Teachers First begins its third phase seminars with Al Minya Governorate

December 14, 2017

Before the Teachers First workshops begin, a seminar is held in every participating governorate to acquaint heads of schools and Idara representatives with the program and its goals, strategies of execution and workshops. This phase, the first seminar was held in Al Minya governorate, a first-time participant in the Teachers First program. The event began with engaging participants in brainstorms that were eventually used to highlight the importance of forward thinking, and the necessity of genuine willingness to participate in a longer-run cycle of change.  Using this, Teachers First was illustrated as a starting point on a journey towards professional and personal development for educators, that will eventually be mirrored for other esteemed professions across Egypt. The team then proceeded to explain the need for the creation and implementation of sustainable behavioural development plans. They stressed that beginning with professional behaviour can pave the way for the development of all approaches and tools used by teachers. They also insisted that learnings that begin with one participating member can be propagated across the learning communities till it one day reaches every single Egyptian teacher. They then proceeded to explain the four pillars of the program – professional development, communities of practice, mentoring and Lengo©, the behavioural platform.  After the team introduced Teachers First, they proceeded to introduce themselves to the attendees, particularly the Minya venue team delivering and supporting the workshops there. Also mentioned was the importance of the support provided to the teachers by the heads of their schools and the Idara mentors, both morally and in facilitating holding the communities of practice meetings. One of the many purposes of the program is to eventually create a sustainable environment where all supports all. The questions and answers portion of the seminar covered topics such as educational reform beginning with teachers, as teachers are the most important educational asset we possess and with their willpower, anything can be executed. Becoming an agent of change for positive development in Egyptian education was one of the most highlighted themes of this highly successful, encouraging event.

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Teachers first Celebrates its 15,000 member

December 7, 2017

Today the Ministry of Education recognized and thanked Ms. Hoda Ibrahim Youssef, the 15,000 member of the highly innovative and successful Teachers First program.   Ms. Youssef, an Arabic language teacher from Al-Yarmook Primary School is one of the 15,000 teachers who are inspiring not only the next generation of learners but other teachers as well through their communities of practice. Ms. Youssef was presented with a certificate of thanks as well as the 15,000th Lengo© card.   The ceremony took place during a Lighthouse School workshop in Gamal Abd El Nasser Preparatory School for boys, in the Idara of Al-Zawia Al Hamra in Cairo. Attendees at the event included Ms. Kawthar Mohamed El-Shafei, General Manager of the Al Zawya Idara.   Ms. Youssef said, “My very first job was that of a teacher. My journey started 27 years ago and I cannot imagine a point in my life where I would even consider doing something different. This is not just my school, it’s my home, my family, my heart. The Teachers First program has not just been about my journey but that of my students. The program has made my teaching more engaging and you can see this in the smiles of the children in my class. I was honored to be teacher number 15,000 and I feel privileged to have a job that allows me to change the lives of not just this generation but future generations as well”   Dr Tarek Shawki, Minister of Education said “Reaching 15,000 teachers across Egypt truly is an amazing milestone. The pace of the program and the speed of change has exceeded my expectations. Teachers are changing the lives and prospects of students every single day. I look forward to the day when we can say that every teacher across has benefited from this inspiring program”   About the Lighthouse Program The Lighthouse Program was implemented to ensure that the core values of the Teachers First Program continue and that teachers don’t stop developing themselves and their students when the workshops come to an end. This critical component of the project is pivotal in building the capacity of the program, spreading the values of the program to schools in the wider community.

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Teachers first goes from strength to strength

December 4, 2017

The Ministry of Education is pleased to announce that the Teachers First Program continues to go from strength to strength.  On the 1st December, the number of teachers surpassed 15,000, meaning even more teachers are benefiting from the program and using the behaviors they have developed to inspire the next generation of learners.   A fundamental part of the program is Lengo ©, the behavioral change platform which is being used across mobiles and computers.  Figures released today show an astonishing amount of progress, with the number of uploads and comments by teachers trebling from 30,000 to 90,000 in the last month.   The Lighthouse School Program has become a catalyst for change and schools are starting to mentor and support each other, building the capacity of Teachers First and allowing for rapid expansion of the program.   Dr Tarek Shawki, Minister of Education said:   “The Teachers First Program is a core element of the Egyptian Learning Society which aims to make every Egyptian citizen into an active learner.   The news today that we are continuing to reach more teachers is a great testament to the success of the program.  We must engage teachers and support their development, they are the agents of change and have the power to transform the lives of students and the economy of Egypt”   About the Lighthouse Program The Lighthouse Program was implemented to ensure that the core values of the Teachers First Program continue and that teachers don’t stop developing themselves and their students when the workshops come to an end.   This critical component of the project is pivotal in building the capacity of the program, spreading the values of the program to schools in the wider community.

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LENGO Reporting tool Tutorial

November 16, 2017

LENGO Reporting tool Tutorial  

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LENGO Reporting Tool is now LIVE

November 13, 2017

Teachers around the country have been taking advantage of LENGO® to track their professional development progress, awarding credits to peers and sharing best practice through the community area. Now LENGO has gotten even better with the new LENGO Reporting Tool, with a great new design that puts great data at your fingertips.   Dashboard The dashboard has new icons allowing you to visualize your professional development in a single page. The dashboard makes it easy for you to view: 1. Basic member information. 2. Totals and progress analysis. 3. Activity per theme over the last 180 days. 4. Total credits, user interaction and community interaction over time. 5. Credit types and activity over time. 6. Activity by type. 7. Credit type and user interaction against the framework.   Portfolio Increase efficiency with the live views giving you a snapshot of your development and spend less time in progress monitoring, you will absolutely love it! The new Credit ratio gives you a quick summary of credit types and calculated percentage from 3 credit types. Credit frequency shows you how often credit activity happens, you will always be on top of your development plans.   We have also added an ability for you to download your portfolio as a CSV or PDF file. “LENGO comes with me inside my classroom assessing my professional behaviors and empowers me with real-time insights into my progress”, Heba Ezzat, Science Teacher at Zahraa School.

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New Opening: Procurement Officer

October 25, 2017

Procurement Support Officer   THE COMPANY Teachers First is looking for a highly talented Procurement Support Officer who speaks and writes fluently both Arabic and English.  The core purpose of the role is to procure goods and services for the project, ensuring both quality and price.   The Teachers First Project offers great benefits with opportunities to advance and learn alongside educators and experts. Teachers First is a project that helps to improve and sustain the professional development of teachers across Egypt. Through the Teachers First learning journey, teachers take part in a series of workshops and events to develop their professional behaviors.   THE ROLE The role would suit someone with excellent organizational skills, capacity to promote and implement collaboration within the team and who enjoys working in a fast-paced environment. The right candidate must be fluent in English and Arabic, be a very strong team player, be able to manage competing deadlines, show a high degree of accuracy, be able to cope well under pressure and clearly communicate the values of the project.   LOCATION AND HOURS This is a full time, office based position.  The location of the office in Zamalek, Cairo   KEY DUTIES & RESPONSIBILITIES The Procurement Support Officers core responsibilities include the following: Carry out supplier research to ensure we have sufficient suppliers to meet the needs of the projects. The target is a minimum of 3 suppliers for core supplies. Negotiate with the suppliers to ensure best value contracts. Order goods and services. Deal with internal and external enquires related to orders processed within the team Monitor the quality of goods and services and ensure order matches delivery. Ensure goods and services are delivered on time. Maintain accurate stock records. Maintain sufficient levels of goods. Ensure all bills submitted are accurate. To work with the finance department to ensure bills are submitted and paid promptly. To champion the procurement function and become a subject matter expert. To continuously find ways of improving the delivery of the procurement function. To ensure that procurement meets the needs of the client. To provide general administrative support including, but not limited to maintaining records. The responsibilities are indicative and may vary over time.  Employees are expected to undertake other responsibilities relevant to the nature, level and scope of the role.   ESSENTIAL SKILLS & REQUIREMENTS Strong negotiation skills Strong verbal and written communication skills Able to build effective relationships with colleagues and supplier Can manage time and priorities Is a strong team player who adopts a collaborative working style Is honest and trustworthy Exhibits creativity, initiative and flexibility Applies critical thinking and creativity to solve problems Demonstrates a strong attention to detail Can multi-task and stay calm under pressure Displays a positive attitude Adapts successfully to changing situations and environments Is determined to get things done. Makes thing happened and constantly loos for better ways of doing things.   HOW TO APPLY Send your CV to recruitment@imagine.education  by 1st of November alongside a covering letter letting us know why you would be suitable for the role.  Both the CV and letter must be in English.  

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New Opening: Marketing Officer

MARKETING OFFICER   THE COMPANY We have a fantastic opportunity for someone with marketing expertise who speaks and writes fluently both Arabic and English.  This is a brand-new role working for a well-known and well respected professional development program for teachers.   The Teachers First Project` offers great benefits with opportunities to advance and learn alongside educators and experts. Teachers First is a project to help improve and sustain the professional development of teachers across Egypt. Through the Teachers First learning journey, teachers take part in a series of workshops to develop their professional behaviors.   THE ROLE This a new role and would suit someone with excellent marketing skills who enjoys working in a fast-paced environment. The Marketing Officer will be a key member of the team and will bring fresh ideas and enthusiasm to the role.  The right candidate must be fluent in English and Arabic, be a very strong team player, be able to cope well under pressure and clearly communicate the values of the project.   LOCATION AND HOURS This is a full time, office based position.  The location of the office in Zamalek, Cairo   KEY DUTIES & RESPONSIBILITIES The Marketing Officers core responsibilities include the following:   Contribute to the development of the marketing strategy. Contribute to the development of the marketing plan. Execute the marketing plan. Monitor the marketing plan. Design and produce create assets that adhere to the company’s brand guidelines. Work with the Office Manager to ensure all physical assets such as promotional items and banners are of a high quality. Post to social media channels. Measure the effectiveness of marketing activity. Produce all marketing materials including, but not limited to video, Facebook posts, news articles, case studies and press releases. Develops and maintains a marketing asset library. Work with external organisations to promote the project across Egypt. Management events. Organise the marketing meetings. Develop and implement an internal marketing programme.   The responsibilities are indicative and may vary over time.  Employees are expected to undertake other responsibilities relevant to the nature, level and scope of the role.   ESSENTIAL SKILLS & REQUIREMENTS Must be bilingual Excellent copyrighting skills Design skills including graphics and web design Can manage time and to meet deadlines Relates well to a diverse range of people and working styles Is a strong team player who adopts a collaborative working style Strong and confident communicator Exhibits creativity, initiative and flexibility Applies critical thinking and creativity to solve problems Can multi-task and stay calm under pressure Displays a positive attitude Adapts successfully to changing situations and environments Is determined to get things done. Makes thing happened and constantly loos for better ways of doing things.   HOW TO APPLY Send your CV to Mary@imagine.education by 1st of November alongside a covering letter letting us know why you would be suitable for the role.  Both the CV and letter must be in English.  

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Terms & Conditions of how to Apply for the Teachers First Program

October 8, 2017

The Ministry of Education and Teachers First are excited to announce the next phase of Teachers First. For you to be considered for entry into this phase, you must complete and submit this online application. Please take note of the following information: This route is the only way teachers and schools can be part of Teachers First The application will be open from 12 October 2017 and will close on 24 October 2017 at midnight. All Schools wishing to be considered must have completed and submitted their application online by this time. ‎Applications must be made by Schools and not individual teachers, preferably by the School Principal or someone with sufficient authority within the School. Schools are to only complete the application once. Multiple applications may result in the School not being accepted. ‎Schools must be Government funded schools. ‎Schools who have already taken part in Teachers First will not be considered and are asked not to apply. ‎Schools who applied during the previous phases of Teachers First and were not successful, are encouraged to reapply for this coming phase. Please complete the application fully. ‎Schools who are successful in their application will be notified of this via the MoE and their Moderia. We apologise that due to the large number of schools applying, it will not be possible to inform schools who are unsuccessful. ‎All sections of the application must be completed to be considered. ‎Following acceptance into this phase of Teachers First, schools are committed to fulfil all their obligations in supporting Teachers First within their school. All schools who are successful will be notified of their ‘Induction’ session at the point of acceptance into this phase of Teachers First. Attendance at the ‘Induction’ session is an essential requirement of participation. Should you not be successful at this point, there will be future opportunities for your school to become part of Teachers First.

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1st academic day photo competition

September 27, 2017

OFFICIAL RULES   Competition begins 23/09/2017 12:00pm and ends at 3/10/2017 5:00pm   Eligibility: The competition is open to all k-12 teachers in Egypt. Photographs must reflect experience during the school day.  Photographs taken off school premises are not eligible. You can enter as many times as you like but you must have a different photograph for each entry. All entries become the property of Teachers First.   How to Enter: upload a photograph to the Teachers First Facebook page.  Comment on what’s happening in the photograph. Photographs can be JPEG, GIF or PNG format, all photos must be submitted within the first academic week. Entries must include: Name of the teacher Name of the School and Modorya Explanation of what is happening in the photograph Entries must comply with the following content guidelines to be eligible: Content cannot be sexually explicit or suggestive, unnecessarily violent, or derogatory of any ethnic, racial, gender, gender identity or religious. Content cannot promote alcohol, illegal drugs, tobacco, firearms/weapons, any activities that may appear unsafe or dangerous, or any political agenda or message Content cannot be obscene or offensive, endorse any form of hate. Content cannot contain materials embodying the names, likenesses, photographs, or other indicia identifying any person, without permission. There will only be 1 winner.  The prize awarded will be a Teachers First goodie bag.   WINNER NOTIFICATION: The All decisions are final.

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Why Children Need Physical Education

September 14, 2017

  Physical education is an integral part of the total education of every child in Kindergarten through Grade 12. Quality physical education programs are needed to increase the physical competence, health-related fitness, self-responsibility and enjoyment of physical activity for all students so that they can be physically active for a lifetime. Physical education programs can only provide these benefits if they are well-planned and well-implemented.   Physical activity positively affects several vitally important areas of health. Steady amounts of physical activity will prevent obesity and will help to maintain proper levels of blood pressure. Additionally, physical activity will ensure students grow up with healthy bone structures as they continue their skeletal development. Finally, cholesterol levels will also be kept in-check with daily physical activity. As we all know, students who are physically healthy will be in school more often and absent less and will be better able to focus on their learning. Strengthened Peer Relationships: Physical education can be a major force in helping children socialize with others successfully and provides opportunities to learn positive people skills. Especially during late childhood and adolescence, being able to participate in games and sports is an important part of peer culture.   Physical activity stimulates brain plasticity. Brain plasticity allows our brains to be more 'fluid' and 'moldable' so to speak. When this happens, our brains are able to make new connections as well as able to strengthen existing connections. The more and stronger neuronal connections we have the better able we are to learn and retain information. This obviously has huge implications for our students on how and when they learn. Self Discipline: Facilitates development of student responsibility for health and fitness.   Improved Judgment: Quality physical education can influence moral development. Students have the opportunity to assume leadership, cooperate with others; question actions and regulations and accept responsibility for their own behavior. Stress Reduction: Physical activity becomes an outlet for releasing tension and anxiety, and facilitates emotional stability and resilience. Improved Self-confidence and Self-esteem: Physical education instills a stronger sense of self-worth in children based on their mastery of skills and concepts in physical activity. They can become more confident, assertive, independent and self-controlled.   Experience Setting Goals: Physical education provides children the opportunity to set and strive for personal, achievable goals.

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