Zoe’s Internship

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Jambo from Arusha!

My name is Zoe Rae Rote, and I am this year’s TFFT Summer Field Intern. I will be spending nine weeks in Arusha, working with TFFT and tutoring at Usa River Academy. Although today is only my fifth day, I love Arusha and the TFFT team already!

The highlight of the last few days has been meeting the incredible children with whom I will be working. On Tuesday, I visited Usa River Academy, and the children were unbelievably energetic and welcoming. I practiced my elementary Swahili with the children (even though all of them are fluent in English as well as Swahili, and learning French). I had my first big language gaffe when trying to ask if a student was ten years old. Instead, I said something that prompted giggles from the mob of children around me. The great thing about practicing a language with children is that if you make a mistake, they will laugh at you and then teach you how to say it properly. Thank goodness the Scholars corrected me!

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One of the students, Veronica, acted as my tour guide and introduced me to other students while showing me around. I was amazed to see the dormitories, and how little the children have. Most of them are orphans, so their lives are centered around the boarding school. Yet, each child is so full of joy and life and hope. In the words of a good friend of mine, “Happiness is a choice.”

Mary Hill Brooks, a high school senior from Charlotte, arrived on Tuesday for three weeks in Tanzania. She will be staying and working at Matonyok, which is a children’s home and school for orphans. Yesterday, we visited Matonyok (and dropped Mary Hill off), and I was absolutely amazed by the place. It is incredibly peaceful, with Mt. Meru in the distance and the Maasailand countryside surrounding the grounds. Mama Emi and her husband began taking in children, and they now have 37 who live at Matonyok. I bonded with an adorable almost-four year old named Jifti. Mama Emi told me that she took in Jifti when the baby was 29 days old. Her mother died two hours after childbirth, after a C-section gone-wrong, malaria, a very high fever, and an overdose in the IV. Jifti’s father visits once a year, but is not a significant part of Jifti’s life. The adorable little girl only speaks Maasai and Swahili, so in an attempt to communicate, I kept saying, “Mambo, Jifti rafiki yangu,” which means “Hello, Jifti my friend.” My mzungu accent elicited smiles from Jifti and giggles from the other children.

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 I hope to spend more time with Jifti and the other students at Matonyok, assisting with the Baby Class (i.e. preschool). In addition, next week I will begin tutoring some of the TFFT scholars at Usa River Academy in English literacy. I am very excited, and I hope to learn even more about the Tanzanian school system and the background stories of these amazing children. Until then, kwa heri! (Goodbye!)

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Happy Birthday, Website!

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Hello!

Last year we welcomed June with a band-spankin-new website. I remember the launch clearly. Kat, Catherine, and I had been working around the clock so that it could go live before I hopped on a plane to Tanzania for RIDETZ. Well, here we are one year later, and I cannot imagine life without our updated look and feel. We are thrilled to have a site that matches the spirit of TFFT’s work! It only makes sense to celebrate this anniversary by hearing from the mastermind behind the whole project. So…

Without further adieu, I will turn the post over to Kat.

She really has been an angel for TFFT!

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It’s a hot summer’s day in 2011 in Berlin, Germany. I’m burning with the desire to find a good cause that I can get involved with. I want to make a difference – but unfortunately volunteering on location someplace other than Berlin is not possible. So I let myself drop into the rabbit hole that is the internet with the intention to find a cause that catches my attention and moves me so deeply that I’m happy to forget my busy schedule for a couple of hours each week. I cannot remember how many web pages I scoured, but suddenly TFFT’s website popped up on my screen. Immediately my heart jumped and I thought, “This is it.”

It was love at first sight.

Ever since that moment, I’ve been involved with TFFT – professionally and emotionally. Our first project together was the creation of a new website, which we launched last spring with the help of my amazing friend and web developer Catherine Vo. Being immersed in TFFT’s work and collaborating with Kaitlin so closely gave me such a great sense of satisfaction because I knew I was dedicating my time and expertise to a cause that is so much bigger than we can fathom right now.

Right from the beginning, I sensed that there is something very special about TFFT.

TFFT’s work goes well beyond their mission statement. In every conversation I’ve had with Kaitlin, in every piece of promotional material we’ve put together, I can sense on a heart level the love, the passion and the dedication to the children in their programs – and the children that are still out there needing support. Every time I work on something for TFFT, my heart bursts wide open with hope and joy. I feel hope for a better, more sustainable world. And joy that there are people like the TFFT employees and supporters, who are actively working towards equal opportunities for everyone, no matter their background.

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TFFT has contributed to my outlook on life immensely.

Their book 400 Miles is always on my work desk. Sometimes I just need to browse the pages to feel my priorities re-align again. Meghann’s story of how she started TFFT and made it what it is today has inspired me greatly and is always at the forefront of my mind as I navigate the question about what legacy I wish to leave. Through working with TFFT I’ve realized how passionate I am about education, about sharing and empowering others with knowledge. And through TFFT’s work I can see what an impact education can have on a single life, how it can change everything.

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When I started to work with TFFT, I offered business support and online marketing services. Now, propelled by my desire to have a greater life supporting impact on other people’s lives, I’ve changed my offering. I focus my talents on building online training programs with my clients, so that they can reach the people they’re meant to reach on a global level.

My work is 100% fuelled by my ongoing collaboration with TFFT and infused with their spirit of hope in action.

There’s absolutely no doubt in my mind that we cannot afford to delay in doing something about the challenges we face in our global community today. If you feel called to get involved, do it. Ever since that hot summer’s day in 2011, I’ve grown at least 400 miles and I’m looking forward to what the future will bring for both TFFT and me.

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Observation and Supervision

Hello from Tanzania!

As a follow up to the monitoring and evaluation training that we facilitated for our partner schools in December of 2012, TFFT hosted a capacity-building training for school leadership (heads of school and school managers). This training focused on teacher supervision, which is an enduring challenge of the Teacher Training Program. Being a one-man team, it is hard for me to do regular observations at our many partner schools, and school leadership is not typically involved with classroom observations and teacher supervision. This combination of challenges made me decide to ease up on the in-service teacher training a bit in the last quarter of 2012 and to instead re-strategize and focus on building the capacity of school leadership.

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Participants drafting observation and supervision tools as a group.

Part of the problem is that in Tanzania teacher supervision is seen as the government’s responsibility. The School Inspectorate within the Ministry of Education and Vocational Training run inspections to oversee the efficiency and effectiveness of schools and teaching instruction. However, these inspections happen so infrequently (for some schools, only once every two years or even four years!) and the inspection results are not adequately shared with school managers, teachers, and the general public. For these results to truly affect positive changes in the delivery of education in schools, they must be shared and acted on accordingly. Each school’s administration must understand the value in this!

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Supervision is key to motivating and inspiring teachers – this is one of the discussion outputs during the training.

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Responses from the participants when asked why observations are so important.

Therefore, the main goals of the teacher supervision training were to help the heads of the schools understand what supervision is, its purpose, and its value to their schools and their teachers. Kelli Bee, an American teaching at St. Constantine’s International School in Arusha, facilitated the training. Kelli and I first met back in 2010 when she was the country director for AfricAid. Part of Kelli’s impressive background was working with Peace House Secondary School as a Professional Development Coordinator. As the Professional Development Coordinator, she worked mentoring teachers in student-centered instruction and conducted formal and informal class observations, so she was a huge asset to this workshop.

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Kelli Bee facilitating a discussion.

The 2-day training engaged 13 heads of schools in discussions about the different forms and processes of supervision and the identifying indicators for supervision. The participants used role-playing to practice their positive communication in a mock classroom setting. The attendees were thankful for the training and committed to implementing all they had learned into their schools. I am looking forward to seeing this undertaking bear fruits for the benefit of the learners.

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Father Edward Shefre of Star High School and Mr. Malisa of Usa River Academy in a role-play on use of positive communication during conferencing with a teacher after a supervision session.

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The proud participants of the workshop with Kelli Bee!

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Life of a TFFT Summer Intern


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Hi, my name is Maggie Boorman, and I am so grateful to be TFFT’s intern in the Charlotte office this summer!    

I have been passionate about TFFT since volunteering with them in high school and following my trip to Tanzania in the summer of 2011.  This internship is a great way for me to learn more about this incredible organization and the inner workings of the nonprofit world!  As my freshman year came to a close, I left Clemson eager to see what my internship with TFFT would entail.    

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On my first day, I was welcomed by a lunch with Meghann and Kaitlin, and as soon as we returned, we got down to business.  Kaitlin and I sat down and went through my tasks and responsibilities for the summer, each organized by week with details and a description.  My jobs range from promoting TFFT on social media to entering accounts into TFFT’s new database, and everything in between! 

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After we went through my tasks, I filled out my goal sheet for the summer.  These goal sheets are completed by everyone employed by TFFT (both in the U.S. and in Tanzania), and they are used to measure the progress employees have made throughout the year.  Some goals included improving my communication, completing my work thoroughly and on time, and really making as much of a difference for TFFT as I can.  Lastly, my long term personal goals were to stay involved with TFFT, return to Tanzania for a longer time to visit Richard again, and to possibly participate in RIDETZ?!  After only a few days I can already tell these goals are not impossible, especially with the help I’ve been getting from Meghann and Kaitlin. 

Outside of the tasks listed in my job description, I am hoping to contribute to the 7th annual S.O.S. Gala (although the Gala was just named Best Fundraising Party, so they do not need much help :) ), and I am hoping to help contribute ideas on how to build awareness of TFFT.  

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My first few days have mostly consisted of writing thank you notes to supporters, putting together mail-outs, a lunch meeting with one of TFFT’s Board Members, and learning how to navigate TFFT’s website.  We’re approaching the last few days of the Annual Fund Campaign, so as I’m helping spread the word about that, I’m learning how vital the Annual Fund is to TFFT’s success.  

Then, on Thursday night, Meghann, Kaitlin and I attended Charlotte Magazine’s BOB (Best of the Best) Awards at Label Downtown.  It was definitely an interesting evening, and we were able to see Charlotte’s Best of the Best…everything – from the “Best Place to Spot a Celeb” to the “Best Use of Jalapeno”.  We were proud to represent TFFT as the “Best Fundraising Party” for the S.O.S. Gala, and we’re excited about the Gala being even better this year!!

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One of the highlights of my week was Friday when Meghann brought her 3-month-old Labordoodle puppy, Kona into the office.  She brought a lot of entertainment to the office and served as a fun break from work!  I’m loving being able to help with some of the huge workload Meghann and Kaitlin have every day, and I’m really enjoying learning even more about TFFT and education in East Africa along the way.  I hope everyone had a great Memorial Day, and I will keep you updated on my adventure as TFFT’s Intern throughout the summer!  

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SCHOLARSHIP UPDATES

ERASTO

Jambo,

We are now in the last month of the first quarter in this year, I know everybody has been working hard wherever you are to make sure that the goals for this year are met by making the most of the first months of the year. In Tanzania we have a saying meaning, do your business in the morning, then count your money in the evening. Likewise, TFFT in the Scholarship program has accomplished a lot in this first quarter of the year as far as our strategic plan is concerned.

One of our strategic objectives is “to ensure OVC’s receive quality education and psychosocial support, through the improvement of OVC support structures” which in conjunction with other strategies can be realized by providing psychosocial support and counseling for TFFT scholars.

In the past few weeks TFFT by the help of Tanzania Women Research Foundation (TAWREF) completed its first ever psycho social support program known as Trauma Focused Cognitive Behavioural Therapy (TF-CBT) in which 32 scholars aged between 7 to 13 were screened and 13 of them together with their guardians went through a twelve weeks counseling sessions. These sessions were intended to help these scholars live in a less stressed world by coping with their current situation and receiving hope that there is a lot more good in their future than whatever bad happened in their past.

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It is always not easy when something is done for the first time, so in this program, during its implementation we encountered so many challenges which prolonged the finishing period of the program but there is a swahili say which states…”chelewa ufike” meaning, get late but arrive safe, we have taken all the challenges in this program as lessons learned both we and our partners TAWREF.

TF-CBT was one thing, but on the other side, three of our older girls Nicemary, Mary and Magdalene were enrolled in the computer course which lasted for one month. There after, they joined a three month English course, in which they are currently in their final month. Both courses were meant to give them something useful to do while waiting to join colleges in the few coming months and also providing them more skills, confidence, and exposure so that they are ready to face the employment world after college.

Apart from that, two other TFFT scholars Isac and Ombeni (who are in the Professional Tour Guide School) were also enrolled in the driving course which lasted for one month. Driving is a compulsory skill for any professional tour guide for them to perform their duties successfully. Isac and Omben are now over with their certificate course and have been accepted for Diploma in Professional Tourguide. Best of luck Isac and Ombeni!

Our scholars at Usa River Academy also finished their first term, and during break some attended the RENEW workshop with our Full Circle Program Director, Chloe, while others were in the Tutoring program. All of the students are now due for their second term in school. Soon you will get to hear from some of our new scholars in the program about their new experience at Usa River Academy, get ready…till next time, tchao!

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RENEW Workshop

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How do I sum up a 5-day workshop with our Secondary students?  Well…honestly it is probably not possible, but I will sure do my best!  First, an introduction to the concept of the RENEW workshop and how it came to be.  Reintroducing some familiar faces: Adam Rubin and Uswege Mwakapango!  Adam is my predecessor as Full Circle Director and Uswege is a long time volunteer and supporter of Full Circle.  They have come together to create a life skills education program called RENEW (Recycle, Educate, Nurture, Empower, Wear) which involves an intensive workshop on life skills and community development projects, creating t-shirts, and then the development of a school club.

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So, last Monday, Adam, Uswege, and I opened up my home for the first ever RENEW Workshop for Usa River Academy Secondary TFFT Students who were out on break.  As it is the rainy season, Monday, of course, began with a LOT of rain.  As the poor, wet students wandered in, they were greeted by a far less gloomy atmosphere of music, posters, and chai to get us started!

Monday through Friday we covered a host of topics including: leadership, self-respect, goal setting, decision-making, communication, gender, and community involvement. As my living room wall slowly went from blank to covered in multiple layers of posters, you could see our progress and learning.  Utilizing music, videos, drawing, games, and group discussions, the workshop was as fun as it was educational! Sounds pretty great, doesn’t it?  Well it was pretty great! So great that I think us facilitators got just as much out of it as the scholars did. As much as I could talk and talk and talk about what WE talked about, they say a picture is worth a thousand words, so I will let the pictures, along with quotes from the students, tell the most important parts of the workshop!

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Which topic do you learn the most about?

Dickson: Gender. Because in our traditions and customs we don’t respect women and we think that women have nothing to contribute in helping and building the nation and because I got this education I will teach other people in my community that even women can do it if they are empowered.

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How do you think you can use the things you learned in the workshop to bring change to the community and to the world?

Nancy:

-       Visiting rural areas and give them training about Gender Equality.

-       Teach people about Positive Communication Skills.

-       Prepare programs to teach people about all the things that am taught in the workshop for the betterment of their futures.

Eliupendo: I think I can use things I learned in the workshop to bring the change to the community and the world by showing/sharing what I have learned and showing them example through myself.

Dickson: The things I learned I can 100% use to bring changes in my community, first of all I will teach other community members about gender equality.

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 Why did you come to the RENEW Workshop?

Eliopendo: I think I’m going to learn things here which will help me to gain something I didn’t have before I came here. It will give me confidence.

Irene: We are all human beings, and we all face problems in our lives. Using the life skills I’m gaining here, I will be able to conquer those problems.

Nicemary: The things in this workshop relate to real life. I can apply them everyday in my life. I wish the workshop would be more than one week, and could last even one year.

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What is the difference between how you learn in the RENEW Workshop and how you are learning at school?

Nancy:

-       For me, the workshop helped me to develop goals and dreams, but I’m really going to apply skills in Communication, because I’m poor in Communication. From now, I’m going to try to change that in myself.

-       We are free to share ideas, knowing that it is not going to be correct or incorrect. If I’m incorrect, you’re going to help me understand in a positive way. Here, we can say anything and have the chance to express ourselves.

Happy: At school we only focus on studies, then I came here and I can learn about life skills, which in general I can apply in my life. At school they are just teaching us to pass exams. What if we fail Form 4 exams? With this workshop I came to learn that failing Form 4 exams is not failing in life. What we learn have allows us to choose what we’re going to decide to do if we do fail and face those challenges. With what I learned here I can still do anything in the world.

With the knowledge I’m gaining from this workshop, even if I will face any discouragement I will know how to handle it. I will never let anybody discourage me. Now I know how to treat other people, and I will encourage other people.

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TFFT Literacy Drive

Hello again!

Today I am back with the fun stuff. While yesterday’s post discussed many of the issues surrounding illiteracy and the lack of resources. Today I bring to you an idea that I hope will excite you and motivate you to get involved!

Our support for teachers doesn’t end with the training—we need to provide them with the tools too. Without books and literacy resources, the training would be futile. I aspire to provide each school we’ve trained with a mini-Literacy Center, a nook where teachers and learners can come to read and borrow books, a place where teachers can have access to resources to teach their pupils how to read and write. I am hoping to get book donations. Books of all sorts are most welcome—old and new alike—story books, picture books, alphabet books, non-fiction (reference) books, leveled readers. Literacy-related materials are also needed: writing instruments of all kinds, manila cards for making word cards, a laminating machine or two to help teachers make their visual aids more durable. If you are feeling extra-generous you can also donate towards a fund that would make the centers look inviting and comfortable—to buy paint, mat/s, tables and some chairs, bookshelves. The gift of reading is the most important thing you can give a child. Let us help Tanzanian children break the walls around them and start discovering new worlds.

If you are interested in participating, please email info@thefoundationfortomorrow.org for more details!

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“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.”

Dr. Seuss, I Can Read With My Eyes Shut!

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The Gift of Reading

I was, and still am, proud to have come from a town—tiny it may be—in rural Philippines with a public library. Looking back, I would say that being introduced to it at third grade by the daughter of my kindergarten teacher was the greatest blessing of my childhood life. I always wonder: Had I not discovered the joys of reading at an early age, would I have ended in the here and now doing what I am doing? I have always believed that reading saved my life because no matter how hard life was growing up, I always had books to take me away from my realities to live another’s.

But aside from having a library to borrow books from, I was also lucky to have adults around me who encouraged my budding interest on reading. My parents, although not big on reading themselves, exempted me from most household chores because of it (much to the annoyance of my siblings). My teachers allowed me to borrow from their personal collections—one of my university professors even went to the extent of gathering must-read classics for me to take home during the semestral break. She also took time to talk to me about them when the school reopened. I knew she was trying to check to see if I did read them and what I learned.

In Tanzania, not too many kids are blessed with these same opportunities. Schools don’t have libraries. A single textbook is shared by 7 students and having 22 students share 1 book is not at all unusual here. Except for the tattered textbooks that are so scarce in the first place, there are nary printed materials to look at and read in the classroom. For most, a library is just a concept, a word to be defined. Registering for a library card happens when you reach the University, if at all. Without the resources, the love for reading is not cultivated among the young by their teachers, by their elders. Reading is never for enjoyment but always for a purpose: to pass tests.

The effects of the utter lack of resources and lack of attention for reading instruction on the learning outcomes among Tanzanian students are sobering. In the annual countrywide assessment done by Uwezo in 2011, it was found out that “only 1 in every 10 standard 3 students (equivalent of third grade) can read a basic English story, only 3 in 10 can read a basic Kiswahili story” (Uwezo, 2011).  The report “Are Our Children Learning? Annual Learning Report Tanzania” published by the same organization in 2010 avers that “by the time they complete primary school, half of all children [49.1%] still cannot read a Std. 2 level English story, and far fewer are likely to read at the Standard 7 level.”  The thing about reading is that it is foundational to academic learning. If a child can’t read at the end of third grade, he will become more and more lost academically. The 2012 Form 4 National Examination results released in February showed a 60% percent failure rate. The whole nation gasped, shocked. “A national disaster,” they said while asking for the resignation of Ministry of Education officials. I am sure interventions are being planned. I just hope making reading a focal point in Tanzanian education is one of them.

By the time they complete primary school, half of all children (49.1%) still cannot read a Standard 2 level English story, and far fewer are likely to read at the Standard 7 level.

(Are Our Children Learning? Annual Learning Report Tanzania 2010, Uwezo Tanzania)

Recently, the TFFT Teacher Training Program conducted an Early Grade literacy training for pre-primary up to Class 3 teachers. The training-workshop focused on the five components of reading instruction: phonics, phonemic awareness, fluency, vocabulary, and text comprehension. As this is a pilot training program, we trained 5 primary schools (3 of which are government-run and 3 TFFT partner schools) and 2 Teacher Resource Center coordinators.  I’ve led a lot of trainings in my short career as a trainer/facilitator but this is the most important one I have ever led. Beyond my affinity with books and reading, the need to help Tanzanian teachers on reading instruction is of paramount importance.

With Peter Meikoki, Matonyok Primary School teacher, who shared with his co-participants his experience of using what he learned from the Literacy through Photography workshop last year.

Madam Eva Mosha, District Primary Education Officer, addressing the participants during the workshop’s closing ceremony: “We need teachers who have 3 Cs: Commitment, Confidence, Consistency.” Marco Allute, TFFT Managing Director (center), also attended the ceremony. Seated at the far right is Mary Zulauf, training co-facilitator, and also a volunteer for TAWREF.

Madam Eva Mosha, District Primary Education Officer, addressing the participants during the workshop’s closing ceremony: “We need teachers who have 3 Cs: Commitment, Confidence, Consistency.” Marco Allute, TFFT Managing Director (center), also attended the ceremony. Seated at the far right is Mary Zulauf, training co-facilitator, and also a volunteer for TAWREF.

The Training on Early Grade Literacy participants with Madam Eva Mosha, Marco Allute, and Mary Zulauf.

The Training on Early Grade Literacy participants with Madam Eva Mosha, Marco Allute, and Mary Zulauf.

 

With the three-day workshop finished, I am ready to embark on another journey on my strategy map and for this one, I need your help. I will be back tomorrow with the details!

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California Dreamin’

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We (Meghann and Kaitlin) spent last week catching up with supporters in sunny California. We started in San Francisco (and had meetings in Sausalito, Berkeley, and Palo Alto). We then took the scenic route all the way to L.A. stopping for a dinner meeting in Thousand Oaks and ending the night in Pasadena. We carried on to Santa Monica and Venice Beach and finally rounded out the trip in San Diego. Throughout the trip we frequently exclaimed, “our supporters live in the coolest places!” It wasn’t lost on us that this was a unique type of business trip!

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TFFT is fortunate to have a significant donor-base on the West Coast, and just as we won’t let geography to dictate an individual’s life potential, we don’t want geography to dictate how much our supporters hear from us. For that reason, we wanted to make a concerted effort to show some love, catch up, share our progress, and listen to new ideas. Last week we did just that, and we couldn’t be more grateful for the passion and excitement that the TFFT ambassadors on the West Coast shared with us!

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On this trip we strengthened great partnerships, caught up with wonderful sponsors, reminisced with RIDETZ alum, reconnected with Global Shapers, welcomed siblings of RIDETZ riders to the TFFT family, and let the left coast fuel our creativity. We also saw some incredible East Coasters who have relocated…we had been sad to see them go, but now we understand their love for Cali!

Come on… what’s not to love?!

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The 3 year strategic plan that we launched last July set us in motion to transform the education landscape in Tanzania. This road trip was part of the transformation. From the moment we landed our creative juices were flowing, and each individual we met with Sunday through Thursday helped advance TFFT through their vision, network, compassion, execution, and energy! We covered 700 miles and met with over 20 individuals to share our impact and direction moving forward!

All in all, we like you, California.

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Until next time xoxo,

Meghann and Kaitlin

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TFFT Team Building

MEGHANN

Lake Chala is a place where inspiration is born. This expansive, calming, and downright gorgeous setting gave our team a sense of peace and excitement. I was shocked that in the nine years I have been coming to and working in Tanzania, I had yet to visit.

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Lake Chala’s tranquility lent itself to openness and self reflection as we gathered as a team to learn more about each other. Our top priority was to focus on purposefully harnessing our many strengths.

Over a year ago my Global Shaper hub introduced me to the Clifton StrengthsFinder Assessment and the book Strengths Finder 2.0.  I am a huge believer that work environments thrive when the individuals who work together know, understand, and respect each other and recognize and appreciate the strengths they each possess. This allows for creative and collaborative teamwork that utilizes everyone’s talents, which leads to a more effective and efficient workplace. The entire TFFT team read the book and came to the retreat understanding their 5 main strengths. I, for example, am predominantly an achiever with focus, input, competition, and belief following close behind. At Lake Chala we talked extensively about how to best apply each other’s strengths in a our work environment.

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We also went through a life mapping exercise and shared some really powerful and formative moments of our pasts. I felt privileged to listen and also to have my story, past and present, so warmly received. This process gave the team clarity on each team member’s reaction to hurdles and successes, preference for engagement, and tendency to gravitate to certain projects. This took us into the night, and I truly feel that it brought us closer. I am thrilled everyone was keen to participate fully!

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Following the retreat we held intensive sessions with each program director and coordinator to map out the next 12 months clearly identify how every aspect of the programs line up with our strategic plan advance our mission.

We plan on making this retreat an annual event!

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