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In the early years of primary school, teachers normally encounter learners who cannot read their local language and English fluently or handle simple number operations. With UCatchUp, the focus lies on using assessments to inform the teacher’s planning and help them identify learning gaps and therefore adjust instruction accordingly
“Before UCatchUp, I focused on the syllabus, moving through it as expected. But I learnt how to identify and fill gaps in children’s learning, whether in literacy or numeracy.
What Makes a Model Teacher?
“A model teacher on the UCatchUp programme”, according to Milly Asio, Education Advisor at VVOB, “is one who demonstrates learning activities well, delivers lessons at the learners’ level, maintains a well-managed classroom and shows passion for teaching.”
Model teachers are recommended by their school-based mentors, who are either the headteachers, deputy headteachers, or directors of studies, in collaboration with the Master Trainers or Coordinating Centre Tutors (CCTs). They are then paired with Master trainers as co-facilitators during teacher training for ongoing mentorship. The programme currently has a pool of 30 model teachers who are being mentored, 11 of whom are actively supporting teacher training.
Veronica was chosen by her headteacher to attend a UCatchUp training workshop in 2022. She quickly excelled and became a model teacher, after the CCTs identified her as active learner during mentoring visits who grasped the methodology quickly and was always ready to support peers.
The Role of Model Teachers
As a model teacher, she does much more than teach. She guides colleagues through session planning, observes their lessons and provides constructive feedback. “I don’t say they failed,” she explains. “I tell them what went well, how they can improve and how to go about it next time.”
By helping teachers break down monthly goals into weekly and daily objectives, Veronica makes her mentoring practical. She supports them by grouping learners, a central part of the UCatchUp methodology. Teachers often approach her when they are unsure how to manage certain literacy or numeracy activities, and she helps them think through options.
This peer-to-peer support builds trust and reduces fear and embarrassment that can come with external observation. Teachers are more likely to ask a colleague, “How would you do this?” than wait for an inspection visit.
According to Milly Asio, scaling UCatchUp to all 264 government‑aided primary schools in Kasese has increased the importance of model teachers. They support training, follow‑up and peer mentoring. They also motivate their fellow teachers by example.
Why Model Teaching Works
Peer learning and teacher communities strengthen professional practice and close learning gaps in foundational skills. Veronica’s colleagues come to her not because she is perfect but because she is accessible, responsive and relatable.
Her impact is also evident in classrooms. Learners who once found it difficult to read local language texts now do so confidently. Others who struggled with basic numeracy can now clearly explain simple math steps in their own words. “It’s not just about covering the curriculum,” Veronica says. “It’s about ensuring children really understand what they are learning.” She notes that parents and learners alike have noticed the difference, where children are less fearful of reading aloud and their confidence has improved.
Challenges and Conditions for Scaling
Yet, being a model teacher is not without challenges. Veronica notes that the additional responsibilities, such as preparing extra materials and supporting colleagues, increase her workload without formal recognition or support. Some colleagues are resistant, especially if they feel overlooked or uncertain about the change process.
To ensure model teachers are both sustainable and effective at scale, Veronica emphasises the importance of providing high-quality teaching and learning materials so that neither mentors nor teachers feel under-resourced. She also recommends regular refresher trainings where model teachers work with external facilitators to improve their skills and increase their professional standing. Additionally, she notes that recognising and rewarding teachers, through small stipends or formal acknowledgment within schools, can help motivate them.
Formalising Model Teachers: A Policy Opportunity
Formalising the model teacher role within the Ministry of Education and Sports presents an opportunity to strengthen UCatchUp and support national efforts to improve foundational learning. Model teachers could serve as anchors in schools to ensure consistency, mentorship and continuity beyond project cycles.
In her message to policymakers, Veronica says:
“Model teachers are doing great work. Let them be appreciated, supported and trained. When they grow, the programme grows and that means the children’s learning grows.”
Conclusion
Veronica’s story shows that when teachers are encouraged to support one another, real change happens in classrooms. Formalising the model teacher role with clear selection criteria, ongoing validation and structured support can help scale UCatchUp and improve foundational learning outcomes across Uganda.
Learn about the Teachers mentoring Teachers Research project