The +PRO community for teacher learning and development
Adaptive, collaborative and gamified
A virtual environment of professionalization adaptable to needs
of all kinds of teachers, educational entities and governments
+50,000 teachers
And educational leaders are already part of it
At TeachersPRO, we are committed to the improving pedagogical practices and quality education to enhance student learning.
The virtual environment allows us to raise educational standards and strengthen professional development for teachers, positively impacting education.
TeachersPRO learns from each teacher by offering them personalized recommendations to support their progress based on their availability.
We accompany each teacher with various types of constructive and gamified feedback to ensure an improvement in their performance.
TeachersPRO offers flexible subscription models and technology-based customization, helping to maximize the budget and ensure efficient use of resources.
The evidence-based exchange of good practices between teachers promotes collaborative, reflective and rigorous learning, essential elements of the educator in the 21st century.
A study of more than 10 years with thousands of teachers it was the starting point for the development of a framework of 16 essential competencies for teaching.
Challenges and abilities were analyzed in teaching practice with more of 1,000 educational institutions in 11 countries, demonstrating their effectiveness and impact.
It took into account the low terminal efficiency of existing teacher training, being between 5% and 15%, due to lack of support for knowledge transfer to classrooms.
For the past 6 years, we have improved the platform with the collaboration of more than 30,000 users and the compilation of more than 25,000 real evidences.
The virtual environment uses artificial intelligence algorithms to customize the training of each teacher through learning challenges, focusing on their specific needs and encompassing 16 essential competencies for effective teaching, ensuring quality education.
Definición de objetivos en función de metas de aprendizaje, abarcando logros en conocimientos, habilidades y actitudes al finalizar la formación
Adaptación de contenidos y métodos para alcanzar objetivos de aprendizaje, asegurando coherencia entre los propósitos y la práctica educativa.
Diseño de secuencia progresiva para contenidos adaptada a las capacidades del alumnado para maximizar el aprendizaje.
Definición de actividades en secuencias didácticas para facilitar el aprendizaje y evaluar su impacto en la construcción del conocimiento.
Organización de secuencias didácticas adaptadas para conceptos, procedimientos y actitudes, facilitando el aprendizaje a lo largo de las unidades.
Desarrollar la inteligencia emocional mediante actividades que promuevan habilidades sociales y resolución efectiva de conflictos
Organización flexible para promover competencias de aprendizaje variadas en el aula.
Organización de los tiempos según las necesidades reales de enseñanza y aprendizaje con la adaptación de los objetivos al mismo.
Definición del espacio y disposición del alumnado según objetivos, contenidos de aprendizaje, y necesidades.
Definición del espacio y disposición del alumnado según objetivos, contenidos de aprendizaje, y necesidades.
Presentación de los contenidos de enseñanza desde un enfoque globalizador y relacionado con la vida.
Facilitación de experiencias significativas, dentro y fuera del aula, que contribuyan al logro de los objetivos educativos.
Definición de la orientación personal y académica para el seguimiento de los alumnos.
Definición de la orientación personal y académica para el seguimiento de los alumnos.
Definición de la orientación personal y académica para el seguimiento de los alumnos.
Definición de la orientación personal y académica para el seguimiento de los alumnos.
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Mónica Merino Pérez/Director
“The support received from the Escalae Institute has allowed us to introduce to the school two very important concepts in educational renewal: innovation in the classroom and the professional learning community as an axis of knowledge exchange between teachers.
In our case, this community has materialized on the platform TeachersPRO, which has given us not only theoretical knowledge, but also the challenge of evidencing our activities to an environment and group other than our school.”
Ana María Campos Rosemberg/Head of Internal Training and Professional Learning Communities at DIFODS (Directorate of In-Service Teacher Training).
“The Escalae Institute and TeachersPro have contributed in Peru to strengthening the professional competencies of the team in charge of the Internal Training Cycle (CFI), thus achieving the relevance of its implementation in 16 regions of the country.”
