERAR LA EDUCACIÓN INTEGRAL (LEI) COMO CAMINO PARA LA INNOVACIÓN PEDAGÓGICA / TERCERA PARTE
as educators who emphasize student leadership throughout their careers.
As we look ahead to the next three years, Teach For All plans to invest
in network learning experiences for our network partner organizations
that will further strengthen local capacity in whole child development
approaches. This would lead to new research efforts related to developing teacher and student leadership and new ways to innovate in measurement of whole child development outcomes. In addition, as our
network continues to expand to a projected 80+ network partner organizations by 2030, we will also work to build strong measurement foundations among our youngest partners to monitor and evaluate WCD, to
innovate in how they are measuring WCD outcomes, and to ensure that
they are on a path to conducting research and evaluation on teacher and
student leadership outcomes. These innovations might include pursuing new efforts to strengthen WCD measurement through data triangulation that makes use of input from a variety of sources and could include: Likert-type instruments (e.g., rating scales), direct assessments,
classroom observations, qualitative data. While data triangulation does
pose logistical challenges and require greater onancial investment, it
will enable a more holistic picture to emerge from the measurement of
complex outcomes such as social and emotional learning.
This study only represents a limited view into the impacts of a targeted intervention to support holistic outcomes within the Teach For All
network. In 2022, RAND Corporation and Teach For All created a new
research partnership with Teach For Pakistan to understand how its program is innuencing WCD efforts, and we anticipate to share initial ondings in 2024. In 2022, Teach For All conducted the orst ever Global Teacher
and Teacher Coach Study to learn more about how to support teachers9
competence and well-being to support social and emotional learning of
students. In addition to teachers9 well-being, Teach For All encourages
new research on parental collaboration, quality implementation and adaptation, school climate and early childhood interventions. The Teach For
All Research Agenda must also recognize the multifaceted nature of what
contributes to whole child outcomes, including school and home environments, as well as psycho- and physiological development factors.
To expand our insights and understanding of what is innuencing student holistic development and teachers9 orientation and ability to support holistic development, we will collect additional data for this study
of Teach For Nigeria at the end of the 2023 academic year among the
schools participating in this study to learn more about the two-year effect of fellows in fostering environments that contribute to whole child
development. These data will include perceptions of fellows who have
participated for the past two years as teachers in the classrooms, other
