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Stawisha Instructional Leadership Institute 2019 Every school a vibrant place for children to thrive and succeed.
Stawisha Instructional LeadershipInstitute 2019
Every school a vibrant place forchildren to thrive and succeed.
According to the Kenya Education Sector Report (KESR) classrooms are characterizedby individual seat work and dominated by teacher-centered activities. Moreover,learners are rarely encouraged to participate in lessons, question new material, expandtheir reasoning, and collaborate with peers, skills which are central to obtaining the21st Century skills and competencies needed to succeed in a global world. These challenges are magnified for learners from low economic backgrounds, urbaninformal settlements, and Arid and Semi-Arid Lands (ASAL).The Kenya Institute of Curriculum Development (KICD) has taken strides inmainstreaming 21st century skills in the newly piloted competency-based curriculum.The CBC requires that learners are engaged and an integral part of the learning process.Thus, learning outcomes will improve and students will develop the followingcompetencies: communication and collaboration; critical thinking and problemsolving; creativity and imagination; citizenship; self-efficacy; digital literacy; andlearning to learn. Kenya’s vision 2030, seeks to “have a globally competitive quality education, training,and research for Kenya’s sustainable development.”The Global Education Monitoring Report, under Sustainable Development Goal (SDG)4.4, highlights that non-cognitive skills such as critical thinking, problem solving,creativity, and collaboration are valued skills for work which are not adequatelydeveloped in classrooms.
26%Kenyan youth
unemployed (double theglobal average)
91%Kenya - Primary EducationNet Enrollment Rate
30% 39%Kenyan children cannotcomplete a simple Grade 2
level literacy test
Teachers in Kenyacan adequately
prepare lesson plans
33%Teachers in Kenyacan assess student
ability
Why Invest in Student Learning Outcomes?
617millionChildren globally notreaching minimum
proficiency in readingand math
Children are not leaving school with theskills and competencies they need to thrive. At Dignitas, we empower educators totransform their schools through leadershipdevelopment and instructional coaching sothat their schools become vibrant places oflearning where all children thrive andsucceed.
Every child deserves anexcellent education.
The Leadership Academy empowerseducators and school leaders to takecharge of transforming their schoolsthough professional development.
Professional DevelopmentWorkshops equip educators with themindsets, tools and techniques theyneed to ensure all children thrive.
Students demonstrateincreased curiosity and self-
efficacy.
Students collaborate andcommunicate.
LearnerEngagement
280
17,000
70Educators
Students
School Partners
ClassroomCulture
InstructionalLeadership
Coaches provide individualized,classroom based mentoring andsupport for the growth anddevelopment of educators.
Professional Learning Communitieshelp educators to routinizesustainable reflective practicetowards whole school improvement.
Alumni Association enables ongoinglearning and growth, and offers graduatesthe opportunity to support theprofessional development of othereducators, whilst driving systemic change.
Why Stawisha Instructional Leadership Institute?
Teachers create andmaintain learner safe
spaces.
Increased positiveinteraction between
teachers and students.
Teachers provideopportunities for student
autonomy (takinginitiative, independent
work). Teacher developsstudent goals and
differentiates thembased on student ability
Teachers use engagingstudent-centered
instructionalmethodologies and
pedagogical practices todeliver lessons.
Teachers use effectivequestioning techniques
Students are goal-oriented and committed
to personalachievement.
Students activelyengage and participate
throughout lessons.
Students interrogateand apply new
knowledge.
Students collaborateand communicate.
Students demonstrateincreased curiosity and
self-efficacy.
