Our Theory of Change

Our Theory of Change encapsulates our long-term mission for social change and explains how our interventions and programs at TLG will help to make that mission come true. 

 
Our mission is to improve the educational outcomes and aspirations of rural and Indigenous students in socio-disadvantaged areas so that they can reach their full potential.

 

 

We aim to achieve this through 5 core goals:

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Improving student educational achievement. We tangibly achieve this through one-on-one tutoring support in knowledge gaps identified by student's teachers. Our outcomes are aligned with the Australian Curriculum and quantitative improvements are measured over time.
goal setting
Empowering students to reach their potential through the value of education, goal-setting and valuable working lives. We send young, transformative and well-educated volunteers who act as role models to the students who care about their learning, support them in their goals and open them up to their opportunities.
goal setting
Equipping students with resilience to withstand any hardships they may face in their life. Our volunteers act as mentors to the students in all our programs, but we specifically mentor students in bullying, peer pressure and goal-setting in our eMentor program to develop their emotional awareness and self-respect.
society
Improving societal attitudes towards education. Our programs foster engagement between the school and wider community. Through these capacity building experiences, we strive to transform the multi-generational attitudes towards education to support the ambitions of the students.
movement young
Inspiring a movement of young people to influence change within education. Our alumni are a growing movement of individuals that progress to positions of leadership across all industries. By exposing our volunteers to the realities of educational inequity, they are able to share and act upon their experiences to continue to influence change within education beyond our programs.

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Our Program Impact

We run two programs side-by-side which occur biannually every year to sustain our impact within the communities we visit. Both programs follow Australian Curriculum (ACARA) mathematics outcomes provided by each student's teacher and every student is paired with their unique tutor. Our programs are designed to support each other, so that after we visit the students for a week-long Rural Program some Year 6 students are chosen for 7 weeks of specialised online video tutoring with a central focus in mentoring to provide extra individual support before their transition to high school.


Our Rural Program sends volunteers out to rural communities to conduct mathematics tutoring during a week visit to a school. It runs twice a year and re-visits the same students every 6 months at partnered schools around the state to sustain our impact. During that week our tutors also get the chance to interact with the wider school cohort each day and immerse themselves in the local community.

We collect data at each of our schools to measure the effectiveness of our programs, using qualitative testing of Australian Curriculum outcomes as well as surveying each student's attitude towards school and education and monitoring any changes throughout the week. Additionally we survey our tutors, teachers and principals to analyse the wider impact we have on those around us and how we can improve what we do.

Our Data Report for the June 2016 program can be found here:


eMentor is an online-based mentoring program which sustains impact over 7 weeks between our biannual Rural Programs. The program centres around tailored activities and discussions with the students on goal-setting, peer pressure, bullying and other difficulties they may come up against or are currently facing as they are about to transition to high school.

Data is collected at the end of the program on student attitudes towards learning, goal setting, their thoughts about their future, and whether they feel more prepared in going to high-school after the eMentor program. We understand that mentors also get a valuable and rewarding experience through the program and survey them about their skills learnt and their developed confidence they have gained across the program.

Our Data Report for 2015 can be found here:


 



We improve
well-being


Schools

100%

principals

surveyed last program observed improved attendance, enthusiasm for school and self-confidence of students



We spread the word on educational disadvantage

Schools

96%

volunteers

now feel more aware of the socioeconomic factors that affect education




We inspire to
teach


Schools

27%

volunteers

who don't currently study education now consider teaching as a career option




We create positive role models


Schools

100%

mentees

say they look up to their eMentor as a positive role model