Meet Samwel Nguna Losuwa
With 32 years of experience across Turkana County, Samwel Nguna Losuwat has seen what strong school leadership can unlock especially in contexts shaped by drought, economic hardship, and constrained resources. As Head of Institution and an Instructional Leader at Turkana Education Centre (Kawalase Zone, Turkana County), Samwel is focused on one priority: creating the conditions for better teaching and learning.
Through TeachWell’s Teacher Continuous Capacity Development (TCCD) Instructional Leadership training, Samwel strengthened how they observe lessons, mentor teachers, and embed learner-centred approaches across the school. The result: more engaging classrooms, more supported teachers, and a learning environment where students can participate with confidence.
Samwel is redefining what’s possible when school leadership puts teaching quality first.
Samwel began his teaching career in 1992 at Napur Primary School after completing his training at Eregi Teacher Training College. Over the years, he served in several schools, progressing from deputy headteacher to headteacher. He pursued professional development both locally and internationally and has served as the Turkana County Kenya Primary Schools Headteachers Association (KEPSHA) Chairperson.
Having experienced the challenges of the 8-4-4 education system firsthand, Samwel became a strong advocate for the Competency Based Curriculum (CBC).
For Samwel, education was a lifeline. As the first person in his family to access formal schooling, he chose teaching as a profession that would allow him to open similar doors for others. He speaks of the profession with pride and a strong sense of purpose.
In leading Turkana Education Centre School, Samwel has focused on creating conditions where learning can thrive. When he took on the role, the school faced significant challenges. Through his initiative, the school has since solarized its water supply, making it possible to plant trees and improve the learning environment. Despite this progress, challenges persist. Economic hardship and prolonged drought continue to push capable learners out of school, with girls facing additional barriers. Food insecurity affects attendance, and limited instructional materials strain teaching and learning. Where possible, Samwel collaborates with partner organizations to support priority initiatives and bridge existing gaps.
Strengthening instructional leadership through TCCD
Samwel strengthened his leadership approach by participating in the TeachWell Teacher Continuous Capacity Development (TCCD) Instructional Leadership training. The training sharpened his ability to conduct lesson observations and mentor teachers more effectively. By integrating Universal Design for Learning (UDL), Social and Emotional Learning (SEL), and Learning Through Play (LtP) into classroom support, he observed lessons becoming more interactive, intentional, and learner centered.
He delegates responsibilities to his deputy and senior teachers and holds weekly meetings to review progress and address emerging issues. Coaching alongside the Curriculum Support Officer (CSO) further strengthened his confidence and refined his approach to providing feedback.
Organized under the three CBC pathways of Humanities, Sciences, and Arts and Sports, each learning area is led by a chairperson and secretary. During CoP meetings, teachers reflect on successes, address challenges, and agree on practical actions. Where additional resources are required, recommendations are submitted to Samwel, who engages the Board of Management (BOM).
To strengthen classroom practice, Samwel uses the TeachWell TCCD Instructional Leaders Reference Guide to guide lesson observations and feedback, while teachers rely on the TeachWell TCCD Teacher Reference Guide for lesson planning and implementation. He now approaches classroom observation with greater structure and intention, beginning with pre lesson conversations that set clear expectations. During lessons, he examines learner engagement and teaching strategies, providing constructive feedback that builds teacher confidence and improves instructional practice. He pays close attention to how approaches such as UDL, SEL, and LtP are applied and ensures follow up discussions remain focused on growth and improvement.
As a result, lessons have become more interactive. Classroom walls feature charts and visual aids, group work and discussion are common, and songs and storytelling are used to draw learners into lesson content. Learners participate more freely, collaborate with confidence, and remain engaged throughout lessons.
The TeachWell virtual learning platform has extended TCCD training beyond face-to-face sessions. Teachers report that interactive lesson videos have inspired them to adopt similar strategies, further enhancing classroom engagement
“I’m proud to be a motivated and energized Instructional Leader because I’m now sharing the knowledge and skills TeachWell has imparted to me. I’m grateful to the TeachWell consortium and its partners, and I recommend that initiatives like this continue.” He says.
His conviction remains clear. When teachers grow, schools grow, and when schools grow, communities rise with them.
