hours of free tuition since inception
students improved their attitude towards school
significantly improved in their mathematics outcome
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.
We aim to achieve this through 5 core goals:
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 inspire to
We create positive role models