TLP P&I Course Lesson 1 Block 3: User Journey Through the TLP Program

Block Description

Learners understand the typical user journey through the TLP program.
Note: Some aspects might not be applicable/relevant to the school. 

During Block

Step 1: Greet Class (2 min)

Step 2: Review Previous Session (2 min)
What did we learn in the previous block? (The different components and subcomponents of the TLP program).

Are you prepared with the Block 2 homework?  (Have learners share their homework and ensure the homework expectations are met).

Step 3: Set Expectations (2 min)
In this block, we are going to take a look at how the program looks like when it is implemented during a typical academic year in the school. 

Step 4 Description

  • Learners go through the journey the school staff experiences while getting trained

Step 4 Content 

Staff Training Journey

Phase 1 – School Vision Discussion
Before the beginning of the academic year, the Omnimuse team has a series of discussions with the school leadership and takes detailed notes on what the school leaders want for their school. The Omiumuse team then modifies the TLP program to suit the needs of the school leaders. Once the school leaders give a green light for the plan, the program moves to the second phase.

Phase 2 – Teacher Training
Before the beginning of the academic year, all the school teachers (and leadership) undergo teacher training. The teacher training is delivered in the form of a 40-hour Teaching Competencies course, which covers all the subject-neutral concepts, such as learning, emotions, how children are different from adults, and the emotional safety foundations required for effective student learning.

Once the Teaching competencies course is done, the teachers get trained in their subject session plans, take demo classes, and receive detailed feedback from the Omnimuse Team
With this, the training of the teachers will be complete, signaling the beginning of the third phase.

Phase 3 – Principal Training
Before the beginning of the academic year, the school director/assistant director/principal will undergo the TLP Product and Implementation Training. Once this is done, the leadership begins working on a plan to train and upskill the Class Teachers, House Teachers, and Student Leadership. 

Phase 4 – Coordinator Training
Once the classes begin, senior teachers or teachers who have done exceptionally well in the teaching competencies course will be chosen to be coordinators. The coordinators get trained in the Coordinator Training course. Once this is done, the coordinates begin working on a plan to train and upskill the subject teachers.

Here are a few questions for you: 

  1. What is the difference between the responsibilities of a principal and a coordinator? (A coordinator is exclusively responsible for subject teachers and subject learning in students. A principal is responsible for the overall running of the house system, classroom management and emotional safety systems, and the student leadership system)
  2. How many of these phases has your school gone through? 


Step 5 Description

  • Learners go through the phases that begin once the school staff is trained and delivery to students begins 

Step 5 Content

Phase 5 – Student Delivery
This phase starts when the students come to school to begin their academic year.

  • Teachers begin with the School Orientation Course that orients students to the classroom expectations, procedures, and emotional safety measures 
  • Teachers then start delivering their subject classes using the session plans as a guide
  • The student will experience standard classroom management  and emotional safety management
  • At the end of each lesson, the student will be given a formative assessment, the data of which is tracked and stored
  • At the end of 3 to 5 lessons, students will experience an application challenge and SA1
  • At the end of the academic year, students will experience a design challenge and SA2
  • Note: as the student delivery takes place, teachers experience the following: 
    • A daily post-class meeting between teachers, coordinators, and/or principals to discuss student issues and escalations, and interventions.
    • Classroom observation and feedback by coordinators, principal, or Omnimuse team on a fortnightly basis.

Phase 6: Student Skill and Leadership Development
This phase begins once the students, teachers, coordinators, and principals settle into their teaching-learning cycle. Typically, this phase begins for students a month into the academic year.

  • Students get introduced to the TLP house system and house points
  • School leaders (School captains, house captains, house vice-captains) are selected/elected and trained in their roles
  • Students then learn how to use the TLP LMS and the gamification system in the LMS


Write a 3-minute speech (in any language you are comfortable in) that introduces the TLP program, vision, and its components to a new parent. Practice this speech and time it. You will be asked to give this speech in the next class.

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