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P4H Quality EducationInitiativeNord, Haiti

Project GoalImprove the quality of education in Haiti by empowering teachers andschool leaders in developing classroom environments to supportstudent success.Project DescriptionEducational Stakeholder Professional Development: Impact the technical skills of teachers and directors, and empowerparents in their involvement in education.Infrastructural Improvements and Nutritional and HealthPrograms for Schools: Help meet students’ needs to ensure that barriers to academicsuccess are lowered. Schools in Nord Schools with an established hierarchy structure Schools with financial transparency Schools not currently working with other organizations forongoing educator professional developmentThe P4H Quality Education Initiative is a pilot program designed toimprove the quality of education in Haiti through a three-yeareducation intervention. The capacity building nature of the program isfocused on training school leadership and teachers to implementchanges in their classrooms that will impact student performance. Italso engages the community as a whole, as parents are engaged withtrainings on the importance of education and how they can helpsupport their child’s success.The following three main areas will be targeted and will holisticallyimpact the quality of education in the selected schools: *These initiatives will be implemented based on results of Diagnostic assessments from each school.The first year of this program will target schools in the Norddepartment of Haiti since this region is relatively stable in comparisonto other regions of the country.Criteria for school selection include the following:1.2.3.4.

5. Full compliance from schools' directors 6. Mix of public and private schoolsThe 38 schools identified for this pilot project consist of an estimated450 schoolteachers and approximately 8,400 students.We’d also like to acknowledge the Salvation Army, which contributedover $40,000 to cover trainings, diagnostics, observation andcoaching, accommodations and per diems for staff dealing with farschools. This amount is not part of the budget but has proven greatlyimportant for the success of this program.Completed project budgets are subject to change if not fully fundedwithin six months. The completion date of this project may beextended for issues related to weather, natural disaster or civil unrestto the extent that such events exceed normal conditions and impedethe project's progress.Total Project Costs: $1,886,873.45

HaitiHaiti is the poorest country in the Western Hemisphere. An estimated60 percent of the population lives below the poverty line, searchingfor enough food to eat, clean water to drink, and a safe place to live.In the most recent Human Development Index (HDI) report, Haiti was169 out of 189 countries, with an HDI value of 0.503. HDI is a summarymeasure of average achievement in key dimensions of humandevelopment: a long and healthy life, being knowledgeable andhaving a decent standard of living. Haiti is the only country in theLatin America and Caribbean group in the “low human development”category. With a gross national income of $1,665 per inhabitant, 41.3%of the population is considered multi-dimensionally poor. The vastmajority lacks the basic needs such as food, proper housing,education, and health care.Food For The Poor began working to help the poor of Haiti in 1986.Today, the organization is one of the country’s largest providers ofemergency relief and sustainable development projects.NordOn the coast of the Nord department lies Haiti’s second largest city,Cap-Haitien, with approximately 130,000 inhabitants. An extremelyhigh illiteracy rate and limited educational opportunities perpetuateextreme poverty in Cap-Haitien. Consequently, limited jobopportunities and poor economic conditions prevail.The people of Cap-Haitien awaken daily to face the discomfort ofmalnutrition and hunger. People cannot make enough money to feedtheir families each day, much less to build or rent their own homes.Most live in shacks made from whatever discarded or abandonedmaterials families can forage. These dwellings provide very little in theway of shelter from the rain and can easily be destroyed by the windsor floods of hurricane season. Unhealthy living situations, scarcity ofpotable water and limited sanitary facilities are the norm for themajority of Cap-Haitien’s populace.

For over 35 years, Food For The Poor Haiti has been serving theneeds of Haitians through the tremendous outpouring of love fromdedicated donors. Countless houses have been built, sanitation unitshave been installed, meals have been served, souls have beenministered — and the need has never been greater.

Please click the map below to view the Google Maps locationfor Nord, where we will serve through this project.GPS Coordinates: 19°45'36.0"N 72°12'00.0"W

P4H Quality Education InitiativeI. Executive SummaryIn 2015, the United Nations (UN) released 17 Sustainable DevelopmentGoals (SDGs), which have set the course “to end poverty, protect theplanet and ensure that all people enjoy peace and prosperity by2030.” According to the UN, “obtaining a quality education is thefoundation to creating sustainable development (2015),” and there ismuch research supporting the benefits of education for thefoundational progress of countries. The SDG is clear in its focus onachieving inclusive and quality education for all. This proposal willdetail the plans and activities of the Quality Education Initiative in theNorth Department of Haiti.For the past decade, educational interventions in developingcountries have been concentrated in increasing access to education(UNDP, 2015). However, in recent years, educational research indeveloping countries has shown that it is increasingly necessary tobring attention to improving the quality of education worldwide(Hanushek & Woessmann, 2008). So, as access to education hasincreased, the quality of education has yet to reach acceptablestandards (Evans, Popova, Breeding, Arancibia, 2018). Teachershortages, lack of quality teacher preparatory programs, and lack ofeducational resources combine to create a grave educationalenvironment for many countries. In Haiti, the educational situation isno different.This educational program aims to address the UN SDG 4: to “ensureinclusive and equitable quality education and promote lifelonglearning.” The expected results of this program include improvinglearning outcomes, learning environments, and increasing the supplyof qualified teachers in Haiti.At the end of this program, the empowered schools will have a morequalified workforce, and infrastructure and systems in place to sustainthe benefits of improved education, enrollment and attendance.

The project aims to increase the capacity of school leadership,teaching staff, and parents within the school community to create anenriching school environment centered around the students. Theimpacts of the training will far outlast the project’s end as leadership,staff, and parents are individually strengthened to run a school(school leadership), teach students with research-based strategies(teachers), and support school programs and student learning(parents).It is anticipated that after participation in the full three years of theprogram, school administrators will be able to provide high qualitysupport to their students without the need for additional programservices. Empowered schools will be able to properly managenutrition, educational, and community engagement programs afterproject completion. Consequently, higher student success rates,improved school cultures, and positive student-centered classroomenvironments are the expected result.II. Explanation of NeedThe need for well-trained Haitian educators cannot be overstated.According to the World Bank, approximately 80% of Haitianeducators lack adequate training, 25% of teachers have not gone pastsecondary school, and 60% of students drop out before finishingprimary school (USAID, 2018). The focus on teacher training isuniquely important because “a high-quality teaching workforce - thebedrock of all high- performing education systems - is the single mostimportant factor in improving student learning” (Hanushek & Rivkin,2010). Haitian classrooms are marked by rote memorization and anauthoritarian, teacher-centered approach. Currently in Haiti, theMinistry of Education and Professional Development conducts smallregional teacher trainings sporadically throughout the year. Due tounderstaffing and budgetary limitations, these trainings are notreaching the most vulnerable teachers and are highly concentrated inlarge cities with minimum seating. Ongoing teacher educationprograms are needed for the next generation of Haitian students toreceive the quality instruction they desperately need to succeed.

Additionally, from September to December 2019, most Haitian schoolswere closed due to the rising instability in the country. Schoolsreopened in January across the country, but students suffered anacademic setback with almost four months of no school. The schoolyear was adjusted to add in a month but teachers in the country wereforced to rush to catch their students up from the lag in their studies.In March 2020, Haiti closed their borders and shut down schools for aminimum of 30 days in an attempt to control the spread of thecoronavirus. Once again, within the same academic year, the schoolcalendar was significantly interrupted. Now, more than ever, qualityeducation must be at the forefront of development plans for thecountry of Haiti. Teachers, 80% of whom lack adequate training, arecarrying the burden of adjusting their curriculum to meet these needs.Research has shown that quality teacher training directly impactsstudent success (NCTAF, 1997). Professional developmentopportunities will help Haitian teachers grow in knowledge and skillsto meet the distinct needs of their students.Of equal importance is the health and well-being of students. Foodinsecurity is a concern in countries like Haiti. About 38% of thepopulation in Haiti is considered to be food insecure (USAID, 2018),and a large vulnerable subsection of those affected by food insecurityare children. Twenty-two percent of children are chronicallyundernourished in Haiti. Students who have evidence of malnutritionperform at a significantly lower level than students who are notmalnourished. Malnourishment is frequently linked to poor mentalhealth and poor educational development as children reach schoolage (Jukes, Drake, & Bundy, 2008). School feeding programs areshown to assist in improving the academic success of students (Millerdel Rosso — World Bank, 1999); and school feeding programs havealso shown the ability to motivate parents to enroll their children inschool and have them attend regularly (Miller del Rosso - World Bank,1999). Additionally, leading educational research (Burleson & Thoron,2014) affirms the concept of Maslow’s Hierarchy of Needs, whichstates that for a person to achieve “self-actualization” they must firsthave their basic needs (food, shelter, water) met. School feedingprograms are, therefore, a highly impactful initiative.

In addition to teacher training and feeding programs, anotherimportant component has an impact on student learning: schoolinfrastructure (Blazer, 2012). Students that attend schools in poorphysical condition, score lower on achievement tests than students innewer, functional buildings (Blazer, 2012). Often overlooked, schoolbuildings are the foundation for student health and success (Eitland &Allen, 2019). In a study conducted by Harvard, poor ventilation inschools was associated with student fatigue, lower attention span,and loss of concentration (Eitland & Allen, 2017).Some of the challenges facing Haitian schools include low lighting inclassrooms, lack of clean running water, external security, safe areasfor play, inadequate classroom space for students, an abundance ofnoise pollution from other classrooms, lack of proper roomventilation, inadequate restroom facilities, lack of personal spaces forstudents to foster belonging, and a lack of porches and shaded areas(Hallquist, 2011). These factors, if not addressed properly, can haveadverse effects on student learning.During the past two years, operations in Haiti have beenunpredictable due to political instability related to dissatisfaction withthe government. In 2018, Haiti experienced large-scale interruptionsto transportation due to roadblocks and demonstrations against thegovernment. Instances of demonstrations continued into the followingyear, as previously stated, and affected the school year fromSeptember to December 2019.Throughout the reported instability in Haiti from 2018-2019, Nord wasrelatively calm, and the population did not have large interruptions todaily life. The stability of the region makes it a preferred area for theoperation of this Quality Education Initiative.It is important to note; however, that interruptions such as this maybe expected during the duration of the three-year program. Whiledemonstrations have been minimized, dissatisfaction with thegovernment continues to exist.

III. P4H Global’s Training ModelIn the following image, the first year is represented by the Diagnostic assessment and the first full loop, the second year is represented bythe second full loop and so on.The following sections of this proposal specifically address the scopeof activities related to the Professional Development of EducationalStakeholders (teachers, directors and parents). These activities will beimplemented by P4H Global, an established professional developmentoperator in Haiti. P4H Global has been involved in educationalprofessional development in Haiti since 2012. Their trainings focus ondeveloping educator capacity in the areas of student-centeredclassrooms and collaborative learning structures. Their program isholistic in nature and includes professional development training,virtual Professional Learning Communities (PLCs), and Observationand Coaching sessions for each teacher in their programs. This holisticprogram is designed to empower teachers and school leaders todevelop classroom environments that support student success.

Conduct an intensive Diagnostic assessment of the current infrastructure, administrative, pedagogical and community involvement systems at project-specified schools in Haiti. Identify areas of focus for the schools' infrastructure, pedagogical,nutrition and health systems. Conduct on-site school visits, and administer electronicquestionnaires (facilitated by a P4H Global representative) usingsemi-structured interviews and detailed observations. Teacher/director-focused: Objective: This 24-hour intensive training, lasting more than threedays, will provide teachers and directors with knowledgeand skills to make them more effective educators. The classroom observations will be used as the basis forspecialized workplans for each teacher and director. By theend of this training, they will be able to understand theimportance of student-centered learning and incorporatestudent-centered strategies in their class. Methodology: This training will involve research-based, in-personprofessional development for teachers and directors. They will be split into groups of at least two people for thisin-person interactive training. Each day will be separated by sessions that will includeengaging discussion and reflection structures as well as in-depth teaching of concepts (foundational educationaltheories, classroom management and collaborativelearning) by highly trained facilitators.IV. Scope of Programmatic ComponentsA. Diagnostic of Schools1.2.3. *The Diagnostic will lead to the implementation of additional interventions in the form of separate activities, timelines and budgets that will be created to further clarify each component.B. Professional Development Training1.a.i.ii.b.i.ii.iii.

Objective: This sixteen-hour targeted training will introducethe five characteristics of exceptional school directors (P4HGlobal, 2018) and prepare directors to lead emotionally healthyand efficient schools. Methodology: Focused on the areas of team management,culture building and process management, directors will beable to address concerns in their schools while problem-solvingwith P4H Global educational experts and their peers. Objective: This four-hour training will focus on strategies forsupporting student academic success. It will evaluate the valueof family and community involvement in schools. By the end ofthis training, parents will be able to identify ways to beinvolved in their community's school. Methodology: Parents will be encouraged to attend thismeeting, held in the school building and led by P4H Globalexpert facilitators. Each school's director will also encourageteachers to promote family involvement in school activities. Objective: Every teacher will be placed into WhatsApp groupsfacilitated by P4H Global trainers. The groups will focus on thecontent covered in the professional development training.Participants will be divided into groups by school. Methodology: Every week, P4H Global will share educationalcontent that will allow teachers to deepen their understanding ofthe material covered during the teacher/director-focused training.Studies show that professional development with follow-up had agreater impact on teacher effectiveness than professionaldevelopment without follow-up (Goderya-Shaikh, 2010). 2. Director-focused:a.b. 3. Parent-focused:a.b.C. Virtual PLCs1.2.

Objective: P4H Global will conduct an observation and coachingsession with every teacher in the program. The observations willprovide specific feedback to each teacher on their use of effectivestrategies while also serving as an accountability method. Theobservations will be followed by specific coaching sessions, whereteachers will watch a model lesson and then actively receivecoaching during a class session.Methodology: P4H Global education specialists will use aqualitative Strength-Weakness-Opportunity-Threat (SWOT)analysis paired with a quantitative instrument to assess eachteacher. The results of these assessments will be immediatelyshared with each teacher and documented in a database tomeasure progress over time. The use of both a SWOT analysis anda quantitative assessment will allow teachers to receive holisticfeedback that will, in turn, impact teacher practice.Objective: Based upon a set of predetermined indicators,evaluation and data processes will be enacted to measure impact.Methodology: This evaluation will take the same process as theDiagnostic, including assessments of student test scores. Administrative planning and preparation Diagnostic: 38 schools Teacher/Director-Focused Professional Development Training: Six clusters Observation and Coaching: 38 schools Director-Focused Professional Development Training: One training with all 38 directors Parent-Focused Professional Development Training: 38 schoolsD. Observation and Coaching1.2.E. Outcome Evaluation1.2.V. Schedule of ActivitiesA. List of Activities1.2.a.3.a.4.a.5.a.6.a.

Activity: Administrative planning and preparation (first year only)B. Example Schedule for the First Year1. Proposed Dates: eight weeks - TBD Field Weeks Detailed: N/A Transportation: Public transportation 2. Activity: Diagnostic (first year only) Proposed Dates: nine weeks – TBD Field Weeks Detailed: six weeks (30 field days + 3 flex days = 33 days total) Transportation: public transportation 3. Activity: Teacher/Director-Focused Professional Development Training Proposed Dates: 13 weeks – TBD Field Weeks Detailed: five weeks (25 field days + 3 flex days = 28 days total) Transportation: public transportation 4. Activity: Observation and Coaching, and Parent-Focused Professional Development Training Proposed Dates: 12 weeks - TBD Field Weeks Detailed: six weeks (30 field days + 3 flex days = 33 days total) Transportation: public transportation

5. Activity: Director-Focused Professional Development Training Proposed Dates: one week - TBD Field Weeks Detailed: one week (five days — all directors at P4H Global training center) Transportation: N/AVI. Description of Project Response and In-Country CoordinationThe UN SDG 4 aims to “ensure inclusive and equitable qualityeducation and promote lifelong learning opportunities for all.” Thisproject response will focus on the need for quality education.The following model illustrates the different components of qualityeducation and how the program interventions address eachcomponent. The components of quality education include studentsuccess, teacher effectiveness, school management, adequate inputs,and family and community engagement. A list of proposed activitiesis provided underneath each component. The items in blue will not beincluded in this project.

This project will align with the current SDGs as outlined by the UN, aswell as the current needs experienced in Haiti as described in SectionII. To address the need for quality education in Haiti, multiple streamsof focus are required. This project will target most of these needs.Our implementing partner, P4H Global, has established a collaborativerelationship with the Ministry of Education in Haiti. They currentlywork in public schools in Nord through a program supervised by theHaitian Ministry of Education. Additionally, they are part of a workinggroup developed by the Inter-American Development Bank (IDB) inHaiti focused on early childhood education. These establishedrelationships ensure that efforts and activities are not duplicated inthe country.VII. Graduation and SustainabilityThe capacity-building nature of this project will ensure that schoolshave a workforce, infrastructure and systems in place to sustain thebenefits of the education, enrollment and attendance of children. Thisproject will train school directors, teachers and parents to create anenriching school environment centered around students. The impactsof this training will far outlast the project’s end. Directors will becomeindividually strengthened to run their schools, teachers will learn howto instruct students with research-based strategies, and parents willbe equipped to support school programs and student learning.We estimate that, after participation in the full three years of thisproject, schools will be able to provide sufficient assistance to theirstudents without the need for additional program services.Additionally, we expect that schools in the program will be able toproperly manage nutritional, educational and community engagementprograms after we complete the project.

VIII. Local Capacity BuildingP4H Global’s programs are led and carried out by a local Haitian staffbased out of Cap-Haitien. The team at P4H Global are educators thathold bachelor's or master's degrees in education from localuniversities, and their programmatic model is centered aroundHaitians teaching other Haitians. Additionally, the capacity-buildingnature of this project is focused on training school directors andteachers to successfully implement changes in their schools andclassrooms that will positively impact the student learning experience.Much of this project will involve various trainings and planned follow-ups to ensure understanding and proper implementation of activities.The methods of local capacity-building carried out by the localHaitian staff will carefully be monitored through ongoing evaluationand include teacher/director-focused, teacher-focused and parent-focused professional development training.IX. Organizational CapabilityP4H Global has conducted teacher training in Haiti since 2012. In thepast eight years, they have trained over 6,000 teachers across thecountry. Their partnerships range from US-based non-profitorganizations to large-scale international organizations like the IDBand the Haitian Ministry of Education. P4H Global has simultaneouslymanaged the training and follow-up strategies for over 60 schoolsthroughout the entire country. They have successfully implementedthis program for over three years with various partners in private andpublic schools. P4H Global currently has 21 local staff members thatundergo a rigorous training process before conducting synchronousexercises and follow-up activities. The staff is also widely experiencedin managing virtual educational platforms with over 1,000 teachers.X. In-Country Registration StatusP4H Global is a registered 501(c)(3) in the United States (EIN: 45-2720052). In Haiti, P4H Global operates under La Mission Jésus LeFondement D’Haïti, a local social mission in Cap-Haitien. P4H Global iscurrently pending its own entity registration in Haiti.

XI. Program AdministrationThe program manager of this project will be Bertrhude Albert, Ph.D.She is the co-founder and CEO of P4H Global, a non-profit aimed atradically transforming Haiti’s educational system by training Haitianteachers. Under Dr. Albert’s visionary leadership, P4H Global hastrained over 6,000 Haitian educators in eight of Haiti’s 10departments. Today, P4H Global provides intensive teacher trainingand classroom observations to many of Haiti’s key educationalinstitutions, including the Haitian Ministry of Education (MENFP), theIDB and the Digicel Foundation. Dr. Albert has successfully managedlarge-scale contracts from the IDB, Qatar Haiti Foundation, USAID andlarge-scale US non-profits. P4H Global is also the creator of Haiti’sNational Teacher of the Year Award, as well as other prestigiousteaching awards in Haiti.Dr. Albert has received awards for her work with P4H Global,including the University of Florida’s Hall of Fame, 40 Gators Under 40,Center for Latin American Studies Outstanding Young Alumni (OYA)Award and Graduate Teacher of the Year Award, among others.Additionally, Dr. Albert has been invited to be a TEDx speaker twice(TedxUF and TedxBocaRaton) and often serves as a guest speaker forgraduate and undergraduate courses across the state of Florida. As aHaitian-American woman, Dr. Albert’s greatest honor is having theprivilege of giving the rest of her life to seeing her country and herpeople rise.With a staff consisting of Haitian trainers in Cap-Haitien and regionaloffices in North Lauderdale and Gainesville, Florida, Dr. Albert leads aunited team committed to eradicating poverty in Haiti througheducational reform.XII. Proposed Management Structure of the ProjectThe project will be collaboratively managed by P4H Global’s staff inthe US and Haiti. The US staff will consist of the program manager,quality assurance manager and curriculum development specialist.The Haiti staff will be managed by the directors of education,operations and quality assurance. The program administration chart isprovided below to illustrate the flow of information.

Program Manager: overall program administration andimplementation of project activitiesQuality Assurance Manager: overseeing Haitian staff quality andensuring proper program interventionsCurriculum Development Specialist: developing and revisingcurrent educational curriculum to meet communities' needsDirector of Education: overseeing program staff in HaitiDirector of Operations: administrative and logistical oversightDirector of Quality Assurance: implementing quality assuranceprinciples locally in HaitiAdditionally, brief position responsibilities are provided below:Quality Education Initiative - Performance Monitoring PlanGoal: SDG 4 - Ensure Inclusive and equitable quality education and promotelifelong learning.United Nations Sustainable Development Goals (SDG’s) and McGovern DoleStandard Indicators used as base for thematic indicators. The QualityEducation model developed by Food For The Poor and P4H Global is used asan additional foundation for thematic indicators.Please click here to view this project'sperformance monitoring plan.

P4H Global staff members stand in front of the training centerin Cap-Haitien.The P4H Global education director explains an activity toteachers at a training.

The education director conducts a demonstration with fire.P4H Global trainers motivate educators through various activities.

A trainer explains an activity to teachers during a groupexercise.Trainers provide one-on-one assistance to facilitate learning.

Teachers discuss positive discipline models for classrooms atthe Harvey School in Limonade.

Teachers engage in an activity during the second yearof their professional development training in Aquin.Group discussions at the P4H Global conference help involveparticipants.

Brain break activities, like dancing, pause the intense training soteachers can return refreshed and ready to learn.A stretching exercise at a Hope for Haiti training helps reducestress, and increase blood flow and alertness.

Shown below is a P4H Global training activity.

Teachers concentrate and take notes during a conferencepresentation.

The P4H Quality Education Initiative will help meet the needs ofstudents like these to remove barriers to academic success.

Please join us as we support the next generation of Haitians.

Budget

The funds you generously contribute to Food For The Poor will beused toward completion of your project of choice. If any of yourdonation exceeds budget cost, rest assured that it will be used tofund other Food For The Poor programs and organizationalsupport to meet the urgent needs of the poor.Contributions are tax-deductible under Internal Revenue CodeSection 501(c)(3).

About Food For The PoorFood For The Poor, one of the largest international relief anddevelopment organizations in the nation, does much more than feedmillions of hungry children and families living in poverty primarily in 17countries of the Caribbean and Latin America. Thisinterdenominational Christian ministry provides emergency reliefassistance, water, medicine, educational materials, homes, support forvulnerable children, care for the aged, skills training and micro-enterprise development assistance. For more information, please visitwww.FoodForThePoor.org.