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TRANSCRIPT
IN PARTNERSHIP WITH
Seminar on Education 5.0, UiTM
Nurturing young talent for the future
3 Q&A
What we’ve learnt about nurturing young leaders and learners
2
Introduction to Teach For Malaysia1
Agenda
One day, all children in Malaysia will have the opportunity to attain
an excellent education
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More than two-thirds
of students in the majority of under-
performing schools in Malaysia come from challenging socioeconomic backgrounds.(3)
Almost 50%of 15-year-old
Malaysian students do not meet
minimum proficiency levels in Reading.(2)
1 in 5Malaysian children do not completetheir secondary
school education.(1)
(1) Malaysia Education Blueprint 2013 – 2025. (2) PISA 2012 as reported in the PADU Annual Report 2013. (3) Malaysia Education Blueprint 2013 – 2025.
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Work alongside our Alumni who continue
to drive systemic impact in education
at all levels of society.
Train and support our Fellows, to be
part of the solution to the challenges faced by our communities.
Recruit outstanding graduates and young
professionals to be full-time teachers in high-need schools
through our two-year Fellowship.
IMPACT
The Fellowship Programme is anchored on our vision of what we want to see happen in the nation, with students, and with learning
Alumni
Through the Fellowship, TFM Alumni will have in-depth knowledge of education which will then enable them to build strong collaborationsinternally and externally to create solutions to solve education inequity
2 Year Placement
in school
To leave the Fellowship with conviction that the mission is achievable, having seen evidence of excellence and positive change
To leave the Fellowship with confidence that they belong to a movement for that change, having experienced personal successand personal change
Pre-Service Programme
To develop a cohort of empowered leaders who are equipped to make impact from day one of the Fellowship and who have a vision ofand the mindsetsfor a life-long journey committed to tackling education inequity
The Fellowship programme builds a movement of leaders who make a lifelong commitment to ending education inequity, starting from recruitment till Alumni
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Talent Acquisition
To attract, cultivate and select top talent to join the movement by:
1. Creating awareness about the problem of education inequity
2. Influence, inspire and empower high potential candidates to take up the challenge
3. Build mindsets that prepare the hearts and minds for the Fellowship and beyond
We have a Leadership Development Framework which articulates the knowledge, skills and mindsets we want Fellows to develop within 3 spheres of leadership
Lead SelfThis describes personal attitudes, behaviours
and motivations. This sphere explores questions like ‘Who am I? What do I believe?’
Lead OthersThis describes leadership work on an inter-
personal level. This sphere explores questions like ‘Do I know people? Can I work with them?’
Lead ChangeThis describes the leader’s abilities to
understand context and decision-making to realise visions. This sphere explores questions
like ‘What is the vision for change I want? What role do I play in getting there?’
We seek to nurture 8 Core (leadership) Competencies that are aligned to our movement’s Core Values...
Core Values Core Competencies
Sense of PossibilityResilience
Continuous Learning
ExcellenceHigh Performing
Strategic Planning and Execution
CollaborationEngaging Stakeholders
Teamwork
IntegrityRespectable and Respectability
Resourcefulness
Teaching Aspect Skills
Building relationships & Understanding Context
Care and responsibility towards students
Care and responsibility towards school
Care and responsibility towards community
Behavior for Learning
Facilitating Learning
Subject knowledge
Higher Order Thinking
Student empowerment and leadership
Planning for Successful Learning
Learning objectives and success criteria
Medium and long-term planning
Learning Experience
Summative Assessment (Assessment of learning)
Formative Assessment (Assessment for learning)
Presentation
Giving instructions
Modelling and scaffolding
Differentiation
...and we seek to nurture 15 teaching skills that are aligned to our vision for learning
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We nurture these skills through a comprehensive 2-year training and support programme (The Fellowship) that offers a wide variety of modes of support
Step 5: Share
Step 4: Execute
Lead
ers
hip
D
eve
lop
me
nt
Th
em
es
Initiatives Training &
Support
Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4S
ett
ing
vis
ion
&
un
de
rsta
nd
ing
co
nte
xt
De
ep
en
ing
ro
ots
in
com
mu
nit
y
Mak
ing
vis
ion
s a
real
ity
Th
e jo
urn
ey
thu
s fa
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ro
ad a
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ad
Se
ttin
g a
n
info
rme
d v
isio
n
Re
vie
win
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le in
th
e
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Fost
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a
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rk o
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rs
Th
e jo
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ey
that
has
be
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s an
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i
Step 3: Plan
Step 2: Ideate
Step 1: Identify the
Problem
On
go
ing
Tra
inin
g
& S
up
po
rt
PLC- Ongoing support from peers through Professional Learning Communities
DPLI- Teaching qualification through Post-Graduate Diploma in Education
Others- Impact measurement, student opportunities, TFM Week, external events & learning experiences, etc.
National & Regional Events- e.g. Professional development workshops, conferences, retreats, social gatherings
LDO- Direct coaching & support from a Leadership Development Officer
Year 1 Year 2
Alu
mn
i Im
pac
t
SBM- Support from a School Based Mentor
LDO satisfaction
Fellows’ Net Promoter Score (NPS) (Programme experience)
Academic Growth
Academic Impact Outcomes (SAPS)
Leadership
Student Leadership Outcomes
Opportunities
Students who access life changing opportunities
Fellow Engagement
Fellow Effectiveness
Student Outcomes
(GLO)
We measure our impact on students, the development of our Fellows and their engagement with the programme
Leadership Development:● Core Competency Ratings● Innovation (initiatives) process
Teacher Development:○ Student Learning Vision (Teaching) Rubric Ratings○ Tripod Survey○ Principal Satisfaction
PSP & Fellowship support satisfaction
About
92,000students reached across Malaysia
More than
120 schools
355Fellows & Alumni
8 years and counting
Across
10states
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Student Impact
36% higher academic impact81% of students agree that Fellows encourage
independent thinking
Selected impact stories of students
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Shahril, 18Klang
Shawn, 23Kapar
B40 community with high levels of drugs and
gangsterism
Benefitted from a personal transformation programme, and founded a project that aims to build a culture of
leadership among students in his school, aims to scale to
other schools in Klang
Worked in a restaurant since 12 years old earning RM5 a
day
Only 2As at PMR but increased to 5As at SPM and 3.75 CGPA at STPM. Earned full scholarship in Finance & Accounting. He
strives to earn enough money to support his mother
Dayang, 17Pandamaran Jaya
Her family moved around during her early years so she didn't get
to go to kindergarten and this affected her foundation in
primary school
She was very active in sports but not academically inclined until her teacher encouraged her to ask for
help and ask questions. Her proudest moment was when she
hosted an event in school in English, attended by her parents
and other visitors
Zidane, 21Sungai Petani
Father is in the army. Bullied in school for speaking English. He
excelled academically but didn’t have much opportunity to
realise his creative talent
He led his school English Choral Speaking team into the district
competition. Their story was made into a film, Adiwiraku,
which recently won an FFM Best Film award. He is continuing his
studies in UiTM
Selected profiles of Fellows and Alumni
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Actuarial Science degree from University of Illinois and consulting experience at
Accenture
Co-founded ARUS Academy that works with MDEC to
promote #MyDigitalMaker that has reached 2,200 students.
Alumni of the MaGIC SE Accelerator
First from Pulau Pangkor to score 10As and secure a JPA scholarship to study
Physics at MIT
Recognised that his teachers played a large role in his life
and he is giving back through his classroom and
student empowerment initiatives
Psychology degree from the University of Gloucestershire
Identified that teachers often had to use their own money for classroom resources so he co-
founded a crowdfunding platform for teachers, 100%
Project and EdSpace Projects. Since launched, they have
raised RM1,000,000 for projects that have impacted
30,000 students
Studied Industrial and Operations Engineering at the
University of Michigan
7th year teaching in the same school and hopes to be Director General of MOE someday. She is the youngest Master Trainer at
the State level for TIMSS Science and Maths
Alina, 31Bukit Mertajam. History
Jiunn Wen, 27Pasir Gudang. English
Karthik, 32Tanjong Sepat. Mathematics
Shahrun, 37Jeram, Mathematics
74% of TFM Alumni are actively involved in the broader education sector, with 35% continue in schools as full time teachers
Soonufat Supramaniam (2015 Alumni)SMK Lubuk Buntar, Kedah
Soonufat led a student-run musical based on the issue of bullying as part of the Georgetown Festival 2018. It involved 25 students from 5 schools in Kulim, Kedah.
As a result of this musical, 5 students were selected to represent Malaysia in the annual international conference, Design For Change.
Melissa Tanya Gomes (2013 Alumni)Edvolution: Teacher Empowerment for School Transformation (TEST)
Edvolution currently runs the TEST programme to train leadership skills among PPD Timur Laut officers. As a result of TEST, PPD Timur Laut successfully reduced teachers’ absenteeism rates in 14 schools across the district by 6%.
Kelvin Tan (2012 Alumni)Projek I.D. / Naluri Hidup
While Kelvin works in the private sector, he continues to be involved in his initiative, Project I.D. (Impianku Destinasiku) which started out in SMK Pendamaran Jaya in 2013.
Project I.D. is a leadership programme which empowers students to achieve their ambitions and lead others in the school.
Cheryl Ann Fernando (2013 Alumni)Global School Leaders (GSL)
Cheryl leads GSL with a team that includes 3 other Alumni, Ainu Shazwani (2013), Shankar Kumaran (2016) and Bernard Ow (2017).
GSL is a two-year continuous professional development program for the senior leadership team from schools in Malaysia. They have been working with 24 schools in Kuala Lumpur and Selangor.
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Teach For Malaysia is part of a global Teach For All network that is building the movement for change, in education.
Teach For America1990
Teach First (UK)2003
Teach For Malaysia2010
56,000alumni
83,000Fellows /
participants
49countries
9.7 millionstudents reached
3 Q&A
What we’ve learnt about nurturing young leaders and learners
2
Introduction to Teach For Malaysia1
Agenda
What do students need for the future?
21st Century Skills the OECD 2030 Education Framework
We know a lot about how adults learn best, however a lot of our education structures, in practice, are far from what we know will be effective.
1. Praxis matters
2.Learners
learn best when they
have agency (ownership) of their learning
3.We want to nurture the whole
learner
Lessons
Lesson 1: Praxis matters and practice-based learning trumps theory-based learning
● Both students and teachers are more effective when they are expected to create solutions to real-life issues, or apply learning into an immediate context.
● People will find the knowledge they need in order to fulfill a task that is important to them.
What we’ve learnt How we operationalise this
● We focus on skills and mindset development (i.e. Core Competencies and Teaching Skills).
● We don’t do any assessments of our participants’ theoretical knowledge.
● We evaluate through practice-based evidence.
Lesson 2: Learners learn best when they have agency (ownership) of their learning (1/2)
Lesson 2: Learners learn best when they have agency (ownership) of their learning (2/2)
● People learn better if they feel like they have a sense of ownership- that they are the active drivers of their learning instead of a passive recipient.
● People don’t like being forced or told what they need to learn.
What we’ve learnt How we operationalise this
● Fellows set an individual vision of what they want to see become a reality in their classrooms.
● Fellows set their own development targets.
● Fellows self-assess and track their developmental progress.
● Fellows choose the opportunities and learning experiences relevant to their learning needs.
● We have multiple channels for feedback about the design of our Programme.
Lesson 3: We want to nurture the whole learner (1/2)
“Hurt peoplehurt people.
Whole peopleheal people”
“People don't carehow much you know
until they knowhow much you care”
Head
HeartsHands
Lesson 3: We want to nurture the whole learner (2/2)
● People learn better when they are happy.
● Personal wellbeing is an integral part of an education experience and should be explicitly supported.
● Emotionally healthy people are likely to have a positive impact on their communities.
What we’ve learnt How we operationalise this
● Our coaches support our Fellows’ wellbeing needs as well as their leadership and teacher development.
● On a monthly basis, we track our Fellows’:○ Personal wellbeing○ Wellbeing of their relationships
with their community○ Retention risk
● Coaches use this data to inform how to focus their support and who might need additional support.
Each Fellow has a Development Tracker which they use to track their development across the programme.
In their trackers, Fellows self-evaluate their development of each skill twice a year, which is then reviewed and moderated by their coach
Fellows can visualise their development progress in their trackers, against the target they have set for the year
We have live data visualisation dashboards that help us to understand the most up-to-date information about all the Fellows in our programme
What will education look like in the future?
3 Q&A
What we’ve learnt about nurturing young leaders and learners
2
Introduction to Teach For Malaysia1
Agenda
One day, all children in Malaysia will have the opportunity to attain an excellent education.
3.1 yearslearning gap of the average Malaysian
student
World Bank Human Capital Index 2018
Did you know?
44%of 14-year olds in
Malaysia do not meet minimum international
proficiency levels in Reading
OECD PISA 2012
Schooling:12.2 years
Learning: 9.1 years
1 out of 5Malaysian children do not completetheir secondary
school education.
Malaysian Education Blueprint 2013
No SPM
RM3.4mdifference in average
life-time income
Analysis of DOSM Household Income Survey 2016
Degree
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