Scaling support for teacher development for foundational learning in multilingual settings through national systems

• In Event: Scaling effective teacher professional development in low-and middle-income countries:Choosing the right model, identifying scalability, and fitting the model to the location

Proposal

As educational systems worldwide prioritize foundational learning, the challenge of equipping teachers to support diverse, multilingual classrooms grows ever more urgent, particularly in low- and middle-income countries. This presentation draws on research from ongoing work in Senegal, supporting teacher professional development (PD) for foundational learning in multilingual contexts.

Through a collaboration with national and local stakeholders, the project is developing and implementing a suite of professional learning tools rooted in practical classroom realities, the new curriculum, and science of reading (aligned to the bilingual house model). The initiative focuses on adapting and scaling the Foundational Literacy Improvement Package (FLIP) in Senegal to improve teacher capacity and student outcomes in multilingual classrooms. The FLIP model is a classroom-based toolkit designed to help teachers assess and teach foundational literacy skills across languages. It integrates diagnostic tools, play-based instructional strategies, and coaching protocols aligned with Senegal’s national bilingual education framework (MOHEBS). The project’s approach emphasizes contextual adaptation, stakeholder engagement, and embedding within national systems to ensure sustainability. This process of working with and through national systems requires regular negotiations between stakeholders to create peaceful processes for long-term, sustainable implementation.

This session will outline key strategies and lessons learned in scaling teacher PD through national systems, highlighting:

How evidence-based approaches are being tailored to fit multilingual settings across Senegal

Mechanisms for institutionalizing PD within government structures to ensure sustainability and reach

Early outcomes and emerging challenges from the interim project report

Voices from teachers and local partners shaping the evolution of the intervention

The presentation will reflect on lessons learned, including the importance of stakeholder ownership, iterative adaptation, and data-driven decision-making. It will also preview next steps, including expanded implementation, endline data collection, and sustainability planning. By sharing concrete examples and data-driven insights, the presentation invites discussion about the conflicts and resolution making required in working with diverse stakeholders in complex environments. It aims to contribute to the global dialogue on equitable foundational learning, offering pathways for other countries seeking to support their teachers and learners in an increasingly multilingual world. It offers practical insights for policymakers, implementers, and researchers seeking to scale effective, inclusive, and locally grounded teacher development models.

Author

• Kaitlin Carson, American Institutes For Research