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1. In general, was it articulated in a clear manner?

2. Were there any jargons used?

3. If you were hearing this for the first time, would you be able to capture the essence of it?

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Stakeholder: Maya (teacher in school), Shawn: Spokesperson.
1. Explained the concept of fellowship & placement in high-need schools. Explained beza felo dengan cikgu biasa yg dah in the system.
2. Jargon: DPLI could be explained

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Nadiah:
1. Yes, clearly articulated and covered information beyond the fellowship programme and PDG. Clear connection to an education recovery mission.
2. No.
3. Yes

Kelly:
1. Yes, highlighted different programs and main idea of TFM.
2. No
3. Yes

Reflection: TO anchor the mission and why TFM Exist and the outcomes we would like to see from the different programmes/ opportunity
Phase 3 could also be highlighted, challenges/resistance  that come with driving our mission

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1. the flagship programs are concisely explained
2. assessment centre (?)
3. quite well

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1. In general, was it articulated in a clear manner?

- clear

1. Were there any jargons used?

- used fellows as jargons but later explained what it is

1. If you were hearing this for the first time, would you be able to capture the essence of it?

- mun said yes.

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Start with a big picture, reduce the jargon such as even though Fatah use fellows, but he didn't use words like CoS and etc.

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Context: Kevin is officer from Uni.
1. Coming back to the name - Teach for Malaysia. Sharing about the education disparities in our country. Thiv also provides facts.
2. "education is a great equalizer" - provide personal opinion into the sharing.
3. Thiv is very confident with sharing the contexts

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1. Yes. The core - how it started, the upcoming movement. Shared the timeframe, without going too in depth.
2. No
3. Yes. Good overview

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1. In general, was it articulated in a clear manner?

love that mun started off with the tfm mission and branched out to the other programmes that we have.

1. Were there any jargons used?

none. all g

1. If you were hearing this for the first time, would you be able to capture the essence of it?

yes mun captured the collaborative aspect.and brandon also said yes

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1. In general, was it articulated in a clear manner?

- loved that Brandon mentioned TFAll and the global network. all programmes explained clearly

2. Were there any jargons used?
- nope!

3. If you were hearing this for the first time, would you be able to capture the essence of it?
- yeppp definitely can

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1. In general, was it articulated in a clear manner?

-Makes clear connection between the mission to TFM's work on the ground, clear flow
- stakeholders that we work with
- the division of channel of impact that we have and their description

2. Were there any jargons used?
- multifaceted, pillars (is it a jargon?)

3. If you were hearing this for the first time, would you be able to capture the essence of it?
I might need to listen to it twice.

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Zahirah as Individual Donor who's interested to donate but not convinced to donate

1. In general, was it articulated in a clear manner?

Articulated in clear manner, started with background and then Fellowship and PDG.

2. Were there any jargons used?
Used STEM in the role play but explained what it is so it was all good.

3. If you were hearing this for the first time, would you be able to capture the essence of it?
Yes, captured the essence. Would love if can also tailor the message to why the stakeholder should support TFM

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1. Yes, what is TFM and explained clearly what the pillars are as well as the CCOL.
2. There were, however they were explained thoroughly
3. Yes, Good overview

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Round 1 - Hassan as TFM staff

1. In general, was it articulated in a clear manner?
PDG explanation was super articulate, but not much explanation on TFM as a whole, ie what is TFM, what does the org do etc

2.Were there any jargons used?
Only jargon used was PDG but it was explained well so all good!!

3. If you were hearing this for the first time, would you be able to capture the essence of it?
Boleh! But would love to know more about TFM

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Staff: Wen Yi

1. Articulation - did not mention the acronym. Overall programs are very clear. acronym could help outline the pillars and structure the sharing better.
2. none at all, easy to understand. Very simple clear.
3. Yes.

Staff: Selvi
1. Confidently sharing, steady pace easy to understand - gives off "she knows what shes talking about". Contract for MOE
2. No jargons used - terms are easy to understand for all
3. Yes. Could have went into student vision more. PDG could have been explained a bit clearer too.

Staff: Jason
1. Articulated in detail and additional info. Easy to understand. Tone used is confident, engaging and not reading off script.
2. Jargons: too casual alot of "lah" (not appropriate to stakeholders). Higher order thinking skills was mentioned alot a jargon. Bringing up their experience when they were in school (though they probably did not hear of HOTS)
3. First time: overall good and clear. for TFM, PDG & STEM too.

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Round 1 (Setting: Meeting new Principal who has no context about TFM)
Helpful practices
- Use language which the stakeholders who are familiar with
- Make it personal
- Conversational approach

Round 2 (Setting: Graduan Fair)
- Stakeholder friendly
- Challenge the stakeholder to think about post-Fellowship pathway (Big picture)

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Round 3 - Cathryn as TFM staff

1. In general, was it articulated in a clear manner?

Clear, concise and chronological explanation of TFM and links to Global network. Fellowship, PDG and other projects are touched on.

2.Were there any jargons used?

All jargon was explained so no issues there

3. If you were hearing this for the first time, would you be able to capture the essence of it?

Yup! Got a full understanding and summary of TFM

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-like how collaboration with MOE was pointed out
-detailed explanation about the Fellowship and PDG

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1. Yes. When we started the fellowship, PDG and a glimpse into CCOL.
2. No jargons.
3. For PDG - for STEM teachers only. Details of CCOL make TFM sounds like it has new and exciting things (Social Enterprises, alumni, etc.)

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- asked for context, short intro then probed to ask about the stakeholder wanted to know.

- Fellowship: talked about how recruitment worked. Broke it down to layman terms, mentioned the B40 communities. Mentioned the MoE connection. Went into Fellowship-heavy details like DPLI and life of a Fellow (a bit).

- PDG: STEM champions and in-service teachers. Talked about how recruitment works. Mentioned that it is a 2-year programme. Mentioned the different cohorts we've had.

- Funding model: corporate partners etc. Run programmes with them through our Fellows.

- Impact: 1) being present in the classroom through student opps such as financial literacy and other projects.

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1. Yes. Touched on PDG lightly, but enough to acquaint one with the general gist of it.
2. No
3. Yes, just enough for me to understand an overview of TFM's work

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- We refrain from using jargons, X acronyms!
- Yit Sim asked the stakeholder what he/she thinks is the main problem in the education system.
- in real life, make the info more bite-sized, to ensure the listener follows.
- Xavier - mentioning our core in developing leaders.
- Yit Sim - how to explain concept of leaders to someone with zero educational context
- Xavier - add leadership elements to teaching, driving solutions.

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1. In general, was it articulated in a clear manner?

Yes, the purpose of TFM is clear. It ties in to even though we have different programmes now, the idea of TFM is still the same.

1. Were there any jargons used? Just pdg

2. If you were hearing this for the first time, would you be able to capture the essence of it? Yes, but I wish there's more time so I can ask questions.

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1. Yes. And Waited for questions to come before she answered the questions.
2. No.
3. Yes, can. Very strong in terms of communicating what and why.

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1. In general, was it articulated in a clear manner? Clear

2. Were there any jargons used?

3. If you were hearing this for the first time, would you be able to capture the essence of it?

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1. In general, was it articulated in a clear manner? Yes. I like how she is doing it conversationally. It may not follow the 1 > 2 > 3. But it helps to know which pillar the stakeholder can come in.

2. Were there any jargons used? No.

3. If you were hearing this for the first time, would you be able to capture the essence of it? I will be interested to know more.

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1. It would be good to explain how our programme work together with the education system - Are TFM the consultant/ UPSI/ Teacher training programme. We are..., from something they know to something we want them to know

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1. Shared what TFM is and the intention, but at the same time also gave stakeholder the space to share what they're going through instead of going into the space with specific things in mind

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1. As an observer to Ain (Staff) and Yen Ming (Stakeholder)
- Ain used simple terms to explain the programmes we do in TFM like 'normal people' who wants to contribute in education, teachers teach in school rather than leadership development programme.

2. As a staff to Ain (stakeholder)
- Using conversational approach to my stakeholder to ensure that the things that I am sharing is not syok sendiri but trying to relate them to what are they interested in  and what do they care the most, asking what do they work in/as etc

3. As a stakeholder to Yen Ming (Staff)
- usage of programmes acronym can be minimised ie PDG etc cos if i am hearing it for the first time, i may not understand it fully. but the rest make sense :)

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Communicate how we work with different stakeholders but it would be great if we can tie into the programme

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1. Yes, Jess could articulate clearly on what is TFM and the Fellowship programme through storytelling and by being able to provide data.
2. Not many jargons used. Even when there is, eg Learning Box, explanation is provided.
3. Yes!

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Managed to cover everything within the time we have. And telling the why at the beginning and explain the how - Programme within

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1. Yes. TFM was introduced in a clear manner.

2. No jargons.

3. Yes. Enough to understand

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Context: Fatah as a student in a TFM Week classroom

- Frames it in a way that shows benefit to the student - TFM is providing opportunities for students. Simplify process of how Fellowship happens
- Asks for what the student understands of the Fellowship. Asking questions of the stakeholder can help TFM staff to understand the stakeholders knowledge level
- Student asked why Cikgu is better than the rest - Kevin reframed that, showing each teacher has different strengths. Cg has a different experience, so she brings a difff approach

1. Articulated in a clear manner
2. Jargon used was "Fellows", but was explained
3. Yes, but it was not covering all the pillars. The sharing was tailored to what the stakeholder would be interested.

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Soon Seng

1. Yes. SS did a good job in mentioning all 3  pillars in a simple yet informative manner.

2. No.

3. My answers have all been answered and I understand.