Inspiring Teachers

Who We Are
Inspiring Teachers is a nonprofit supporting school and system leaders to improve learning outcomes through innovations that help teachers achieve great learning outcomes.

Our Reasons
We believe every child has the right to high-quality education, regardless of where they are born and that every teacher deserves to be supported to keep getting better so they can make a great impact. 

Our Vision
Every teacher is a lifelong learner, and every child is getting the education] they need to thrive.

Our Mission

Our Value
Learning, Resourcefulness, Teamwork, Trust

As the Chief Executive Officer of Inspiring Teachers, my role encompasses strategic leadership, program design, monitoring and evaluation, and cultivating and strengthening partnerships. 

I take a hands-on approach to program design, working closely with our team to create and refine programs that meet the unique needs of teachers and students in various contexts. Monitoring and evaluating the effectiveness of these programs is a task I am particularly involved in, as I believe in the power of evidence to guide our actions and improve our outcomes.

Beyond the internal workings of Inspiring Teachers, I manage partnerships with other educational organisations, governments, and funders. This role allows me to advocate for our mission and foster collaborations that enhance our reach and impact.

Given the comprehensive nature of my role, I am fully prepared to be highly engaged in the LEAP Project. I will apply my breadth of expertise and passion for educational improvement to ensure its success.

As Chief Executive of Inspiring Teachers, I bring my comprehensive involvement in program design, monitoring, and partnerships to manage our participation in the LEAP Project effectively. Our commitment to evidence-based practices has seen us successfully collaborate with prestigious organizations, such as the World Bank, in the development of materials for our Teach and Coach program.

Charles Oloa, our program monitoring and evaluation manager in Uganda, will be integral to this project. His proficiency in research management and firsthand experience in our program implementation align perfectly with the objectives of the LEAP Project. His contributions will ensure that our mission and operations are effectively represented and our goals are achieved.

Our organisational structure supports the necessary commitment of 2-4 hours per week from senior level staff to the LEAP Project. We view this commitment as an investment, strategically aligning with our broader organizational goal of continually improving our evidence-based practices. We have a robust team capable of maintaining the quality of ongoing services while we focus on this project.

The LEAP Project allows us to rigorously evaluate our peer coaching program rigorously, further establishing our credibility as an evidence-based organization. We are prepared to prioritize this project, confident in the knowledge that the experience and insights gained will enhance our organizational impact and service delivery.

Given our track record, strategic alignment, and commitment to evidence-based practice, we are in a strong position to effectively support the LEAP Project while successfully managing our other priorities. We eagerly anticipate the potential growth and insights this partnership with MIT Solve will yield.

Designing an evaluation of Inspiring Teachers' structured pedagogical program and technology-enabled in-school teacher professional development model. 

Although Uganda's national policies recognised teaching quality as a key factor determining how much children learn in schools, its systems were failing to give teachers the support they needed to provide quality education.

The national strategy was to combine cascaded training with coaching provided by a workforce of 525 field staff distributed nationwide. 

In reality, 4 persistent problems prevented Uganda teachers from actually receiving the support and undermined efforts to improve learning in schools: 

1. Teachers weren’t given a clear vision for effective teaching. Unclear goals led to theoretical training and made measuring and delivering program success practically impossible. 

2. Districts had too few coaches, and those they had were ill-equipped. Each was responsible for >30 schools, and their jobs were impossible without the transport or tools to do their work. 

3. School leaders were undertrained and weren’t supported as instructional leaders. As a result, in-school professional development was rare and most teachers reported receiving little to no coaching.

4. System leaders had no visibility over delivery because data didn’t flow. Paper processes meant managers didn’t get the insights needed to oversee implementation. There was low accountability.  

Uganda’s pre-pandemic teacher development programs model disempowered officials and teachers discouraged. It was practically impossible for officials to ensure that teachers got the intended support.

These challenges are not unique to Uganda. They plague similarly structured systems across the continent, undermining programs that could lift learning for millions of children in the most vulnerable communities. 

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At Inspiring Teachers, we see these problems as the result of the ‘innovation gap’: a critical need for better-designed approaches to teacher support in low-resource settings.

The Inspiring Teachers Platform is an integrated suite of android apps, dashboards, printed tools and videos that combine to help Ministries of Education rollout and run data-driven teacher coaching and support programs that are evidence-based, systematic, scalable and resilient to the realities of implementation. 

Our platform brings four tightly linked components together to solve persistent problems: 

1. The Inspiring Teaching Framework. A set of 27 powerful techniques organised around 9 classroom challenges.  Each technique is illustrated and made vivid with videos available in our app. → A clear vision for effective teaching. 

2. The Peer Coaching Guides. Structured tools to steer teachers in observing each others’ lessons, giving effective feedback. → Democratising coaching by overcoming capacity constraints. 

3. The Inspiring Leadership Program. Blended training, printed guides and a Head Teacher App empowering headteachers to rollout peer coaching in their schools. → Building ownership for teacher development in schools.  

4. School support app and data dashboard. Apps for field staff that guide coaching and, enable geolocated teacher observation data collection. → Enabling data-driven adaptive programming targetted to teacher needs

Our tools are user-centric, and designed to be rolled out through and strengthen existing system structures. Our android apps work offline with full functionality and include coaching decision support and video caching. We build them specifically for low-data environments and android phones. They can be deployed on smartphones or tablets. 

We design everything to be modular and adaptable and we work with our partners to co-design variants of our tools that can be integrated into their existing programs including through QR codes embedded in training materials. 

Our approach is of continuous adaptive iteration and was inspired by our pre-pandemic programs which reached 5000 teachers across 10 countries. We are constantly developing and testing new tools and features based on feedback from our NGO and Ministry of Education partners.

In 2022, our tools are being rolled out to 1300 teachers who teach ~40,000 children through a combination of our own direct testing and implementation and rollout in 80 secondary schools with PEAS (Uganda’s largest secondary school chain). We also plan to pilot our tools across two districts (approx 200 schools) at primary level in partnership with the Ministry of Education via our partnership with STiR Education. This could take our 2022 reach to a further 60,000 children. --- Our work today is different but we draw on our (pre-pandemic) experience running programs that reached 5000 teachers and

During 2022, as part of during programs in Uganda, Tanzania, Ghana and Nepal, Inspiring Teachers trainers observations of teaching at the beginning and of its programs.

Comparison of pre and post observation data conducted with low-cost private school teachers who received 12 workshop sessions across 3 days of workshops and on average 6 in-school peer coaching cycles used effective teaching practices at significantly higher frequency in the classroom.

Observations were conducted using the Inspiring Teachers Diagnostic observation tool which is a low-inference diagnostic observation tool that observers use to record teaching quality across 9 areas. The tool, which captures whether each of 36 effective practices, is used in a lesson, aligns closely with the World Bank Teach framework.

Pre-post comparisons showed that teachers showed more use of effective practices across all 9 areas and that students spent more time on learning. Teachers showed greater use of routines, explicit modelling and in-class formative assessment. Observed lessons also included more use more activities involving student talk.

Observers using the Inspiring Teachers SmartCoach application can now conduct diagnostic observations using the app by taking a photograph of the observation tool, and having data extracted from it automatically. During 2023, Inspiring Teachers is making this functionality available to partner programs. 

We developed our program through a co-design process in collaboration with teachers and officials. We also drew on our experience consultanting with the World Bank. We draw on insights from research on cognitive science and behavioural sciences in designing our program. 

As described in answer to the prior questions, we have run internal monitoring using lesson observations, and we use these as diagnostics in our program design. 

In addition, we also ran a 5-week pilot providing teachers with pre-prepared lesson plans. We had Stanford MA students run a qualitative evaluation of this work, the conclusions of which are that, with tweaks, the approach holds real promise. We plan to further develop this area in 2023. The paper is now in press. 

We have not yet conducted a randomized control trial but have a pending second-phase application for funding to develop plans for one in partnership with JPAL and researchers at the University of Minesota. 

Inspiring Teachers is committed to empowering world-class teaching and learning in African schools, a mission that requires not only innovation and dedication but also a solid evidence base supporting our methods and solutions. We believe in the power of data to guide our strategies, improve our solutions, and, ultimately, enhance learning outcomes.

While we've made significant strides, there is a pressing need to deepen our understanding of the efficacy of our programs and tools. Currently, our flagship program, the Inspiring Teachers Peer Coaching Program, along with our SmartCoach app and Inspiring Teaching Guides, are used in numerous schools. However, a more comprehensive evidence base would allow us to demonstrate our impact more clearly and refine our strategies effectively.

Particularly, we want to investigate the long-term outcomes of our programs - how they affect teaching quality, student learning outcomes, and the wider school environment over time. Such knowledge is crucial for our growth and for persuading potential partners and stakeholders of the value of our work.

Engaging in a LEAP Project at this point is strategically optimal for several reasons. We have recently worked with the World Bank in developing materials for our Teach and Coach program, a step that reflects our readiness to collaborate with global partners and underscores our commitment to continuous improvement. This project has set a solid groundwork that we can build upon during the LEAP Project.

Moreover, we're at a stage where we're expanding our programs and refining our approach. The insights from a LEAP Project will allow us to make evidence-based decisions, ensuring our growth is strategically sound and our impact is maximized.

Finally, as we seek to influence policy and practice on a larger scale, having a robust evidence base becomes ever more critical. The LEAP Project aligns perfectly with our goals, allowing us to engage in a rigorous evaluation process that will strengthen our case for the effectiveness of our programs, influencing education systems for the better.

1. What measurable impact does the Inspiring Teachers Peer Coaching Program, supported by our SmartCoach app and Inspiring Teaching Guides, have on teaching practices and teacher effectiveness in the schools where they are implemented in Uganda and beyond?

2. How does the implementation of our programs and tools influence student learning outcomes, including engagement, comprehension, and overall academic performance?

3. To what extent are our programs and tools feasible for delivery and scalable within the existing education system structures in Uganda and other similar contexts, and what factors influence this feasibility and scalability?

Over the course of the 12-week LEAP Project sprint, we hope to achieve several key outputs that will not only strengthen our evidence base but also guide our future approach and strategy.

1. Research Recommendations: We would value comprehensive recommendations based on rigorous analysis of our programs' impact on teaching practices, student learning outcomes, and the feasibility of delivery within existing structures. These recommendations should identify areas of strength, opportunities for improvement, and potential strategies for scaling our solutions.

2. Evaluation Framework: Given the importance of ongoing evaluation for an evidence-based organization like ours, we would greatly benefit from the development of a robust evaluation framework that we can apply to our programs. This framework should incorporate suitable indicators for measuring teaching effectiveness, student learning outcomes, and delivery feasibility.

3. Delivery and Scaling Strategy: With insights gained from research into our program's compatibility with existing education system structures, we would appreciate a detailed strategy for effectively delivering and scaling our programs. This strategy should address any identified barriers and propose feasible solutions to overcome them.

4. Implementation Guidance: We seek practical guidance on implementing the above research recommendations, evaluation framework, and delivery strategy. This should include actionable steps, potential challenges and how to mitigate them, and mechanisms for tracking progress.

We understand that the 12-week LEAP Project sprint has its limitations, given the time commitment of the LEAP Fellows. Nevertheless, we believe these desired outputs are realistic and will significantly contribute to strengthening our evidence base and refining our approach. They align with our focus on being an evidence-based organization and our goal to maximize our impact on teaching and learning in African schools.

At Inspiring Teachers, we believe in the power of research and data in driving our strategies, refining our programs, and, ultimately, enhancing learning outcomes. Thus, the outputs from the LEAP Project will play an integral part in shaping our future actions.

1. Implementing Research Recommendations: We will diligently review the research recommendations and work on incorporating them into our strategies. We see these recommendations as a roadmap for improvement, guiding us to enhance our program effectiveness, improve our impact on teaching and learning, and expand our reach.

2. Applying the Evaluation Framework: The evaluation framework will be a cornerstone in our ongoing monitoring and evaluation activities. We will train our staff, especially those involved in program implementation and monitoring, on the application of this framework. By regularly assessing our programs using this framework, we can ensure our actions remain aligned with our goals and we can swiftly identify and rectify any issues.

3. Adopting the Delivery and Scaling Strategy: The strategy for delivering and scaling our programs will inform our operational planning and partnership building. We will engage with stakeholders, including education system leaders and partners, to discuss and refine this strategy. We are prepared to adapt our methods and invest resources to effectively implement this strategy and thereby extend our impact.

4. Enacting the Implementation Guidance: We will use the implementation guidance to turn the above outputs into action. We will devise an action plan incorporating the steps suggested in the guidance and regularly monitor our progress against this plan.

In addition, we will also share the findings and insights from the LEAP Project with our stakeholders, including partners, funders, and education authorities. We see this as an opportunity to not only demonstrate our commitment to evidence-based practice but also to promote dialogue and collaboration for improving teaching and learning in African schools.

Ultimately, the LEAP Project outputs will not just be documents stored away in our organization. They will be living resources that inform our everyday work, helping us to continuously learn, innovate, and improve, in our pursuit of empowering world-class teaching and learning in African schools.

In the short term, the outcomes of the 12-week LEAP Project sprint will be transformative for Inspiring Teachers.

We will have a comprehensive understanding of the strengths and opportunities of our programs, informed by thorough research. We will have a robust evaluation framework that enables us to measure and analyze our impact effectively. Additionally, we'll have an informed strategy for delivery and scaling our programs, and a practical guide for implementing all of these.

These outcomes will allow us to enhance our programs and strategies promptly. They will ensure our actions are data-driven and our resources are used optimally. Moreover, they will boost our confidence in our programs and our ability to communicate their effectiveness convincingly to stakeholders.

As for the long-term outcomes, we envision profound changes that will solidify our standing as a leading education non-profit in Africa and significantly amplify our impact.

With a strong evidence base supporting our methods and solutions, we will be able to foster stronger partnerships, attract more funding, and influence policies more effectively. The implementation of the delivery and scaling strategy will see our programs reach more schools and benefit more teachers and students. Our organization will grow, not just in size but also in our capacity to innovate and deliver high-quality professional development.

Our solution, too, will evolve. The continuous application of the evaluation framework will keep us aligned with our mission and allow us to adapt to changing needs and contexts. The enhanced quality of our programs and their wider reach will result in better teaching and learning outcomes in the schools we serve. The Inspiring Teachers Peer Coaching Program, the SmartCoach app, and the Inspiring Teaching Guides will be recognized as effective, scalable solutions for improving education in low-resource settings.

Overall, the LEAP Project will set us on a path of continuous learning and improvement, enabling us to fulfill our mission of empowering world-class teaching and learning in African schools.