This month saw the launch of the Teach For All-Oak Foundation Learning Differences Fellowship, an intitiative designed to ensure that all educators across the network have the knowledge, skills, and mindsets to hold all students to high expectations and support them in reaching their full potential.
We're pleased to announce that Teach For All will partner with Qatar Petroleum International Ltd (QPI) to strengthen its global network of independent social enterprises that are addressing educational inequality worldwide in more than 30 countries. As part of the partnership, QPI will award Teach For All a $500,000 grant. This support from QPI will enable Teach For All to further its mission to expand educational opportunity around the world.
When Andrew Shirman was a Fellow in a Teach For China classroom in the mountains of rural Yunnan province, he noticed that some of the lowest performing students were squinting to see the board. Realizing this was a problem he could solve, he worked with other Teach For China Fellows to launch the first phase of Education in Sight, an organization with a mission to improve the academic performance of low-income students with poor vision by providing low-cost glasses and eye care education.
Recent headlines around the world feature a hotly contested debate about how societies should educate their youth for the global economy. On Tuesday, December 3, Shanghai's school system was named best in the world by OECD, and the United States came in slightly below average among industrialized nations. These results shined a spotlight on the relative strengths and weaknesses of education systems in China, the US, and countries around the world, but when the stakes are excellence and equity in education, pitting nations against each other is taking a narrow view.
Photo: Noah Sheldon for Teach for All
Mr. Huang became principal of Qiao Tou Lian He school at the age of 25, not because he was specifically trained for the post, but because he had been the only educated person in his village. He’s a dynamic leader who is squarely focused on supporting, developing and evaluating his teachers, of whom only a handful have a high school degree and more than basic teacher training.