STIR Education

STIR aims to reignite the spark in teachers and empower them to become committed, skillful, and influential changemakers and practitioners, so they can improve their own teaching and contribute to a wider teacher-led movement to improve children's learning.
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Year launched: 
2012
Launch country: 

CEI Plus Status

Program Results Status
Monitoring and Evaluation Reporting
Primary Approach: 
Implementer: 
STIR Education

Location Data

State/Province: 
Delhi
Geography type: 
Additional country(ies) of operation: 
Program Description: 

STIR follows a three-step teacher empowerment and development process: 

Ignite + Integrate + Ingrain = Impact

Ignite: STIR seeks to re-ignite the motivational spark within teachers by recognizing their existing efforts (their micro-innovations in the classroom) and then networking them together to form local teacher-changemaker networks. In these networks, teachers develop practical skills to identify specific barriers to children's learning and create or select to adopt small-scale innovations to address these barriers. STIR also supports teachers in influencing their peers to join them in their improvement efforts. 

Integrate: STIR supports teachers to adapt and integrate evidence-based practices in their teaching to become more effective practitioners over time using three specific methods. 

  • Teacher challenges: These give teachers in STIR networks exposure to key principles in important education areas (reading, classroom practice, parental engagement, assessment, numeracy, and 21st century skills). 
  • Marketplace of opportunities: Teachers can take up an array of development opportunities and resources offered by STIR partners based on need and interest— for example, in areas such as school leadership, English, or ICT training.
  • Resources: Teachers benefit from stimulating teaching content provided through a STIR Teacher TV channel and newspaper at each network meeting and beyond. Teachers can also connect with one another to collaborate virtually and to access content (for example, on specific micro-innovations) through mobile, voice, and online platforms. 

Ingrain: From year 2 and beyond, teachers take increasing ownership over their own professional improvement and involvement in their local networks (with other stakeholders, such as local government officials), and in contributing to the movement at local, national, and international levels. They can contribute to policy and system reform through STIR official and policymaker networks and through participation in the STIR Policy Lab.