Quality Holistic Learning Project
The Center for Learning in Practice at the Carey Institute for Global Good is working virtually with a diverse stakeholder group to develop professional learning resources and opportunities for teachers working in displacement contexts within larger national education systems. The Refugee Educator Workforce Development Project for Quality Holistic Learning will build on existing SEL measurement tools, developments in the field of teaching and learning analytics, and evidence-based practices related to student-centered, holistic learning in crisis, emergency, displacement, and refugee contexts with the knowledge that holistic teaching and learning is not just a function of what is taught but how material is taught. Teachers, themselves, need holistic learning opportunities, thus our project centers teachers as self-directed learners and as leaders within their local, national, and regional contexts. Over 18 months, teachers and other key education stakeholders in four target countries—Chad, Kenya, Lebanon, and Niger—will work to create OERs in Arabic, English, and French that include professional development courses, toolkits, communities of practice, micro-credentials, and learning analytics. The Quality Holistic Learning (QHL) Project aims to increase quality holistic learning experiences and outcomes for refugee students, other vulnerable learners, and educators across displacement contexts.
We are recruiting Teacher Fellows
We are recruiting Teacher Fellows for our upcoming Refugee Educator Workforce Development for Quality Holistic Learning (QHL) project. Specifically, we are looking for 5-6 Teacher Fellows in each of our 4 target countries (Chad, Kenya, Lebanon, & Niger) to serve as co-creative content developers with an in-country team and, also, with the larger, international Teacher Fellow (and multi-stakeholder) community of practice.
Please apply if you are:
- a primary or secondary school/learning center teacher (ideally, working with children and youth between the ages of 9-15 years old) successful in working with refugee/displaced learners
- a teacher leader or interested in developing leadership skills
- interested in joining a community of practice that is focused on quality holistic learning for teachers and children/youth in emergency and displacement contexts
Both refugee/migrant and national/citizen teachers, working with refugee and displaced children, are welcome to apply. Find our online application(s), with details about the project and the fellowship position, here:
- English-language application: https://www.surveymonkey.com/r/LMSDKDX.
- English/Arabic application (bilingual access): https://www.surveymonkey.com/r/3SZMGHR.
- English/French application (bilingual access): https://www.surveymonkey.com/r/6NW3725.
APPLICATIONS ARE CURRENTLY BEING ACCEPTED FOR TEACHER FELLOWS IN CHAD & NIGER.
We hope to select our first cohort of Teacher Fellows by mid-February, so do not delay in applying!
The Center for Learning in Practice launched the Refugee Educator Academy in 2017 as its flagship initiative. Since then, we have developed multiple courses, workshops, toolkits, and assessment tools in collaboration with practitioners from diverse experiential and professional backgrounds. Our Sustainable Learning Framework anchors our work, ensuring a focus on purposeful pedagogy, democratic engagement, looped learning, digital geographies, and systems thinking in all of our work. We draw upon these resources, as well as the diverse and deep expertise of our team, to guide this project. We hope you will join in this effort to center teacher learning and, thus, accomplish the shared goal of providing quality holistic learning opportunities and outcomes for refugee/migrant children, among all children, worldwide.