Lessons from the LEAP Project: School Practice Lesson Observation

The observation covered two regions, including districts of Lira, Gulu, Oyam, Omoro, Soroti, Serere, Dokolo, and Alebtong, led by two regional teams: Brian Birungi (VVOB) and Terence Omony (NICA) in the North, and Francis Wangi(VVOB) and Erigu Abraham (NICA) in the East. Using the LEAP lesson observation tool, the teams evaluated lesson delivery, student engagement, and the practical application of teaching methodologies.

What they found was encouraging: across many schools, student instructors demonstrated growing confidence and creativity. Learners were actively engaged through co-created Teaching and Learning Support Materials and real-life projects. Many student instructors showed strong command of Competency-Based Education and Training (CBET) work plans and a genuine enthusiasm for innovative strategies.

One of the standout stories from this observation comes from Ikiring Joan Betty, a 33-year-old student instructor at NICA, who combines her studies with running a small vegetable production business. Joan recently completed her school practice at Uganda Martyrs Polytechnic College Soroti, where she put her new skills into action.

Joan joined the LEAP project in August 2024 and quickly embraced its focus on Project-Based Learning. For her hands-on project, she addressed a local environmental issue. She developed briquettes made from sawdust and charcoal dust as an alternative fuel source.

Though it was her first time teaching, Joan felt surprisingly confident in front of the classroom. “These methods are so much better than how I was taught in high school,” she reflects. “They’re learner-centred, they help students retain what they learn, and they give even the quiet ones a chance to speak up.”

Her supervisor, Abraham Erigu, praised her confident delivery and integration of learner-centred approaches. This was major progress for Joan, who had never imagined she could thrive as an educator.

Joan’s journey into teaching began with a diploma in crop production and management. As she entered the world of work, she found herself drawn to teaching. With a family full of teachers who encouraged her along the way, the profession quickly began to feel like home.

She still lights up when she recalls her happiest moment during school practice: “They didn’t want me to leave the classroom,” she says, laughing. “The more I taught, the more I remembered, and the more confident I became.”

Her advice to other aspiring educators? “Keep learning, and use methods that speak to the learner. When you love what you do, it shows and your students will love learning too.”

Looking ahead, Joan hopes to pursue a Bachelor’s degree in Education, with dreams of one day becoming a full-time educator who continues to inspire and innovate.

While not all student instructors have yet mastered the full range of methodologies, what is clear is their willingness to learn, adapt and grow. The observations confirmed a strong interest in learner-centred teaching approaches, along with a need for ongoing mentorship and support. The Gold Standard PBL, is a relatively new approach and has not yet been consistently applied across all sites. This initiative highlighted both the progress made and the work still to be done in fully embedding these methods.

As VVOB continues to support the implementation of the Gold Standard PBL and SCG, the second school practice period presents an opportunity for even greater growth. With continuous training, strengthened supervision, and improved resources, student instructors will be better prepared to lead dynamic, inclusive and relevant learning experiences.

The LEAP project is not only shaping the way lessons are delivered today, but it is also laying the groundwork for a more responsive, reflective, and learner-focused generation of educators who will transform Uganda’s classrooms for years to come.