At the heart of STIR's model are teacher networks. These are active, regular communities of practice in which teachers share ideas and learn from each other. One teacher described these networks as “the oxygen that keeps us breathing”.
Develop the professional mindsets and behaviours that evidence shows are needed to create sustained change in teaching practice.
Stimulate ongoing interest and mastery in key thematic areas that are known to improve student learning.
Gain practical experience of leading classroom improvement, through the 'Learning Improvement Cycle'. Here teachers learn to diagnose classroom problems, collaboratively develop solutions, and reflect on the outcomes.
Through their experience of the networks, teachers see tangible improvement in their teaching and their children's learning. Seeing this change is in itself highly motivating.
Develop the PROFESSIONAL MINDSETS and BEHAVIOURS that evidence shows are needed to create sustained change in teaching practice.
To develop and sustain the intrinsic motivation to improve learning, teachers need more than technical knowhow. They also need professional, 21st Century mindsets and behaviours that will enable them to keep getting better.
I understand that intelligence is malleable and that all children can learn
I believe I can improve student learning
I want to be the best teacher I can be
I persevere to improve children's learning and can bounce back from set-backs
I work hard to improve my teaching so all my students can learn
I work with others to improve teaching and learning across my school and network
I create or adapt suitable practices to improve my teaching
I regularly think about and discuss with colleagues how I can improve my teaching
It is part of my role to support and encourage colleagues to develop as teachers
Stimulate ongoing interest and mastery in key thematic areas that are known to improve student learning
Through their experience in the networks, teachers gradually gain mastery in the core
thematic areas that are shown to improve student learning. Teachers in the networks
are exposed to the core principles and techniques in each thematic area and then
encouraged to innovate and adapt these principles for their own classroom contexts.
STIR partners with leading organisations and content experts – such as Pratham and Room to Read in the area of reading, for example – to co-develop how this thematic content is built into the cycle of the network meetings.
Gain practical experience of leading classroom improvement, through the Learning Improvement Cycle
The Learning Improvement Cycle is designed specially to support actual change in classroom practice, as well as to develop teacher professional mindsets and behaviours. By providing teachers with opportunities to see progress, create something together and work towards a shared goal, it includes all the ingredients required to build motivation and support behavior change.