Teachers do not work in a vacuum. As well as the intrinsic motivation that comes from seeing their children learn, teacher motivation and professional practice are shaped by the environment in which teachers work.
STIR supports governments to strengthen the 'enabling environment' for teachers to collaborate and develop their practice.
At District level we train and support people already in the system – either talented teachers, or local officials responsible for school improvement – to run teacher networks. In this way, teacher collaboration and development is embedded in the system. In the first two years STIR provides direct support, training and monitoring to the local officials running these networks. For three years beyond that, this support becomes lighter touch with officials in the system taking over many of the roles the STIR was playing. In total STIR expects to support a district for five years with the expectation that its approach to teacher motivation and professionalism is fully sustained and embedded.
STIR also engages senior district officials to form Policymaker Networks. Senior officials share learning with each other about how to effectively increase teacher motivation and improve teaching in their Districts. The parallel teacher networks provide them with a live case study for learning and development.
At state/ national level we work closely with governments or teacher unions to ensure our teacher networks are aligned to policy priorities and that enough time and energy of people in the system is fully committed to developing teacher motivation and professional practice.
Currently, we have formal partnerships with the governments of Delhi, Uttar Pradesh and Karnataka in India. In Uganda, we partner with the national Ministry of Education and Sports and with the national teachers' Union.
Find out more about our partnership with governments.