Life As A Fellow
You’ll find that classroom leadership as a full-time teacher builds a foundation for long-term impact.
Well thought, balanced classes
The strongest element of the Fellowship is the leadership training and support given by my Leadership Development Officers. As this was my first job after university, I thoroughly benefited from the mentorship and support that was given. Not many new employees in any other companies are given this personal level of mentorship or coaching.
Jasmine Ong (2012 Alumna)
LLB Law, Aberystwyth University
Master of Arts in Education Management, King’s College London
It is through this very journey, that I truly learnt to find myself again. To fail, to pick myself up, and to persevere. Embarking on the Fellowship with my amazing cohort was an amazing life detour I never expected to take. It has empowered me to be a better person, teacher, colleague and friend. In turn, it allowed me to empower the students I had the privilege of teaching.
Ngui Sui Yang (2017 Alumnus)
Bachelor of Arts in Accounting & Financial Management
University of Sheffield
The Fellowship experience was truly memorable and somehow I wish each step that I took throughout the journey was recorded by a secret CCTV so I can watch it over and over again. There were definitely many highs compared to lows. I got goosebumps every time the quiet students pushed themselves to speak in front of the class. I went speechless when a student once said, ‘Thank you, miss. Without you, we will be left behind.
Ras Atiqah (2017 Alumna)
Bachelor of Science in Economics and International Studies
Iowa State University
What Our Fellows Say
Being a TFM Fellow has helped me vastly to improve my emotional intelligence, enhance my communication skills with various stakeholders, presentation skills for formal/informal gatherings and negotiation skills with people from all walks of life.
Dipesh Sanghvi, 2012 Alumnus
HR Services Change & Engage Advisor, Shell Malaysia
Chevening Scholar 2019/2020
In my second year of teaching, I co-founded a school transformation programme called Project GUSTO. The goal is to improve students’ learning outcomes by empowering teachers to lead and drive transformation in their respective schools. It is now in its final year and we have seen a tremendous change in the teachers and students.
Melissa Tanya Gomes, 2013 Alumna
Co-Founder of Edvolution Enterprise
One of the greatest gains from those two years was the realisation that teachers’ relationships with their managers are pivotal to their classroom practice, and that such relationships are strained in most Malaysian schools. Hence my PhD project: a comparative study on how to keep teachers accountable without triggering the blame games that damage student outcomes.
Hwa Yue – Yi, 2014 Alumna
Research Fellow, Research of Improving Systems of Education (RISE)
Programme at the Blavatnik School of Government at the University of Oxford.
Teaching allowed me to understand how things were like on the ground. We have a lot of assumptions about our schools, our teachers and the education system but to be in a classroom gave me insight into the challenges that exist and led us to come up with a solution, through Arus.
Alina Amir (2013 Alumna)
Co-Founder of Arus Academy
There’s a steep learning curve to master teaching. It is just as challenging as my previous job as a consultant. Teachers have to craft lessons that cater to different students sitting in one class. We learn about each student’s learning preferences, capabilities, their family background. Teaching is so dynamic. Every single lesson can be both exciting and draining – which is why I love what I do.
Tay Lee Yen, 2015 Alumna
Teacher at a high-need school in Selama, Perak
From championing quality education through in the classroom to driving innovation through policy, research and third sector work, they continue to grow their influence and secure resources to support the movement.
Whether continuing to impact learning in the system, or championing for education in the corporate and social sector, our Alumni play a big role in transforming education for students.
In Year 2 of the Fellowship, every Fellow runs an initiative directed at social or educational improvement in their community. After the Fellowship, some Alumni continue on as social entrepreneurs working in STEM, performing arts, literacy, school transformation, and student leadership.
Global School Leaders Malaysia
Led by Cheryl Fernando (2013)
Global School Leaders Malaysia is a school leadership development programme working with 24 schools in Kuala Lumpur and Selangor. The programme focuses on developing 4 domains of school leadership: Leading Learning, Leading for Equity, Leading People and Leading for School Improvement.Learn More
Co-founded by Charis Ding (2013), Rachel Lim (2014), Alex Lim (2013) & Tay Sue Yen (2014)
MYReaders is a social enterprise that provides literacy programmes in schools and communities to empower children to read. As part of their core work, MYReaders provides literacy toolkits to students, delivers training to teachers and student mentors, and develops customised modules tailored to the needs of schools.Learn More
Co-founded by Candee Chee (2016) and Khor Wei Ken (2016)
ARTspire is an initiative based in Pasir Gudang that aims to empower students to express themselves creatively and confidently through performing arts by providing a platform to learn and showcase themselves. ARTspire is a platform for students to develop fluency in English while developing their confidence creative expression.Learn More
Learn More About Our Work
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