Learning in the challenge

• Help the continuity of learning by monitoring, designing, adapting, sharing and executing virtual and remote activities that support the development and strengthening of socio-emotional skills: self-control, growth mindset, social and personal awareness. 
• Strengthen academic skills, conscious leadership and metacognition that encourage the pursuit of their own learning. 
• Co-creation of strategies and projects, tutoring and educational advice for teachers, school principals and parents. 
• Development of media literacy skills, to raise awareness about the consumption of information, the responsible use of digital resources, promoting the use of virtual spaces.

The global reach would allow students more socially emotionally balanced, learning autonomously and motivated to continue learning, with solid media knowledge. Teachers and parents understand what students must know to use technology appropriately, encourage in them the development of critical thinking, dialogic and reflective skills, forming conscious, informed, active citizens, capable of acting within their local communities with the word.

During the COVID-19 pandemic, the teaching fellows have registered that students do not have the necessary skills to access and navigate through virtual spaces to continue the expected school program, nor do they have sufficient support from parents and teachers, this situation the educational gap increases. Academic and socio-emotional monitoring of students and teachers stopped due to limited connectivity in communities with high levels of vulnerability, indigenous population, social and educational problems such as: addictions, teenage pregnancies, suicides and school dropouts. Deficiencies in the quality of distance learning and teaching processes increased due to the lack of pedagogical innovation and adaptability to contextual needs, and also the economic context of Mexican children has determined their educational results and life prospects. The education sector in Yucatán presents a variety of complex but evident challenges: 57% of students within the state have low performance scores in mathematics and literacy. In addition, according to the School Dropout Report of the Ministry of Education of the State of Yucatán, the dropout figures increase at the high school level and are directly linked to the performance of informal work activities by students to contribute to the economic support of the university. family.

We know that many careers today require partners with STEM education, and do not necessarily require these partners to have a higher education degree. A report by Brookings Institutions (Rothwell, 2013) found that nearly half of the STEM careers available to employees today do not require a four-year college degree, and those jobs pay 10 percent more than jobs that do. make. require a college degree. The relationship between work and education must be reflected in the educational priorities of our children. By investing in STEM education, the Mexican education system can work to close the STEM skills gap that has left a wide open employment opportunity.
To help students have a secure job and have the same opportunities for future success, it is important that we invest in STEM education. The Enseña por México STEM program inspires students, fosters creativity, and works to support the creation of the next generation of Mexicans who have the skills of a global citizen, agents of change who can have a positive impact on their environment and on their own well-being. being, influencing the future, understanding the intentions, actions, and feelings of others, and anticipating the short- and long-term consequences of what they do.

The Teach for Mexico Leadership Program develops autonomous leadership in marginalized rural educational communities so that students can access their full potential regardless of their socioeconomic background. In his article “Educating our young people to care for each other and the world”, Schleicher (2017), shares with us the importance of the role of teachers to guarantee a quality education for all, understood as the acquisition of skills to understand local and global problems and thus achieve interaction with their environment in a respectful way.
 Through contextual knowledge and approach to students, fellow teachers made class designs using digital tools that support online learning, created study guides that the student uses autonomously and respond to contextual needs. They promote mediation spaces with teachers, parents and mothers to learn about these tools to be replicated in virtual classrooms or at home.

For all this to happen, during the duration of the program, fellow teachers receive constant training in zoom through the Official Master's Degree in Education and Leadership scholarship. In this way, they can bring to their educational communities innovative, updated practices and offers the development of skills to plan, contextualize and design learning spaces that adapt to the needs of students in the context in which they find themselves.

In the long term, this teaching experience will become a movement within the education sector that continually encourages students to find their passion for science and pursue careers in STEM-related fields to improve their lives and their communities. In a conscious way, they become capable of appreciating and constructing different perspectives and worldviews; to generate proposals for the benefit of the collective and the sustainable development of our world; thus we also ensure the fulfillment of our mission as a Program and ensure that "One day all girls, boys and young people in Mexico have an education that allows them to develop their full potential, regardless of their origin."

We adapt the monitoring and accompaniment of students and teachers by designing content and learning experiences that can be shared with educators in Mexico and around the world to benefit the autonomous learning of students and that promote opportunities for each student to develop skills and socio-emotional strategies, STEM skills, social learning, focus on digital citizenship and media literacy driving innovation and developing the skills and talents that students will need to solve future epidemics and crises in any context, as well as in rural and vulnerable communities. In this way, strengthen the social fabric and educational communities.

We promote systemic change through the intervention of our fellow teachers convinced that small changes within the classroom lead to a collective transformation of the entire composition of the educational system: school, community, city, country. We will train and train teacher leaders for the development of STEM skills to develop in more than 600 students, skills, attitudes and values that allow them to freely choose their own path in life; and that demonstrate their knowledge through learning experiences where they apply knowledge and skills for the benefit of their communities and the planet. Fellow teachers will develop design thinking, which allows them to take into account their context and the reality of their students and create meaningful Learning Experiences and the implementation of Project-Based Learning, using a transversal approach, which allows the student to generate awareness of social problems within their community and lead them to generate proposals for improvement.

The STEM approach allows strengthening the Teaching-Learning processes thanks to the continuous training of fellow teachers taking into account the context and reality of their students to design meaningful experiences focused on strengthening the skills that allow them to have a positive impact on their academic development. , personal and social, promoting Global Citizenship, through the implementation of Project-Based Learning, using a transversal approach that allows the student to generate awareness of social problems within their community and lead them to generate proposals for improvement.

As a differentiator, the evaluation mechanism of the Enseña por México program gives us a much broader view of the results of the strategies implemented in collaboration with our communities. It allows us to generate and manage information that promotes reflection, learning, and decision-making in order to strengthen implementation and demonstrate impact.

The Research, Evaluation and Data team focuses on carrying out, throughout the school year, a series of specific steps to obtain results, the analysis of data at the beginning and end of the school year and the delivery of results reports through :

• Academic diagnostic test
• Final academic performance test
• Socio-emotional Skills
• MET survey

For the evaluation of the performance of the students in this project, a rubric will be taken into account that assesses:

• Creativity and innovation
• Critical thinking and problem solving
• Communication and collaboration

One of our main objectives is to restructure and consolidate the culture and operations of Enseña por México based on the processes and elements that compose it, in order to lay a solid organizational base that allows the achievement of long-term growth and scale goals. in the organization with a strategic plan that helps us achieve the goals. Through the scope of the program in the state of Yucatán, we are currently impacting:

• Students 1,580
• Teachers 60
• Fathers and mothers 2,370

In one year, we will be able to add to the scope:

• Students 550
• Teachers 35
• Fathers and mothers 825

In five years we hope to serve more than:

• Students 4,330
• Teachers 235
• Fathers and mothers 4,950

The Research, Evaluation and Data area is responsible for generating and managing information that promotes reflection, learning and decision-making in the different areas of the organization in order to strengthen the implementation and demonstrate the impact of the organization, their priorities are:

• Lead the periodic review of the logical framework and indicators to keep the focus on priorities and strengthen the impact of the organization.
• Design and review the instruments and processes to obtain feedback from the different "stakeholders" and use it to learn and improve.
• Design and review rigorous instruments and processes that will allow us to know the impact of the organization at different levels.
• Build and consolidate strategies and platforms that will allow us to properly manage the data and information generated from them.
• Generate and strengthen internal research processes, as well as internal and external dissemination of learning.

We do the above through a cycle that comprises a series of specific steps:
End of cycle reports: Analysis, preparation and delivery of end of school year reports.

• Information at the beginning of the cycle: Collection and analysis of data at the beginning of the school cycle such as a community survey, academic evaluations, Socio-emotional Skills, leadership competencies questionnaire, and activity record.
• Teaching effectiveness survey: Internal survey, integration and analysis of data on the platform.
• Design of alumni impact evaluation.
• Feedback from the school community: meetings with directors to find out their perception of the program's collaboration.
• End-of-semester information.

• 10 teaching fellows
• 1 Leadership and Learning Coordinator
• 1 Head of regional training
• 1 Regional manager
• Support from the national team

For this project to be carried out, the experience and support of all the actors involved will be necessary, providing support from:

• Of 10 teaching fellows, who implement the project and virtual follow-up to the students of Yucatan. Each has experience and professional training to take over teaching the program.
• 1 Leadership and Learning Coordinator: who monitors and supervises the implementation of the program in review one by one of the teaching fellows to ensure proper implementation.
• 1 Head of regional training: ensures that the content is appropriate and meets the academic needs of the region and provides personal follow-up to the leadership coordinator to support at all times.
• 1 Regional Manager: supports the connection with other stakeholders interested in being part of the network of allies for the implementation of the project and its growth in the region.
• 1 Academic Coordinator with support from the Enseña por México Academic Directorate: responsible for the curricular design of the project, the professional development component with a STEM approach and the assurance of the academic quality of the project; will provide support and advice to the Leadership and Learning Coordinator and the Head of Training.
• Support from the national team: Research, Evaluation and Data, Communication and Brand, Administration and Development.

We are an organization that is in constant exploration and training of our complete identity, both individually and collectively, we try to strengthen our Conscious Leadership through the identification of the socialization processes (how it was learned consciously and unconsciously) that form our identity.

Thanks to this identification, we promote the recognition of prejudiced thinking and language, and the implications it has for ourselves and others, and an understanding of how unfair systems impact our day-to-day lives, and how to apply learning to our work through an action plan to change those systems.

One of our goals is to be an organization that seeks to develop a shared vision for the future and generate new solutions. We explore the definitions and implications of diversity, equity, and inclusion within the systems we seek to transform. We practice a strategy to interrupt moments of oppression and thus change reality in the moment, we act with self-awareness and social conscience to exercise our collective leadership through a plan of action.

We apply to this call because we are hopeful that we can find new solutions and paths together, despite the fact that the actions we have taken to date with the students have been effective, nothing is set in stone and we are looking for allies who can contribute to improvements and involvement

In addition to the creativity and adaptability of fellow teachers being reflected in these incredible activities and responses to the challenges derived from the pandemic, the learning system we use is designed so that students can be autonomous in their own growth processes, both academic and personal. At times like now, when students work from home and have less support than at school, it is an advantage to have a system focused on developing the necessary skills in the student to be a leader in their own learning.

This and digital platforms allow us to continue with the learning processes without the need to be in a classroom. This is how we can continue to strengthen self-control, self-efficacy, growth mentality and social awareness, socio-emotional skills that in times of crisis can positively impact our stress management, well-being, decision-making, our relationships and performance of activities. Regarding the students of our educational communities that we are not being able to attend to due to various causes, we are seeking to create diagnostic tools to be able to know what those causes are and, if possible, channel support and resources to these students and their families.

We are looking for committed allies to help us grow and become strongly involved in the development of the project. We would like to learn from people who help us improve internal systems and enhance them, such as:

Financial: Search for other donors, investors and pitch of the achievements and impact of the program.
Public Relations: To share with the rest of the population in a strategic way the achievements obtained in the state and in rural communities.
Technology: Although we try to include as many technological resources as possible

In case of having the support of SOLVE, a virtual opening ceremony would be organized to celebrate the collaboration, as well as the closing ceremony (if possible, in person) with the presence of Solve Members, invited guests interested in supporting the project with their experience and knowledge. Likewise, the use of branding for newsletters and impact reports would be requested, as well as indicating it as an official ally on our website.