Tender for Baseline Survey

Kenya | 22 School Lane, B2 | PO Box 20024-00200 GPO | Nairobi | +254 (0) 738.244.670
USA | PO Box 19267 | Oakland, California | 94619 | +1 408.242.4671
Dignitas empowers educators by developing leaders who will transform
opportunities for the next generation. Around the world, marginalized
communities have self-organized and established schools in the hope of meeting
the educational needs of their children. Although the majority of these schools are
led by committed community leaders, they lack trained teachers, skilled
leadership, and basic resources. Dignitas partners with these schools,
strengthening leadership, improving instructional quality, and providing
infrastructural support, to help schools create an environment where all children
fulfill their potential.
The Leadership Institute, our flagship program, is comprised of four key activities
delivered over a multi-year partnership:
o Leadership Institute (LI): This intensive 3-week classroom-based training
introduces ideas and concepts that empower educators to be inspiring leaders
and teachers. The aim is to shift beliefs, attitudes, and values so that educators
see the potential in their schools and students.
o Coaching: Our professional coaches provide personalized, in-class mentoring
to Leadership Training Institute fellows. Coaching focuses on practical
applications of skills and concepts learned in training to ensure they are
implemented in the classroom.
o Workshops: Our workshops provide targeted professional development for both
school leaders and teachers and build more complex knowledge and skills on
top of the foundation created in the LI.
o Infrastructure Support: Many schools in marginalized communities lack the
basic level of infrastructure necessary to improve education quality.
Short-term Outcomes:
1. School leaders have the mindsets and skills (self-efficacy) to see themselves
as change agents in their communities, schools, and broader lives. (Target: 1
2. School leaders have the mindsets and skills to build the collaborative
leadership of their teachers. (Target: 1 year)
3. School leaders see the benefits of financial transparency and are models of
financial accountability. (Target: 1.5 year)
4. School leaders are models of effective pedagogy and have the beliefs and
skills to develop teachers’ instructional and pedagogical practice. (Target:
1.5 years)
5. School leaders believe in the value of systems and can effectively plan (and
identify exemplars) for improving systems in their schools. (Target: 1.5
Kenya | 22 School Lane, B2 | PO Box 20024-00200 GPO | Nairobi | +254 (0) 738.244.670
USA | PO Box 19267 | Oakland, California | 94619 | +1 408.242.4671
6. School leaders have the skills and structures/spaces to advocate for and
coordinate their schools needs and continuous improvement. (Target: 2
7. School leaders are part of a community of lifelong learners/education
movement. (Target: 2 year)
Long-term Outcomes:
1. School leaders are joyful and inspired in their jobs.
2. Teachers believe in all students’ ability to achieve.
3. Teachers have the skills/tools to help students achieve.
4. Teachers are taking on more leadership roles and see themselves as change
agents (self-efficacy) in their schools and communities (e.g. starting high
quality new schools in underserved communities).
5. Partner schools are spaces of continuous learning and improvement.
Students from underserved communities are prepared to thrive in life (i.e., have
skills for entrepreneurship & problem-solving, as well as self-efficacy and
mindsets that they can achieve).
1. Students are better critical thinkers.
2. Students have gained growth mindset.
3. Students have better relationships with their teachers.
4. Students have self-efficacy.
5. Students are performing better on academic assessments.
Dignitas is seeking Requests for Proposals from third-party entities to conduct a
study of how our programs impact the students we serve. We are interested in
better tracking and understanding our impact on students in our partner schools.
• Educational outcomes such as test scores, school attendance, successful
graduation to secondary school, and others
• “Soft skills” such as growth mindset, emotional intelligence, and resilience
A baseline of our new school cohort of 21 schools needs to be performed by July
2017. A mid-line should be completed in July 2018 and a final assessment in July
Preference will be given to groups with regional (East Africa) and industry
(education, school leadership) expertise.

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