Updated Mar 29, 2019

Education for Sustainability in the Galapagos Islands

www.galapagos.org/ESG-Program

Knab Richard

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Building sustained local capacity to deliver Education for Sustainability on a regional scale

Our five-year model for transforming teaching and learning consists of three forms of teacher professional development (PD): 1) Biannual Teacher Institutes (weeklong, in-person professional development workshops presented by grade level and subject), 2) ongoing instructional coaching (classroom observations, feedback and support), and 3) professional learning circles (collaborative work groups ...
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Our five-year model for transforming teaching and learning consists of three forms of teacher professional development (PD): 1) Biannual Teacher Institutes (weeklong, in-person professional development workshops presented by grade level and subject), 2) ongoing instructional coaching (classroom observations, feedback and support), and 3) professional learning circles (collaborative work groups in which teachers address shared challenges). Participants receive an average of 130 hours of PD each year, which count towards Ministry of Education PD requirements. The PD connects learning objectives of the national curriculum, proven student-centered teaching strategies, and education for sustainability practices. Beginning in year three, additional PD is offered to school directors (to develop skills needed to support and sustain education improvements in their schools) and teachers who demonstrate high levels of motivation and mastery of new teaching strategies (to prepare them to function as instructional coaches in their schools). The program focuses on building capacity in a local non-profit organization to serve a long-term partner in education reform and involves a gradual hand-off of responsibility for PD delivery from an international team of education specialists to the local education community. By year five, the expectation is that local educators will lead similar PD activities, accessing external expertise as needed.
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Stage 4: Transition to Scale

Having deployed our PD model to 400 educators in Galapagos, we will: 1) refine the model for sustained impact in Galapagos; 2) replicate in other remote locations; and 3) adapt the model to serve larger numbers of educators in less isolated areas.
Registered in Ecuadorin Ecuador

Focus Areas:

Education, Public-Private Partnerships, Positive Youth Development and 4 MoreSEE ALL

Education, Public-Private Partnerships, Positive Youth Development, Youth Engagement and Contribution, Environment, Youth and Citizen ParticipationSEE LESS

7,500
Lives Impacted to Date
400
Customers
3
Employees
$650,000
Funds Raised to Date

Problem

Young people in developing countries, especially in remote areas, lack access to the kind of education that develops strong content knowledge as well as the motivation and problem-solving and critical thinking skills they need to contribute to sustainability in their communities and to succeed in an increasingly complex world. Educators in these places lack access to effective professional development in Education for Sustainability to provide such education to their students.

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Solution

The ESG Program’s high-impact teacher professional development (PD) builds sustainable local capacity to implement Education for Sustainability on a regional scale through: 1) Provision of intensive PD (in-person workshops, coaching and professional learning circles) for large numbers of teachers and school directors; 2) Building a cadre of local educators-leaders to sustain PD over time; and 3) Building capacity at a local NGO to provide ongoing support to local teachers and schools.

Target Beneficiaries

In Galapagos, our program serves all 7,500 primary and secondary students who study at the 20 elementary and high schools in the islands. The program benefits these students via intensive, multi-year professional development to all 375 teachers and 40 school leaders (directors and sub directors) working in these schools. While easily replicated in other remote locations, we believe that our approach can be adapted to serve much larger numbers of teachers and students in less isolated areas.

Mission and Vision

Our program builds capacity to implement Education for Sustainability (EfS) on regional scales. We envision education systems in places like Galapagos that become “seedbeds” of effective educators who integrate national curricula, high-impact teaching strategies and the principles of EfS. These educators, in turn, form civic-minded critical thinkers who understand the special places they live and who have the skills and commitment to contribute to sustainability in their communities and beyond.

Competitive Advantage

Our program is unique in terms of: 1) Its public-private partnership approach, involving close collaboration between Ecuador’s Ministry of Education, Galapagos Conservancy (an International NGO) and Fundación Scalesia (a local NGO); 2) Our long-term view (an initial 5-year commitment) due to the time required to achieve meaningful changes in teacher practice and student outcomes; 3) Integration of national learning standards, proven teaching strategies and Education for Sustainability practices; 3) Integration of three proven PD delivery mechanisms (in-person workshops, coaching and learning circles); 4) Commitment to building local capacity to sustain program activities over time (teachers committed to ongoing professional growth, a cadre of effective school leaders and instructional coaches, and a local NGO champion); and 5) A commitment to building sustained local, national and international networks to support efforts of the local education community over time.

Planned Goals and Milestones

Having mastered the planning/delivery associated with professional development delivery on a regional scale, we will begin the process of transferring program leadership to the local education community. This process begins with the co-design/delivery of workshops in June 2019. During the second half of 2019, 40 instructional coaches-in-training will begin to conduct classroom observations/feedback sessions. We will seek expertise to adjust our approach to larger groups of educators.
Funding Goal1,600,000
Projected Cumulative Lives Impacted7,500
New Implemented CountriesEcuador, Colombia, Honduras
RecruitVarious advisors in Education for Sustainability and core disciplines (math, science, language arts, social studies) and English language. 1-3 additional full-time coaches.
New FeatureVideos of high-impact teaching strategies in Spanish-speaking classrooms; Teacher guide for implementing Education for Sustainability; Digital support material (documents, articles, videos) for teachers and school directors; use of video and web to reach larger number of educators in less remote locations.

The Team Behind the Innovation

The Executive Team is comprised of 2 full-time coaches (1 Ecuadorian, 1 Canadian) with extensive teaching and coaching experience; 5 representatives of the 45-member Advisory Team (2 Ecuadorians, 1 Colombian, 1 Argentinian, 1 US) all experienced in the design and delivery of teacher professional development; and 1 program coordinator (US) with decades of experience in program design, management and fundraising. 5 of 8 eight Executive Team members are women. Mexico and the Dominican Republic are also represented on the Advisory Team.

EXECUTIVE TEAM INCLUDES WOMEN

Milestone

Jun 2019
New Product Or Service
Local coaches-in-training and school directors to co-design/present the June 2019 Teacher Institute
Apr 2019
New Product Or Service
Local coaches-in-training begin to observe/provide feedback in their schools
Mar 2019
Recognition ReceivedPENDING
Mar 2015
New Product Or Service
Ministry of Education approves Listening Phase findings and agrees to tripartite partnership (Galapagos Conservancy, Fundacion Scalesia and Ministry of Education)
Jun 2014
New Product Or Service
Listening Phase (Needs Assessment) conducted
Mar 2014
Created

Supporting Materials

ESG-Program-Midpoint-Report-2019-.pdf