Investing in Teachers: Our New Training Programme

Ask any education researcher what the single biggest lever for improving learning outcomes is, and most will give you the same answer: teacher quality.

Not infrastructure. Not technology. Not curriculum alone. The teacher standing in front of the class.

That's why, in January 2025, we launched the Ascend Teacher Development Programme — a structured, ongoing investment in the educators who deliver our work on the ground.

The Problem with Professional Development in Under-Resourced Settings

Many teachers working in underserved communities are skilled and dedicated. But they often work in isolation, with limited access to:

• Up-to-date pedagogical methods
• Peer learning and collaboration
• Mentorship from more experienced educators
• Resources and materials that reflect best practice

One-day training workshops — the most common form of CPD in many settings — rarely change practice. Research shows that sustained, practice-embedded professional development does.

What Our Programme Looks Like

The Ascend Teacher Development Programme runs over 12 months and combines:

Monthly workshops covering specific pedagogical topics — phonics instruction, differentiated learning, formative assessment, behaviour management, and more.

Classroom observation and feedback — trained coaches visit participants in their classrooms, observe a lesson, and provide structured, supportive feedback.

Peer learning circles — small groups of teachers meet fortnightly to discuss challenges, share what's working, and problem-solve together.

A resource library — participants gain access to our curated collection of lesson materials, teaching guides, and assessment tools.

Cohort One: 28 Teachers

Our first cohort includes 28 teachers from community schools and non-formal education programmes across Lagos. They teach children aged 4 to 14, covering a wide range of subjects and contexts.

Early feedback has been encouraging. After just three months:

• 89% of participants said they had tried at least one new teaching strategy in their classroom
• 75% said they felt better supported and less isolated in their work
• Several teachers reported measurable improvements in pupil engagement

A Long-Term Commitment

We see teacher development not as a one-off project but as a permanent strand of our work. The quality of what happens in our classrooms depends on it.

If you're an experienced educator who would like to volunteer as a coach or facilitator on this programme, we'd love to hear from you.