Before 8 AM, Teacher Leaders Irianise, Liziana, Micadège, and Emmanuel make their way to their respective schools in Hinche, Boucan-Carré, Lascahobas, and Mirebalais.
In each of their hometown communities, the Teacher Leaders share a common commitment to shaping a brighter future for Haiti. They carry this responsibility at the start and throughout each day — showing up prepared for their primary school students.
Each step toward the classroom is a reminder that the next generation of Haitian leaders relies on the environment that teachers help create, where students can learn, grow, and feel supported.
Inside the classroom, the Teacher Leaders shape how learning unfolds. With the skills developed through APA, their classrooms become spaces where students reconnect with their culture and identity, engage with ideas, and deepen their curiosity. For us at APA, the classroom is the microcosm of the society we are creating together.
Velouse, a Teacher Leader from Hinche, brings this same dedication into her Kindergarten classroom. She guides her students as they learn to express themselves, ask questions, and participate actively in a collaborative learning environment.
Across all classrooms, learning is shaped by presence and care. Teacher Leaders influence not only what is learned, but also how students see themselves and fully embrace what they are capable of becoming.
At school, Irianise’s leadership extends into spaces where her 5th grade students take ownership of their learning and school life. In the extracurricular student clubs, her students come together to plan community initiatives that reflect their voices, priorities, and power.
Students develop confidence and a growing sense of responsibility — skills and mindsets they carry into their families and communities. From climate change awareness to music and sports activities and neighborhood safety brigades, students are already stepping up as the next generation of Haitian civic leaders.
As the school day comes to a close, the Teacher Leaders continue their reflection.
They look back on what worked, what can be improved, and what their students will need next. They revisit student progress and prepare for the next day’s classes — ensuring learning remains clear, engaging, and grounded in Haitian experiences. They prioritize integrating local assets — from Haitian culture, customs, and community — into how teaching and learning take place. They sustain the work of creating an inclusive classroom where learning can truly take root.
These five teachers embody what day-to-day leadership looks like. Across classrooms and communities, in both visible moments and quiet preparation, their action points toward a larger horizon: Haiti’s mighty future and the ongoing journey toward liberation.
