From Learning to Leading: A Journey of Growth at the Teach For Uganda Training Institute
Having gone through a lengthy process of screening, Zoom sessions, and interviews, I received an invitation to attend a two-week residential training institute at Bishop Willis Iganga. It was an adventure, stepping foot in Iganga for the first time, and on that scorching afternoon of May 8th, 2023, accompanied by my dear friend Gamis Aaron Dradi, we embarked on a four-hour journey by bus from the capital.
Entering the gates of Bishop Willis for this training institute was a thrilling opportunity that filled me with both excitement and nervous anticipation. As an individual, I was eager to enhance my leadership skills and delve deeper into effective management and teaching methods. Little did I know that these two weeks would challenge, inspire, and ultimately reshape my perception of leadership and education in the rural sectors of our motherland.
The interaction at the institute was a profound journey of self-discovery, knowledge acquisition, and personal growth, shared by myself and other fellows alike. The facility was meticulously selected to foster learning and collaboration, and from day one, I felt a strong sense of motivation and ambition to bring about change in the education system.
A diverse group of in-service teachers and university graduates from various educational, social, and cultural backgrounds gathered, each with their unique stories and aspirations, shared during the life map sessions every evening. It was this amalgamation of experiences that set the stage for an unforgettable two weeks of learning and personal growth.
The essence of this institute was its emphasis on quality and equitable education for all, particularly in the rural settings of our motherland. We learned how to deliver content to pupils and students using the 5-step backward plan, introduced various teaching methods, encouraged research for updated information, and drafted comprehensive schemes of work. Furthermore, great importance was placed on developing future leaders, known as teacher leaders, and practical application of the knowledge acquired.
Throughout the institute, we were encouraged to hold the vision of Teach for Uganda close to our hearts, with the core values at our fingertips, always putting the child first at the center of it all. The feedback offered by coaches, guest speakers, and leaders within the organization fostered a continuous cycle of learning, unlearning, and relearning.
As the days went by, the continuous process of knowledge acquisition brought out invaluable traits and skills such as teamwork, timekeeping, togetherness, the art of public speaking, effective communication, financial literacy, giving feedback, and child protection awareness.
While the institute undoubtedly aimed at enhancing the professional capabilities of both graduate and in-service teacher leaders, it also took into consideration personal growth by including reflection sessions, life map sessions, sessions for developing personal development goals, and coaching clinics to elaborate on and reflect upon unclear areas. These sessions should not be taken for granted as they cultivated a sense of responsibility, confidence, self-awareness, and accountability.
Beyond the rigorous training and sessions, valuable and unforgettable bonds were formed among the fellows. Early morning aerobics sessions brought us together, tea and lunch breaks ignited deep conversations and lifelong connections, campfires provided opportunities to listen to alumni and mentors and further strengthened our bonds. Engaging in games, listening to music as relaxation therapy, and participating in sports activities with the fellow community at Bishop Willis brought a sense of calmness and made us feel welcome. It also kept everyone in shape, both physically and mentally.
In conclusion, as I reflect on my time at the Training Institute, I am filled with enormous gratitude for the transformative experience it provided. These two weeks challenged my preconceptions, perceptions, and narratives, expanded my knowledge, and guided my understanding of quality and equitable education for all, leadership, teaching skills, and methods. The institute sparked an urge to serve the community by providing the insights and connections necessary to embark on the teacher-leadership journey in the rural community with confidence, regardless of the challenges that may arise along the way. I left the institute ready to face the new challenge of being a teacher-leader.
AMBROSE OCHIENG
TFU FELLOW- Cohort 6
