The Multiplier Programme Immersion is always a highlight of our year – a time to meet with our Lead Multipliers in person, learn from one another and deepen our shared commitment to change in education. This year, we are focusing on three provinces – Gauteng, Limpopo and North West. The gatherings, held during the June school holidays, reminded me once again of the incredible leaders we have in our Network and the power that comes from bringing them together.
Over six days in each province, we created a brave and safe space for honest conversations, generous sharing and meaningful connection. While I helped hold the space as a facilitator, I was also very much part of the learning – listening, reflecting and being inspired by the immense wisdom in the room. It was clear that this wisdom came not just from experience in the classroom but from a deep place of reflection, purpose, personal stories and care for their work. The Teachers CAN Manifesto was also an important part of our conversations – acting as both a mirror and a guide for the kind of schools and communities we want to help build.
We explored how our stories, values and lived experiences shape the way we show up as professionals and teachers. It was inspiring to see our Lead Multipliers making the connections between who they are, what they believe and how they lead in their classrooms, schools and communities.
In Gauteng, a relatively high number of participants were already in school leadership and part of the school management system (SMT), which led to vibrant exchanges between those in formal leadership and those who are not. We discussed how to work better together, bridge understanding and shift work culture in ways that support and strengthen everyone. There was a strong recognition that leadership in schools isn’t just about titles or positions – it’s about influence, vision and the ability to bring others along. One of the most inspiring threads was the call for leaders to hold on to a clear vision – to know where we’re headed so those around us can walk with confidence and a sense of ownership towards that goal.
In the North West, especially, it was encouraging to hear many speak of collaborative and supportive relationships that already work well in their schools. These moments are important reminders that while challenges are real, there are also glimmers of gold worth building on. In many ways, this is the hope of the Multiplier Programme: that teachers are surrounded by healthy, supportive and collaborative relationships with their colleagues and communities – trusted networks they can rely on. The deep connection even within each cohort is already exciting, and we hope that the peers they’ve found in this space will also form part of their trusted community and build strong allies and support systems long after the Immersion.
We also acknowledged the more difficult realities: moments when relationships felt competitive, unequal or sidelining, particularly for younger teachers; ongoing mental health challenges; working in difficult and under-resourced schools; being overburdened with overcrowded classrooms, heavy administration and limited support; and feeling isolated in wanting a more positive reality. Naming these truths is an important step towards changing them.
Across both provinces, one strong theme emerged: there is always something within our power to change. Teachers reminded one another that sometimes, with a gentle challenge – that we are part of the system and at times part of the problem. As much as it can feel like the system acts upon us, we’re also a part of it, and that means we also hold the power to be part of the solution. This meant stepping away from a victim mindset and moving into agency, accountability and ownership of the change we want to see.
It was deeply moving to hear honest conversations about teacher well-being. Many spoke about the difficulty of maintaining steady wellness practices in the face of demanding workloads and personal demands. Yet, the Immersions ended with a shared resolve to to seek professional support where needed, to embed daily wellness habits and to support one another along the way. Teachers leaving with a renewed commitment to their wellness is an important objective for us at Teachers CAN because, indeed, teachers who are well, teach well. And teacher well-being doesn’t just impact the classroom, it’s essential for sustaining their journey and positive influence as change agents.
All in all, these Immersions left me incredibly inspired, energised and encouraged, in fact, I’m still taking it all in. We have extraordinary teachers in our country and our Network across generations – striving together to ensure our children receive not just quality learning but also the support they need to reach their full potential.
These Lead Multipliers have a heart for care, love, passion and a can-do spirit that fills me with hope and expectation. No matter the challenge, they’re committed to bringing their communities along and fuelling the same light and fire they carry. They won’t only build communities of positive and sustained change with their fellow Multipliers; their impact will ripple across broader communities and ultimately the nation. The Immersions were a vivid reminder of our philosophy – that we aren’t making change agents; they arrive as changemakers. Our role is to deepen that identity, to create and hold space for them to connect with it and with others who share it, and to equip them with tools like the Teachers CAN Manifesto that help them influence the change they envision. This time together reaffirmed that truth while inspiring us all to grow into who we can become. As a team, we feel incredibly privileged and proud to be journeying alongside such inspiring change agents, and we’re excited to see the communities of support they will build and the change they will drive with the collective strength of this Network.
Reflection by
Zamabhaca Manila Budu – Facilitation & Mobilisation Lead