Learning Experiences
Learning Experiences
Discover the full range of learning experiences offered by the Global Institute. From short workshops to multi-week courses and fellowship programs, this page is where you’ll find all key information, updates, and registration links. We’re committed to creating meaningful, accessible learning opportunities for educators and leaders around the world.
April
Deadline
Apr 14
April 14, 2026 to June 29, 2026
Register here - Registration deadline : April 14
How can your classroom better support students facing barriers to literacy and numeracy? Fellows will explore a wide range of approaches to inclusive education, reflecting on who learners are, how they learn, and how classrooms can better support every student. Each participant will design and carry out an action research project focused on supporting learners with disabilities and learning differences, then share their insights with our global network. The Fellowship offers a collaborative space to learn, reflect, and lead toward more equitable and inclusive classrooms.
We are looking for committed teachers to join our next 12-week global fellowship starting April 14th. Gain expert insights, engage in peer reflection, and lead an action research project to impact your local community.
Objectives
By the end of this fellowship, participants will:
- Develop a nuanced understanding of the challenges and opportunities in teaching foundational literacy and numeracy in inclusive settings.
- Apply evidence-based strategies to design and sustain learning environments where all students can achieve FLN competencies.
- Conduct a rigorous action research project addressing authentic FLN challenges in participants’ contexts and engage in reflective and collaborative dialogue with peers to exchange effective practices
- Share findings and innovative approaches with a broader regional and global network to advance inclusive education and contribute insights to the wider Teach For All global network.
Read the full criteria for this fellowship here
Format & Commitment
- This fellowship will run from April 14th - June 29th 2026
- During the 12 weeks of this fellowship, 2-3 hours per week should be reserved for fellowship tasks (includes online modules, reflection tasks and action research)
Commitment - 3 months
Language
English
How can your classroom better support students facing barriers to literacy and numeracy? Fellows will explore a wide range of approaches to inclusive education, reflecting on who learners are, how they learn, and how classrooms can better support every student. Each participant will design and carry out an action research project focused on supporting learners with disabilities and learning differences, then share their insights with our global network. The Fellowship offers a collaborative space to learn, reflect, and lead toward more equitable and inclusive classrooms.
We are looking for committed teachers to join our next 12-week global fellowship starting April 14th. Gain expert insights, engage in peer reflection, and lead an action research project to impact your local community.
Objectives
By the end of this fellowship, participants will:
- Develop a nuanced understanding of the challenges and opportunities in teaching foundational literacy and numeracy in inclusive settings.
- Apply evidence-based strategies to design and sustain learning environments where all students can achieve FLN competencies.
- Conduct a rigorous action research project addressing authentic FLN challenges in participants’ contexts and engage in reflective and collaborative dialogue with peers to exchange effective practices
- Share findings and innovative approaches with a broader regional and global network to advance inclusive education and contribute insights to the wider Teach For All global network.
Read the full criteria for this fellowship here
Format & Commitment
- This fellowship will run from April 14th - June 29th 2026
- During the 12 weeks of this fellowship, 2-3 hours per week should be reserved for fellowship tasks (includes online modules, reflection tasks and action research)
Commitment - 3 months
Language
English
Register here - Registration deadline : April 14
Deadline
Apr 11
April 14, 2026
In this workshop, participants explore the distinguishing purposes, lenses, strategies, and student outcomes found in transformational classrooms where students are developing holistically so they can shape a better future. Participants will explore new resources, and reflect on and share ways that their own practices validate and challenge the TACL model.
Objective
By the end of this workshop, participants will have:
- Developed a basic understanding of the patterns in transformational classrooms
- Discovered insights and/or resources they can use in their work to develop students holistically so they can shape a better future
- Contributed to our collective learning
- Connected with someone new they enjoy learning with and from
Date and Time
Option A: 10am - 11:30am UTC [Arabic, English] Timezone conversion
Option B: 4pm - 5:30pm UTC [ Arabic, English, Spanish] Timezone conversion
Format
1 x 90-minute session on Zoom
Language
Option A: 10am UTC [Arabic, English]
Option B: 4pm UTC [ English, Spanish]
Steven Farr
Steven Farr is a Chief Learning Officer with Teach For All’s Global Institute for Shaping a Better Future, where he facilitates collective studies of transformational classrooms. He lives in Washington, DC.
ستيفن فار هو الرئيس التنفيذي للتعلم في المعهد العالمي لبناء مستقبل أفضل التابع لشبكة علّم لأجل الجميع، حيث ييسّر الدراسات الجماعية حول الصفوف التحويلية. ويقيم في واشنطن العاصمة.
Steven Farr, Director de aprendizaje del Instituto Global para Construir un Futuro Mejor de Teach For All, ha codirigido estudios colaborativos sobre aulas transformadoras en todo el mundo a lo largo de su trayectoria en Teach For All. Es autor de Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap (La enseñanza como liderazgo: la guía del docente altamente eficaz para cerrar la brecha de rendimiento). Vive en Washington, DC.
In this workshop, participants explore the distinguishing purposes, lenses, strategies, and student outcomes found in transformational classrooms where students are developing holistically so they can shape a better future. Participants will explore new resources, and reflect on and share ways that their own practices validate and challenge the TACL model.
Objective
By the end of this workshop, participants will have:
- Developed a basic understanding of the patterns in transformational classrooms
- Discovered insights and/or resources they can use in their work to develop students holistically so they can shape a better future
- Contributed to our collective learning
- Connected with someone new they enjoy learning with and from
Date and Time
Option A: 10am - 11:30am UTC [Arabic, English] Timezone conversion
Option B: 4pm - 5:30pm UTC [ Arabic, English, Spanish] Timezone conversion
Format
1 x 90-minute session on Zoom
Language
Option A: 10am UTC [Arabic, English]
Option B: 4pm UTC [ English, Spanish]
Deadline
Apr 14
April 15, 2026 02:00 PM - UTC to April 15, 2026 03:00 PM - UTC
What do children learn at school in Japan? How do schools in New Zealand approach inclusion? Who holds teachers accountable in Estonia? Join Loic Menzies from the new Centre for Education Systems (CES) to hear what CES learned from research comparing education policies on curriculum, accountability, and inclusion across 14 countries worldwide. Loic’s presentation will be followed by an interview and Q&A.
The Centre for Education Systems is a brand-new organization set up to help governments, advisors, and campaigners learn from education systems around the world. It explores different policy approaches in education systems globally, their contexts, and their outcomes. Where the OECD tracks system outcomes via PISA, CES seeks to explain how different approaches work.
Objective
- Understand differences and similarities between education systems globally
- Gain new insight into the characteristics of high-performing education systems
Format
1x 60 min zoom session
Language
Available in English
Date & time
Date: 15 April 2-3pm UTC Time Conversion
Registration deadline
Registration deadline : April 14
Alex Beard
Alex Beard is a Chief Learning Officer (Systems) at the Global Institute for Shaping a Better Future, and the Head of Community Impact at Teach For All. He leads Teach For All’s efforts to learn about how systems can develop students holistically.
أليكس بيرد هو كبير مسؤولي التعلم (النظم) في المعهد العالمي لبناء مستقبل أفضل، ورئيس قسم الأثر المجتمعي في علّم لأجل الجميع. ويتولى قيادة جهود علّم لأجل الجميع لمعرفة كيفية مساهمة النظم في تنمية الطلبة بشكل شمولي.
Alex Beard est Chief Learning Officer (Systems) au Global Institute for Shaping a Better Future, et Head of Community Impact chez Teach For All où il est chargé d’étudier les systèmes qui peuvent favoriser le développement holistique des élèves.
Alex Beard es Director de Aprendizaje (Sistemas) en el Global Institute for Shaping a Better Future (Instituto Global para construir un futuro mejor) y responsable de impacto comunitario en Teach For All. Dirige los esfuerzos de Teach For All para aprender cómo los sistemas pueden desarrollar a los estudiantes de manera integral.
Loic Menzies
Loic Menzies is Chief Research Officer and co-founder of the Centre for Education Systems, a researcher and policy specialist, and former third-sector CEO whose work spans comparative reviews of education policy, government advisory, and the co-creation of evidence to inform practice.
What do children learn at school in Japan? How do schools in New Zealand approach inclusion? Who holds teachers accountable in Estonia? Join Loic Menzies from the new Centre for Education Systems (CES) to hear what CES learned from research comparing education policies on curriculum, accountability, and inclusion across 14 countries worldwide. Loic’s presentation will be followed by an interview and Q&A.
The Centre for Education Systems is a brand-new organization set up to help governments, advisors, and campaigners learn from education systems around the world. It explores different policy approaches in education systems globally, their contexts, and their outcomes. Where the OECD tracks system outcomes via PISA, CES seeks to explain how different approaches work.
Objective
- Understand differences and similarities between education systems globally
- Gain new insight into the characteristics of high-performing education systems
Format
1x 60 min zoom session
Language
Available in English
Date & time
Date: 15 April 2-3pm UTC Time Conversion
Registration deadline
Registration deadline : April 14
Deadline
Apr 13
April 16, 2026
Option A: April 16th / Time: 12.30PM - 2pm UTC [English] Time conversion
Option B: April 16th / TIme: 7:30 PM - 9pm UTC [English, Spanish] Time conversion
Registration closing date: April 13 2026 Register here
This workshop will explore the power that clear visions of student success (as indicated by well defined holistic student outcomes) have to inform strategic design choices in teacher development programs. This workshop is for program designers and teacher coaches who want to change how we teach, and educators who believe education should expect students to do more than passively receive. Through this workshop we will learn from strong vision-aligned programs, specifically what they are doing to develop transformational teachers that are actively working towards classrooms where every student is active,
inspired, and ready to shape the future.
We will offer this learning experience in English, with interpretation and/or translation to Spanish. If you need live interpretation of the experience and/or translation of materials in additional languages to support your engagement, please indicate this via the registration/application form. We welcome all requests and will work to provide appropriate language support measures. However, please understand that we may not be able to accommodate all requests.
Objective
- Analyze and articulate how a clear and compelling Student Vision (moving beyond compliance and control) fundamentally shifts the purpose of your design and approach with students.
- Identify ways to create and/or integrate holistic outcomes and a meaningful student vision into your lesson or program plans.
Date, Time & Format
Option A: April 16th / Time: 12.30PM - 2pm UTC [English] Time conversion
Option B: April 16th / TIme: 7:30 PM - 9pm UTC [English, Spanish] Time conversion
Registration closing date: April 13 2026 Register here
Format: 1x 90-minute session on Zoom.
Morayma Jiménez
Morayma Jimenez is a certified teacher with a degree in International Relations. She has experience in teaching, leadership roles in education organizations, and now supports network partners at Teach For All. Her work mainly focuses on student and participant holistic development and the conditions that best enable this.
Morayma Jimenez es una docente certificada con un título en Relaciones Internacionales. Tiene experiencia en docencia, cargos de liderazgo en organizaciones educativas y ahora apoya a los socios de la red de Teach For All. Su trabajo se centra principalmente en el desarrollo holístico de estudiantes y participantes y en develar cuáles son las condiciones más favorables para ello.
Steven Farr
Steven Farr is a Chief Learning Officer with Teach For All’s Global Institute for Shaping a Better Future, where he facilitates collective studies of transformational classrooms. He lives in Washington, DC.
ستيفن فار هو الرئيس التنفيذي للتعلم في المعهد العالمي لبناء مستقبل أفضل التابع لشبكة علّم لأجل الجميع، حيث ييسّر الدراسات الجماعية حول الصفوف التحويلية. ويقيم في واشنطن العاصمة.
Steven Farr, Director de aprendizaje del Instituto Global para Construir un Futuro Mejor de Teach For All, ha codirigido estudios colaborativos sobre aulas transformadoras en todo el mundo a lo largo de su trayectoria en Teach For All. Es autor de Teaching As Leadership: The Highly Effective Teacher’s Guide to Closing the Achievement Gap (La enseñanza como liderazgo: la guía del docente altamente eficaz para cerrar la brecha de rendimiento). Vive en Washington, DC.
This workshop will explore the power that clear visions of student success (as indicated by well defined holistic student outcomes) have to inform strategic design choices in teacher development programs. This workshop is for program designers and teacher coaches who want to change how we teach, and educators who believe education should expect students to do more than passively receive. Through this workshop we will learn from strong vision-aligned programs, specifically what they are doing to develop transformational teachers that are actively working towards classrooms where every student is active,
inspired, and ready to shape the future.
We will offer this learning experience in English, with interpretation and/or translation to Spanish. If you need live interpretation of the experience and/or translation of materials in additional languages to support your engagement, please indicate this via the registration/application form. We welcome all requests and will work to provide appropriate language support measures. However, please understand that we may not be able to accommodate all requests.
Objective
- Analyze and articulate how a clear and compelling Student Vision (moving beyond compliance and control) fundamentally shifts the purpose of your design and approach with students.
- Identify ways to create and/or integrate holistic outcomes and a meaningful student vision into your lesson or program plans.
Date, Time & Format
Option A: April 16th / Time: 12.30PM - 2pm UTC [English] Time conversion
Option B: April 16th / TIme: 7:30 PM - 9pm UTC [English, Spanish] Time conversion
Registration closing date: April 13 2026 Register here
Format: 1x 90-minute session on Zoom.
Option A: April 16th / Time: 12.30PM - 2pm UTC [English] Time conversion
Option B: April 16th / TIme: 7:30 PM - 9pm UTC [English, Spanish] Time conversion
Registration closing date: April 13 2026 Register here
May
Deadline
May 03
May 05, 2026 10:30 AM - UTC to May 07, 2026 11:30 AM - UTC
The workshop is designed for participants to understand the role of foundational literacy as an essential building block for student development through using the Luminos Fund joyful learning program.
Objectives
After the workshop participants will...
- Understand the role that foundational literacy plays in fostering student agency and leadership
- Understand and identify the stages of early grade reading with comprehension
- Learn how to incorporate phonics in their everyday instruction
- Practice strategies that can help students learn how to read
Format
3x 90 min zoom session
Language
In English with Spanish interpretation
Date
Date: 5-7 May, 2026 Time: 10 - 11:30am UTC Time conversion
Aishwarya Kaple
Aishwarya Kaple is a Program Analyst at Luminos, managing projects related to teaching materials, program design, and implementation. She brings over six years of education experience, including her work with Teach For India and in conflict-affected Kashmir. Aishwarya also contributed to education policy at the World Bank and UNESCO.
Aishwarya Kaple es analista de programas en Luminos, gestionando proyectos relacionados con materiales didácticos, diseño de programas e implementación. Ella tiene más de seis años de experiencia en educación, incluyendo su trabajo con Teach For India y en Cachemira, una región afectada por conflictos. Aishwarya también contribuyó a la política educativa en el Banco Mundial y la UNESCO.
Nangamso Mtsatse
Nangamso Mtsatse is the Head of Foundational Learning Initiative at Teach For All. Previously a teacher in Pretoria's townships, she left to tackle systemic educational challenges in South Africa. Her past roles include Head of Content & Training and CEO.
Nangamso Mtsatse es el director de la Iniciativa de Aprendizaje Fundamental en Teach For All. Anteriormente fue profesora en los barrios marginales de Pretoria, pero dejó ese trabajo para abordar los desafíos sistémicos de la educación en Sudáfrica. Entre sus cargos anteriores se incluyen los de directora de contenido y formación y directora ejecutiva.
The workshop is designed for participants to understand the role of foundational literacy as an essential building block for student development through using the Luminos Fund joyful learning program.
Objectives
After the workshop participants will...
- Understand the role that foundational literacy plays in fostering student agency and leadership
- Understand and identify the stages of early grade reading with comprehension
- Learn how to incorporate phonics in their everyday instruction
- Practice strategies that can help students learn how to read
Format
3x 90 min zoom session
Language
In English with Spanish interpretation
Date
Date: 5-7 May, 2026 Time: 10 - 11:30am UTC Time conversion
Deadline
May 04
May 05, 2026 02:00 PM - UTC to May 05, 2026 03:00 PM - UTC
Register here Deadline May 4, 2026
We need to rethink our education systems for an uncertain future. Climate change, AI, automation, conflict, displacement, and youth leadership mean business as usual in our classrooms and schools isn’t serving our children well.
What are the future systems we need? How do we get from here to there? In this session, we’ll share our key lessons learned from asking these questions over a series of eight ‘future systems’ roundtables with 150 global education leaders including students, policymakers, donors, teachers, civil society leaders, and researchers.
As well as encountering surprising and powerful ideas, you will be invited to contribute your own perspectives on the future systems we need, helping to advance our shared understanding for what it will take to develop all students holistically as leaders.
Objectives
- Participants will know some of the implications AI, automation, climate change, and conflict will have for education
- Participants will deepen their understanding of the shifts we need in our education systems
- Participants will generate new ideas and insights about the shifts we need and how to make them
Format
1x 60-minute session on Zoom
Language
English
Date & Time
May 5, 2026 2-3PM UTC Check your time conversion here
Registration closing date: 4 May 2026
Alex Beard
Alex Beard is a Chief Learning Officer (Systems) at the Global Institute for Shaping a Better Future, and the Head of Community Impact at Teach For All. He leads Teach For All’s efforts to learn about how systems can develop students holistically.
أليكس بيرد هو كبير مسؤولي التعلم (النظم) في المعهد العالمي لبناء مستقبل أفضل، ورئيس قسم الأثر المجتمعي في علّم لأجل الجميع. ويتولى قيادة جهود علّم لأجل الجميع لمعرفة كيفية مساهمة النظم في تنمية الطلبة بشكل شمولي.
Alex Beard est Chief Learning Officer (Systems) au Global Institute for Shaping a Better Future, et Head of Community Impact chez Teach For All où il est chargé d’étudier les systèmes qui peuvent favoriser le développement holistique des élèves.
Alex Beard es Director de Aprendizaje (Sistemas) en el Global Institute for Shaping a Better Future (Instituto Global para construir un futuro mejor) y responsable de impacto comunitario en Teach For All. Dirige los esfuerzos de Teach For All para aprender cómo los sistemas pueden desarrollar a los estudiantes de manera integral.
We need to rethink our education systems for an uncertain future. Climate change, AI, automation, conflict, displacement, and youth leadership mean business as usual in our classrooms and schools isn’t serving our children well.
What are the future systems we need? How do we get from here to there? In this session, we’ll share our key lessons learned from asking these questions over a series of eight ‘future systems’ roundtables with 150 global education leaders including students, policymakers, donors, teachers, civil society leaders, and researchers.
As well as encountering surprising and powerful ideas, you will be invited to contribute your own perspectives on the future systems we need, helping to advance our shared understanding for what it will take to develop all students holistically as leaders.
Objectives
- Participants will know some of the implications AI, automation, climate change, and conflict will have for education
- Participants will deepen their understanding of the shifts we need in our education systems
- Participants will generate new ideas and insights about the shifts we need and how to make them
Format
1x 60-minute session on Zoom
Language
English
Date & Time
May 5, 2026 2-3PM UTC Check your time conversion here
Registration closing date: 4 May 2026
Register here Deadline May 4, 2026