As the global pandemic was taking grip on our lives in February, a group of friends started wondering what this may mean for public services the world over. It wasn’t long after that entire public education systems started shutting down and this is when, we, as friends, decided to come together to consider the many aspects connected to school closures, which not only included how home-schooling and technology works, but, importantly, also about the widening of inequity.
These Zoom calls provided a safe space for discussion and exploration, and the honesty that system leaders brought to these meetings resulted in ideas being share devoid of politics or ideology, which itself felt like a watershed moment.
They spoke about issues such as school feeding programmes and what works, they talked about well-being and what’s being put in place for children, the discussed how to open schools up, again. They even explored whether this crisis presented opportunities for wider reforms.
I also convened a call with teachers, where I heard stories from the front-line that angered me. On that particular meeting, and in the few days after, I’d been reflecting on what I heard and decided that the concern wasn’t just about the immediate circumstances we face, but also about what the future holds for us. In common parlance, teachers were asking what the so called ‘new normal’ means for them.
Given I used to host the Global Education & Skills Forum, some of my teacher friends encouraged me to convene a virtual conference for teachers that attempted to answer that question. Our initial instinct was to bring just our friends together for this conversation, but given that technology now allows us to reach all corners of the world, I decided that we’d try to make this a global conversation. Why not?
Covid-19 has, at least in my opinion, for the first time, resulted in large swathes of the world – whether you are in the global south or in a western industrialised country, to a common experience. What that means, and I heard it for myself in several calls I had convened, is that a learning from one part of the world could be applied to another context.
In the absence of system leaders having any precedents to fall back on, I felt that providing teachers a platform and voice could be an incredibly powerful thing to do. Why shouldn’t teachers set the precedent, after all they’re at the front-line and dealing on a daily basis with such difficult issues! Let them set the pace.
That’s how T4 was born. We decided to focus on these four areas (hence the name): teacher well-being, teacher collaboration, teacher leadership and teacher technology as these were the areas that teachers were most often mentioning to me. Since launching the conference just two weeks ago, I am astounded with the level of interest this event has generated.