The Learning Circles project - 2022-25
The full name is 'Teacher Led Learning Circles for Formative Assessment'. The project is being led by Education International, the global federation of teacher unions. They are being funded by the Jacobs Foundation to develop and disseminate formative assessment practice. HertsCam is responsible for induction and support of facilitators who are using the TLDW methodology in their Learning Circles. So far we have launched in Brazil, Cote D'Ivoire, Ghana, Malaysia, South Korea and Switzerland.
International Teacher Leadership (ITL) initiative - 2008-12
HertsCam began to develop its international work in 2008 in response to enquiries from colleagues in other European countries. The International Teacher Leadership (ITL) initiative was formed to create a vehicle to enable HertsCam to work in partnership with NGOs, university groups and doctoral students who were interested in launching a programme to support non-positional teacher leadership in their own countries.
Teacher leadership in the Arab world - 2014-22
Non-positional teacher leadership has taken root in the Arab world. There was a successful programme in Palestine in 2014-15. This was introduced in a K-12 school in Ramallah. Another programme began in Egypt in 2014 and continued until 2022. It extended over many schools. Colleagues there formed the CairoCam Network to support it. In 2018, a team from HertsCam travelled to Tiznit in Morocco to run an induction programme for facilitators. Exploratory discussions with colleagues in Palestine, Qatar and Iraq are ongoing.
Teacher Leadership in Kazakhstan initiative - 2016-22
The TLK initiative built on pioneerting work by Dr Gulmira Qanay in her home town of Taraz, in the south east of Kazakhstan. This initial TLDW programme was the subject of Gulmira's doctoral study at the University of Cambridge. The Soros Foundation, Almaty asked HertsCam to assist in bringing non-positional teacher leadership to the whole country. A pilot project was launched in Kokshetau in
What Our Participants Say
"The potential wisdom and impetus for change are rooted in schools, rather than something which can be orchestrated or taught from the outside"