Our Schools
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our EXEMPLARY SCHOOLS
TEACH Rwanda has high standards, including:
- 20 children per preschool classroom
- 2 Rwandan teachers in each preschool classroom
- 25 children with one Rwandan teacher in each primary classroom
- abundant learning materials, appropriate school furnishings
- modern teaching practices
- TR Education Standards
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Only those schools that have a TEACH Rwanda record of continuous quality improvements are awarded this status. These schools then become sites for teachers from around the country—and around the world—to discover how international best practices can be implemented in ways that demonstrate respect for Rwandan culture AND reflect current child development research.
Our teachers are dedicated, enthusiastic professionals who continue to learn as TEACH Rwanda volunteers mentor them. Many arrived at early childhood education through other fields, found their work rewarding, and are becoming TEACH Rwanda leaders themselves! |
What about the children? They are thriving! Then rush into school each day and are filled with joy! Their elaborate block constructions, intricate drawings, detailed stories, delightful pretend play scenarios, and engagement in reenacting children’s literature reveal how a Rwandan, integrated, competency-based curriculum is succeeding!
And the parents? They are thrilled! And recognize what a difference TEACH Rwanda has made in their children’s lives. Parents frequently tell us that neighbors’ children who are far older do not have the skills that children in TEACH Rwanda schools have: cognitive, language/literacy, math, physical, social, and personal. “What are you doing to my daughter?” asked the father of a girl in P1. “At home every day she is writing, organizing things, doing calculation in math: addition, subtraction. She’s independent.” The journals he got for her to write in are full. “She is like a genius!"
And the parents? They are thrilled! And recognize what a difference TEACH Rwanda has made in their children’s lives. Parents frequently tell us that neighbors’ children who are far older do not have the skills that children in TEACH Rwanda schools have: cognitive, language/literacy, math, physical, social, and personal. “What are you doing to my daughter?” asked the father of a girl in P1. “At home every day she is writing, organizing things, doing calculation in math: addition, subtraction. She’s independent.” The journals he got for her to write in are full. “She is like a genius!"
BRIGHT SCHOOL ADMINISTRATION
Who leads TEACH Rwanda’s first Exemplary School? Experienced teachers who are dedicated to sharing their passion for learning through play with their colleagues.
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Leonce Mwizerwa, Head Master, began as a preschool teacher at Bright School in 2013. After he earned his bachelor’s degree in education and demonstrated his prowess in coaching co-teachers, he advanced to Teacher Mentor at TR’s National Teacher Development Center. Since 2019, he has been Headmaster at Bright! He’s also married now to Chantal and the proud father of a son whose name is Blessing.
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Angelique Musabyemariya volunteered as a parent and served a a substitute teacher at Bright for years. She has a bachelor’s degree in accounting and her son is a happy primary student. Since 2019, she has been our Accountant Secretary, which means she handles almost everything in the Bright School office.
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Bright School’s talented, dedicated, and passionate teachers! They are loved by their students and serve as role models for educators in Rwanda and beyond:. Jean d'Amour, Theophile, Valens, Charlotte, Emmerance, J Lambert, Alphonsine, Veronise, Ernestine, and Liliane.
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Bright School COVID-19 Pandemic Measures
What happened? In mid-March 2020, Rwanda began its emergency measures to stop outbreaks of COVID-19. This worldwide pandemic led to many changes in TEACH Rwanda’s efforts to transform education in Rwanda.
What ARE we doing? TEACH Rwanda is continuing to fulfill our mission during the pandemic with much-appreciated acts of compassion for our students and their families. Our intent is to assure that children will stay healthy and continue to learn at home…and make a smooth, eager transition back to school.
- Schools were closed, until at least September
- Our Module 2 workshops for education leaders were abruptly halted
- Partnerships, with Module 1 visits anticipated, were put on hold
What ARE we doing? TEACH Rwanda is continuing to fulfill our mission during the pandemic with much-appreciated acts of compassion for our students and their families. Our intent is to assure that children will stay healthy and continue to learn at home…and make a smooth, eager transition back to school.
- Teachers call every child in their class, every week to check on family health, encourage learning through play, and maintain personal connections
- TR sponsors emergency food distributions for more than 60 vulnerable families. For just $17 a family, we provide porridge, rice, beans, cooking oil, and soap.
- Bright School operates a mobile library, so students can continue to develop their literacy skills while they are home (most families have no books)
- Teachers prepare weekly activity guides to post on WhatsApp to encourage wise parenting, pretend play, English enrichment and other at-home, everyday learning experiences.
- TR provided simple phones for those families that did not have a cell phone—assuring they can talk with their child’s teacher(s) and access the REB curriculum on the radio
- Bright School and TR staff are working together, with a Rwandan volunteer, to improve their English in preparation for the earlier introduction of English in the primary Rwandan curriculum
Somera mu Rugo, Mobile Library at Bright school
How did TEACH Rwanda support literacy development—when schools were closed due to COVID-19? We started Somera mu Rugo, a Bright School Mobile Library!
Every week during the pandemic, a rented school bus set out from Bright School into Muhanga. Our bus was loaded with boxes of books, a library volunteer, pens, notebooks, bookshelves, mats, book-reading props, and teachers. And, of course, hand sanitizer and masks. Eight stops around town were scheduled over two days. What happened at every Mobile Library stop?
As a result of this unique initiative, students in pre-primary and primary at Bright School maintained their love of books, retained and expanded their early reading skills, shared books with their families, re-enacted books with their families, and interacted with friends and their teachers once a week.
Every week during the pandemic, a rented school bus set out from Bright School into Muhanga. Our bus was loaded with boxes of books, a library volunteer, pens, notebooks, bookshelves, mats, book-reading props, and teachers. And, of course, hand sanitizer and masks. Eight stops around town were scheduled over two days. What happened at every Mobile Library stop?
- Bright School students arrived early!
- Teachers read books with small groups of older and younger students
- Moms and dads discovered how to make story time exciting—dramatic voices, props, beautifully illustrated books with compelling plots
- Children chose a book to borrow for the week
- Teachers distributed weekly activity sheets to encourage learning through play at home with family members
- Students picked up pens and notebooks if needed
- Everyone packed up the bus and headed off to the next stop!
As a result of this unique initiative, students in pre-primary and primary at Bright School maintained their love of books, retained and expanded their early reading skills, shared books with their families, re-enacted books with their families, and interacted with friends and their teachers once a week.
Peace
Our Mobile Library, and our permanent library at Bright School, operate on your donations—to cover the cost of books, protective book covers, bus rental, masks, hand sanitizer, pens and notebooks, lunch between stops, and staff. Please support early literacy in Rwanda today.
BRIGHT SCHOOL, MUHANGA
Home to TEACH Rwanda's national TEacher development center
Our flagship school was founded in 2012 by Louise Batamuriza, a Rwandan teacher who retired in 2016. Bright School has expanded every year. In response to parent demand and TEACH Rwanda’s dedication to provide continuity of education, our first primary 1 class started in 2016. By 2021, the school will have classes through P6.
Bright School began in a small rented house, moved to a bit larger house with better ventilation, and moved into our current home in 2019. TEACH Rwanda now operates four bustling preschool classes as well as Primary 1, 2, 3, 4 and 5 (first through fifth grades) at Bright School. Children from all walks of life attend, from the wealthy to the most vulnerable.
Bright School expands and integrates the Rwandan Competency-Based Curriculum to assure that students joyfully learn through play and compelling projects. Younger children are excited to read books with their teachers, write original stories in their journals, solve math problems when they build with blocks, and discover scientific principles when they play in sand and water. Older children eagerly engage in hands-on, meaningful projects and research as their knowledge and skills develop through analytical thinking and creativity.
Bright School attracts international visitors, government officials, researchers, other NGOs, and Rwandan educators—all of whom are amazed to see children at Bright write and illustrate original stories at an age when most children in Rwanda are still learning to spell their names. Children are treated with respect by their Rwandan teachers. They work together to explore Rwanda-relevant themes and seek solutions to challenges.
Families and visitors are always welcome to see engaging teaching practices in action. To arrange a visit please contact us.
Bright School began in a small rented house, moved to a bit larger house with better ventilation, and moved into our current home in 2019. TEACH Rwanda now operates four bustling preschool classes as well as Primary 1, 2, 3, 4 and 5 (first through fifth grades) at Bright School. Children from all walks of life attend, from the wealthy to the most vulnerable.
Bright School expands and integrates the Rwandan Competency-Based Curriculum to assure that students joyfully learn through play and compelling projects. Younger children are excited to read books with their teachers, write original stories in their journals, solve math problems when they build with blocks, and discover scientific principles when they play in sand and water. Older children eagerly engage in hands-on, meaningful projects and research as their knowledge and skills develop through analytical thinking and creativity.
Bright School attracts international visitors, government officials, researchers, other NGOs, and Rwandan educators—all of whom are amazed to see children at Bright write and illustrate original stories at an age when most children in Rwanda are still learning to spell their names. Children are treated with respect by their Rwandan teachers. They work together to explore Rwanda-relevant themes and seek solutions to challenges.
Families and visitors are always welcome to see engaging teaching practices in action. To arrange a visit please contact us.
Construction underway 2018, Phase 1 of Bright School.
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Building 2020
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HARMONY SCHOOL/READY FOR READING, RWINKWAVUa
Porridge — At Harmony School, and all TR Exemplary Schools, development of children’s minds AND bodies is supported.
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Airport — Harmony School teems with excitement as children explore a book about an airport, draw their own airplanes, and give their dolls a break while they tell their stories.
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Animals — Children at Harmony match elephants, lions, and giraffes with pictures in books. They live just 10 minutes away from Akagera National Wildlife Park.
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Document — Teacher Jean documents this child’s words and actions as a record of her preschool progress. She is pretending to cook vegetables on a charcoal stove made of blocks, using a hard hat for a pot.
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Carrot — Outdoors, indoors, everywhere children learn about, draw, and write about the environment they know best
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The Rwinkwavu Community Library and Learning Center is home to one preschool classroom with morning and afternoon sessions. Jean d’Amour Ndizeye, the lead teacher, started working with TEACH Rwanda in 2013, and began teaching at the library in 2015. With a new facility and strong library leadership, Harmony School quickly moved from Project School status to Exemplary School status.
Rwinkwavu is a small village on the road to Akagera National Wildlife Park. Although zebra, elephants, lions, giraffes, and baboons live just minutes away, few children or teachers in this low-income area ever have the opportunity to see them. Goats, cows, and chickens, on the other hand, are part of their lives. Teachers, especially those who live in Rwanda’s Eastern Province, and visitors to the library, find a remarkable, lively, modern classroom on site!
Rwinkwavu is a small village on the road to Akagera National Wildlife Park. Although zebra, elephants, lions, giraffes, and baboons live just minutes away, few children or teachers in this low-income area ever have the opportunity to see them. Goats, cows, and chickens, on the other hand, are part of their lives. Teachers, especially those who live in Rwanda’s Eastern Province, and visitors to the library, find a remarkable, lively, modern classroom on site!
Come visit us!
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The road to TEACH Rwanda’s passion for quality improvement in Rwandan schools began with one teacher and one school in Muhanga. Ten years later, we have developed an accreditation system for schools who meet our standards.
TEACH Rwanda welcomes new partners who begin this process as Project Schools. After about 2 years of continuous quality improvement measures, including teacher professional development, our plan is for each Project School to become a TR-accredited Exemplary School. Soon educators from around the world can come to learn best practices in a variety of locations in Rwanda. |
We are currently at various stages in this professional development process with five partner Project Schools. Beginning when school opens this fall:
- All Girls Allowed Academy Rwanda, a Girls’ Dignity for the Nation school in Kamonyi District
- Bright Horizon School, a nursery school in rural Rwanda that strives to offer opportunities for each child and family to reach their full potential
WHAT DO VISITORS TO
BRIGHT SCHOOL TELL US?
Perry
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PERRY, A RWANDAN VOLUNTEER WHO ATTENDS SECONDARY SCHOOL IN THE US, WROTE:
“I would like to thank you very much and the rest of the TEACH Rwanda team for a very eye opening and exciting volunteer experience. It was such a great honor and privilege being given the opportunity to see first-hand the thankless job and work that you do to ensure a bright future and access to adequate opportunities for Rwandan children from all backgrounds and walks of life.
It amazed me to see young 3- to 6-year-olds being able to count, read and write in multiple languages all at the same time. It touched me so dearly because it reminded me of the similar opportunities and privileges that I was so lucky to have growing up. |
However, it was also a reminder that not all children are afforded the same chances in life, and to know that the majority of the kids in your schools are financially supported shows how dedicated TEACH Rwanda is in ensuring that children--regardless of where they are from and what they can afford--are granted their right to an good education.
Your unique teaching style, one that hones in on each kid’s learning and development pace, sets a good example for what education in Rwanda and the rest of the world should look like. Easy would be the last word to describe the work that you so passionately do. The process of trying to help teachers unlearn traditional teaching and learning methods and adopt more collaborative and open methods was and still is one of the toughest things I experienced during my time with you, but I was reassured and my hope was restored when I saw the patience that TEACH Rwanda teachers applied in their classrooms and among each other.
It would be an understatement to say I thoroughly enjoyed all the time I was able to spend with the kids both in Muhanga and Kigali. The joy and brilliance they exude are only a reflection of the wonderful job that the team has done in instilling confidence and individuality in the classroom. Their stories of personal hardship and poverty don’t seem to hinder their ability to come alive in the classroom and very quickly find their place among each other.
I’m very excited to see how much TEACH Rwanda will continue to impact the education system.”
Rishi
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RISHI AND ANUJA, FROM CHICAGO, U.S.A., COMMENTED:“Thank you so much for having us! We truly enjoyed visiting the school and learning about the innovative education the children are getting. It was truly memorable to see the school and we hope to visit again soon! Thanks also for answering all of our questions and so much patience and interest!” |
LOW RESOURCE TEACHER TRAINING (LRTT)
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Observers with Low Resource Teacher Training (LRTT) based in Wales, and from all over the world, said,
Clare—Thank you for the visit to your lovely school—the children were very friendly and clearly love learning.
Kylie—Fabulous reading by P2 and great information by teachers. Thank you. Rhea—All of the children were very friendly! Amazing school. Kathy—You have such an amazing learning ethos for the children. Mairead—You are doing amazing work with these children and they all seem so happy. Laurie—Wonderful projects! Your teachers are patient and joyful—a pleasure to meet. Learning is so much fun here. |
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Hannah—As a drama teacher, it is wonderful to see the students using their imaginations & creativity so freely and being encouraged to do so.
Imogen—The enthusiasm and resilience of the students is amazing. Ruth—This school is so full of joy! Jo—It has been an absolute pleasure watching how much the children love learning and how adored they are by all who work with them. Andrea—Truly inspiring. Izzy —It was a priviledge to see your excellent practice. |
Michael —Many thanks for allowing us an insight into your excellent and inspirational practice. Keep up the good work. The children are a credit to you.
Danielle—Your school is very inspirational. Rachel—Wow! What an amazing school you have! Truly incredible work! Alex—This school is wonderful, thank you for hosting us today. It has been a fantastic experience. I hope the school continues to go from strength to strength. |
JANVIERE
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JANVIERE, A TEACHER IN A PRIVATE SCHOOL IN KIGALI, PROMISED:“I have been so excited to see how children learn in very friendly environment. This is really awesome and I can assure you that am going to practice what I have learnt from you.”
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IBRAHIM
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IBRAHIM, DEPUTY HEAD TEACHER AT A PRIVATE SCHOOL IN RURAL RWANDA, ENTHUSED:I wish to express my deep heartfelt sincere appreciation for your reception, care, humility and a spirit of love you with your entire staff you showed me while at your school. This being evident in the way you took time to orient me about Bright School and TEACH Rwanda ethos. I was so humbled.
While at your premises, the following were my observations; |
About the teaching and learning, it was spectacular watching children take a lead in their learning process, at such a tender age of 3 children developing remarkable competencies like decision making, self-direction (responsibility and accountability (a little boy who carried a basinful of cups on his head),literacy and numeracy developed at the same time at the child's own pace, communication skills (at a tender age, learners making presentations of their master pieces), home economics too (P2--vegetables), and task accomplishment.
I also enjoyed the commitment of your staff. Each one of them was naturally driven to work with children. This I believe strongly positively affects the teacher-learner relationship, hence creating a significant impact to the learning of the Little Angels.
Am working on my learning plan now. I have set tomorrow to conduct a model lesson, putting into account all the good practices I observed before I conduct a general model lesson for other teachers.
I intend to report to the entire staff my findings practically through my model lesson in P5 class then give them a chance to evaluate me comparing the past Ibrah's class and the current one.
I also enjoyed the commitment of your staff. Each one of them was naturally driven to work with children. This I believe strongly positively affects the teacher-learner relationship, hence creating a significant impact to the learning of the Little Angels.
Am working on my learning plan now. I have set tomorrow to conduct a model lesson, putting into account all the good practices I observed before I conduct a general model lesson for other teachers.
I intend to report to the entire staff my findings practically through my model lesson in P5 class then give them a chance to evaluate me comparing the past Ibrah's class and the current one.
