Can we scale the Educator and Leadership Institute model we are developing in Haiti? Four key ingredients

Recently, I was asked if we could scale the initiative we have started in Haiti. In other words, can we take this model - face-to-face and online professional learning for teachers in one region - and implement it in diverse contexts? Can the model be multiplied? For some interesting research and projects that examine this question, consider the MIT Scaling Development Ventures website.

Our premise since initiating the Educator and Leadership Institute (ELI) has been: Pilot it in Haiti and, if it can be successful there with the various barriers which exist, it can be successful elsewhere.

As I've thought about how we would do this, it seems like the technical issues are not the largest challenge. We have the knowledge and human resources needed to develop face-to-face and online courses and the administrative ability to effectively deliver these in a cohesive fashion for a period of up to five years in any single context. That is exactly what we have done in Haiti.

The four major challenges I would foresee of scaling the ELI are partnerships, sustainability, funding, and research to inform practice. To successfully replicate and multiply the ELI which we have initiated in Haiti will require:

1. Authentic, Trusting, and Fully-committed Partnerships
ELI cannot just be "parachuted" into a context. There must be on-the-ground partners who deeply desire the initiative. They must be full partners, invested financially, in human resources, and reputationally. There must be reciprocity between the "external" and "internal" partners. Partnerships take time to develop so it's important to find what local partners need as foundational aspects within the ELI and to differentiate for each context.

2. Sustainable Design
A "franchise" model of ELI should be sustainable if it includes local "buy-in" and differentiation (see #1) and a funding formula to support the ELI after an initial seed investment (see #3 below). The ELI does not need to continue in perpetuity. Once it has accomplished its target then it can either move to another context, evolve into another manifestation, or simply indicate "mission accomplished" and shut down. In Haiti, our goal is to provide professional learning for 1,000 teachers and 100 principals ... once that goal has been met then there is no need to continue in that context UNLESS a new and needed goal is identified.

3. Funding
One of the underlying aspects of ELI that lends itself to trust-building and reciprocity is that no one is making money off the initiative. If "education for all" is truly for all, then there must be a commitment to ensuring that everyone can have access. However, initiatives such as ELI require funding for costs associated with travel, educational resources, and conference venues. The funding "formula" needs to include a plan for how the ELI will become sustainable after an initial investment. We have done this in Haiti and this must be a key ingredient in any efforts to scale our initial work.

4. Research
To understand if and how the ELI is being effective in changing teaching practices, and eventually improving student learning outcomes, research must accompany each ELI. Research can be driven by the ELI leadership team but local partners must be involved. Why? For an ELI to be sustainable, local partners must be committed to the concept of "continuous improvement," Once the initial ELI leadership group has completed its task, local leadership will take over and ensure that research to inform practice is maintained and extended.

I am quite pleased with the ELI initiative as it stands in Haiti. We have designed it so that it can be considered for other contexts. There is significant work yet to be done in ensuring that the framework works well but I see great potential for it to serve as a model for implementation in other contexts.