Revanth Voothaluru Email & Phone Number

Bengaluru, Ka, In

- Lead the project implementations with multiple partners to increase adoption of Learning Equality’s tool Kolibri across diverse learning contexts in countries such as Bangladesh, Honduras, Haiti, Kenya, Uganda and agencies like the International Labour Organization, UNHCR.- Lead implementation of ‘Flying Colors’ in Uganda, integrating blended learning to strengthen foundational skills, SEL and PBL in refugee settings.Managed the AI-driven curriculum alignment process for multiple projects to increase relevance of open education resources in Kolibri ecosystem- Presented Learning Equality’s approach to offline open educational resources at various global conferences, highlighting its impact on low-connectivity regions (WISE Summit, Doha, 2023, Hewlett Convening, USA, 2024, UNESCO’s 3rd OER COngress,Dubai, 2024)- Authored articles on the importance of equitable edtech, advocating for offline learning solutions in underserved communities.- Lead multiple internal projects to strengthen organizational processes, including setting up OKRs, goal-setting and knowledge management.

New Delhi, Delhi, India

- Lead and manage the largest school implementation of KAI with the Department of School Education Punjab, Chandigarh UT and Navodaya Vidyalaya Samiti, impacting ~1.2 lakh students, 10,680 teachers and 254 nodal government officers- Designed and implemented trainings for 233 nodal officers to support teachers through a cascade model- Designed and facilitated teacher incentivisation programs to increase adoption of the KA platform - facilitated a growth of 73% in students accessing the platform

New Delhi, Delhi, India

- Lead and managed the large-scale school implementation of Khan Academy India for the Department of Education - Chandigarh Administration and Navodaya Vidyalaya Samiti - Designed and implemented a behaviour change project for teachers from 70 schools in the treatment group for KA’s efficacy study- Conducted in depth user research with 26 teachers to understand enablers and barriers to technology adoption in public schools- Support organisation building efforts and participate in hiring and on-boarding new team members

New Delhi, Delhi, India

- Designing assessments for an Interactive Voice Response (IVR) technology-based project for an RCT in Ghana- Adapting the existing radio lessons and teacher professional development content to IVR format.

- Conducted secondary research to make recommendations for scaling the ‘One Tablet Per School (OTPS)’ in Sierra Leone to address the problem of inconsistency, redundancy, and issues of accountability in teacher data- Developed a monitoring and evaluation plan to measure improvement in school performance through the OTPS program

Hyderabad, Telangana, India

• Researched and curated resources for the gender sensitization module and accelerated education program module developed for school leader support during COVID-19• Design resource guides that summarize key findings from research papers, teaching resources, and case studies for the gender equity module and accelerated education program module

Hyderabad Area, India

- Designed strategy, monitoring, support structures and training for 88 fellows working across 34 schools- Managed and coached Program Managers and Student Leadership Manager for exceptional student outcomes for 4400 children- Managed the implementation of Teach For India’s student leadership project to cultivate exemplar leadership skills in over 65 students- Designed and led the annual study of classrooms in the city with exceptional outcomes to codify learning- Led the strategy, training, and operations for 40 incoming fellows in the five-week residential training of Teach For India in 2019- As a part of the City Child Protection Committee, conducted investigations and proposed solutions to child protection breaches- Worked as a part of a 6-member core team to re-design Teach For India’s Training Institute to adapt to the COVID-19 crisis- Designed and led the School leader support as a part of the core leadership team of Teach For India’s first virtual Institute in 2020- Led the strategy, training and operations for 45 Hyderabad Fellows and 5 School Leaders during the 8-week Institute training in 2020

Hyderabad Area, India

- Monitored and managed performance of 46 fellows to achieve ~1-year reading and 23% math growth- Led the “Good to Great” track to accelerate learning outcomes in 14 classrooms to understand the factors redefining classroom excellence- Led the school operations and team development for 29 fellows and 6 staff members in Teach For India’s (TFI) residential Institute - 2018- Led the teacher professional development track for over 60 elementary teachers for the academic year 2017-18- Trained 50 fellows from four TFI cities with content and pedagogy for elementary classrooms in TFI’s residential summer Institute -2017- Designed and implemented a pilot to develop leadership skills in 70 children (Grade 3 and 5) through the medium of forum theatre

Ahmedabad Area, India

- Planned and conducted small group training sessions for the first year fellows- Supported eight Fellows in the team with lesson plan reviews and model lesson executions

Ahmedabad Area, India

• Taught 30 children at an underserved low-fee private school and led school improvement projects impacting over 600 children• Bridged a reading comprehension gap (2 years) and achieved 56% average Math mastery for 30 children during Grades 2 and 3• Established a student library of 400 books with the help of a librarian from California, U.S.A.• Facilitated 12 parent learning spaces for 30 parents to equip them in holistic learning, financial literacy, and supporting student learning • Led a 10 month long forum-theatre based holistic learning project: "My Maya Will Act" - to inculcate self-awareness, expression, social conscience and problem-solving abilities in 30 children which culminated in a final showcase attended by 300 people

Pune Area, India

- Supported the Program Manager in observing the fellows and helping them build the necessary skills as beginner teachers- Conducted integrated lessons with art and theatre to build exposure and reflections in elementary and secondary school children- Was responsible for building and driving a culture of achievement in the school team of fifty people- Observed data trends from the surveys rolled out every week and setting priorities for the week and driving them consistently in the team

Hyderabad Area, India

- Developed TIBCO BPM based technology as a part of Phase-1 for the online learning application - WileyPlus

Ed. M., International Education Policy

- Developed a cognitive science-based curriculum for middle school students to address conflicts they experience - Designed teacher.

Bachelor Of Technology - Btech, Information Technology

• Developed a java-based web application and Android-based mobile application during the third year and fourth year