FIVE PROGRAMS IN FIVE YEARS

Can you believe it? For five years, T2TGlobal has been transforming math education around the world through five core programs. Check out this letter from our founders, Chadd & Jenny. They describe an incredible personal journey that has become a global movement.

If you think this was a big five years, you haven’t seen anything yet!

In June of 2015, educators from the US partnered with teachers in Santa Avelina, Guatemala

FIRST STEP — TEACHER TRIPS

It all started when Chadd took his daughter, Charlotte, to Guatemala.

Teacher Trips are an important part of the T2TGlobal birth story. We got to know many of you by traveling together. Today, Teacher Trips form just one of our five core programs.  

Each Teacher Trip is a one-week cultural and classroom collaboration. Classroom teachers from the US travel abroad and partner with colleagues at a local school. They spend the week together —

  • receiving high-quality professional development
  • collaborating on lesson plans, co-teaching in the classroom
  • even earning continuing education credits

Meet Heidi and Danielle, two recent Teacher Trip travelers who spent a week at a high-needs school in Ecuador. Listen to them describe their experience.

Global classrooms prepare today’s young minds to become tomorrow’s global citizens.  Teachers like Heidi and Danielle even gain a new circle of peers who can provide support long after the trip is over.

A strong community is key for sustainable change. Early in our work, we recognized that this kind of peer network doesn’t exist in developing countries, so we took action right away and launched our second flagship program in the same year.

NEXT — CONFERENCES

Strengthening community builds sustainability. We designed our second core program around that idea. Conferences grow a local community of mathematics educators in each of our partner countries. Participating teachers learn leading instructional practices that support students’ critical thinking skills. 

The first Conference started with 23 teachers in 2014. Held each year, they now last up to four days and reach over 300 teachers.

Conferences ensure our impact is sustainable. They build local education leaders like Celestina and Yolanda. 

 

Indigenous Maya teachers Celestina and Yolanda lead a math workshop during our annual education conference in Antigua, Guatemala

 

Conferences show what’s unique about T2TGlobal’s  programs —

Best in class — Leading educators vet our work. Everything we do starts with research-backed strategies in math education.

Local leaders and community — The more local leaders are driving the conversation, the more sustainable our impact is. Educators in our partner countries typically don’t have opportunities to collaborate. 

Integrated programming — We focus on integrated programming for greater impact. A teacher who receives monthly training from us will take part in an annual Conference as well. This combination gives teachers the opportunity to exercise their new leadership skills. Our programs complement each other for sustainability. 

PROGRAM #3 — COACHING

Annual Conferences bring exposure to leading practices in math education. Coaching visits support the application of those concepts where they matter most, in the classroom.

Coaching visits happen one or two times during the school year. They include two consecutive days of professional development customized to the needs of a specific school. Expert educators —

  • observe lessons
  • provide feedback
  • work with the full team of teachers to enhance their practice for deeper student learning

Every partner school contributes to their Coaching according to their capacity. Whether they provide stipends or cook meals for the visiting coaches, they give as much as they’re able.

Retired math teacher Carol Russell (above left) with local teachers in Chinautla, Guatemala

 

Texas educator Carol Russell has coached local teachers at several T2TGlobal Coaching visits. She keeps returning because she knows she is making a difference. She describes the impact —

PROGRAM #4 — MATHMOBILE

We’re a learning organization in more ways than one.

Did you know that this year will mark the conclusion of a pilot program in Guatemala? Since 2017, teachers have been paying their own travel expenses and giving up their time to attend our trainings. They could be working a second job or caring for their family. Instead, they’ve attended monthly workshops to learn about new education strategies.

As part of this experience, they formed a local network of professional support. We saw teachers transform into leaders. Many even presented workshops to their peers at our annual education conference.

Listen to Karla talk about her experience.

A great organization should be like a great teacher, always learning. During this pilot, we learned that the hardest part for teachers was putting it all together in real life with real students.

We needed to be there to support teachers all the way into their classrooms as they tried out new strategies. Since on-site visits are key for generating impact, we decided to hit the road and head to school!

In early 2020, we will launch a new program called MathMobile that focuses on taking impact where it’s needed most.

Over the course of 2019, we’ve designed this new program to—

  • Successful classroom application. Make sure it reaches the kids!
  • Grassroots change. As part of the program, teachers will learn how to share their knowledge with their peers. If it’s happening without us, that means it’s sustainable.
  • Community of local leaders. Collaboration strengthens math education. Teachers will lead a workshop during our Conference.

PROGRAM #5 — CLUBS

In Ecuador, girls are nearly two grade levels behind their male peers in science and math. Our newest education project, Girls steM Club, is an after-school program for girls in grades 3 through 6. We partner with a team of classroom teachers twice weekly to plan and carry out activities.

Girls steM Club creates three different kinds of impact—

  • Girls are more motivated to engage with steM topics and develop real-world problem-solving
  • Teachers build instructional skills that impact all their students, both in and out of the Club, this year and every year after
  • Teachers build the leadership necessary to share their knowledge with peers and continue the Club on their own

Meet Club member Domenica. She’s 11 years old and wants to be an actress when she grows up. Her favorite part of the Girls steM Club?

“That you teach us math.”

Domenica shows off her math skills to her teachers and classmates

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