network organization snapshots - 2011 teach for all global conference - mumbai

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Network Organization Snapshot

Argentina – Enseñá por Argentina Australia – Teach For Australia Austria – Teach For Austria

Brazil – Ensina! Bulgaria – Zaedno V Chas (Teach For Bulgaria) Chile – Enseña Chile

China – Teach For China Colombia – Enseña por Colombia Estonia – Noored Kooli

Germany – Teach First Deutschland India – Teach For India Israel – Teach First Israel (Chotam) Latvia – Iespējamā Misija

Lebanon – Teach For Lebanon Malaysia – Teach For Malaysia Mexico – Enseña por México

New Zealand – Teach First New Zealand Pakistan –Teach For Pakistan Perú - EnseñaPerú

Spain – Empieza por Educar United Arab Emirates – Teach For UAE United Kingdom – Teach First United States – Teach For America

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Argentina Enseñá por Argentina

COUNTRY SNAPSHOT *

Population (million): 40

GDP per capita (International$ PPP): 14,866

% population liv ing below the poverty line**: 30%

Gini index***: 45.8

Public spending on education (% of GDP): 5%

PISA Ranking (Math/Literacy) ****: 50/51

Total number of primary & secondary teachers: 424,000

Avg. total number of years in education (primary to tertiary ): 16

ORGANIZATIONAL SNAPSHOT

CEO: Oscar Ghillione

Date of first cohort: March 2011

Number of staff: 11

Budget for current fiscal year (International $ PPP): $417 ,ooo USD

PROGRAM SNAPSHOT

Number of cohorts placed: 1

Number of teachers in most recent cohort: 14

# of applications for current cohort: 2,400

Total number of teachers active: 11

Total number of alumni: 0

Number of placement schools and regions: 13 schools in two regions (City of Buenos Aires and

Greater Buenos Aires)

* Source: World Bank, CIA World Factbook, UNESCO, OECD, 2000-10; most recent available data shown here ** Based on nationally defined measure of poverty *** The Gini index measures the degree of inequality in the distribution of family income in a country. Worldwide, the Gini index

ranges from approximately 20 (lowest inequality) to 70 (highest inequality) **** The Programme for International Student Assessment (PISA) is an international education survey that measures the knowledge

and skill of 15 year-olds in more than 60 countries

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Argentina Enseñá por Argentina

HISTORY

• In 2009, a group of entrepreneurs with a passion for improv ing educational opportunity in

Argentina came together around a v ision for addressing educational need and civ ic action.

• Knowing about the success of Teach For America and the initiatives started in neighboring countries Chile and Peru, the Argentine team contacted Teach For All and shared their vision for what has become Enseñá por Argentina (EpA).

VISION

• One day all children in Argentina will have access to an excellent education. • Enseñá por Argentina believes that all students are capable of learning at high levels and can

be motivated to maximize their own potential. EpA views the teacher as the most critical factor in motivating and enabling students to achieve at high levels.

THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS

• 50% of all students in Argentina do not finish high school.

• Out of all participating PISA countries, Argentina ranks in the bottom four for math, reading, and science.

• The achievement gap between wealthy and poor students in Argentina is growing, not shrinking.

KEY SUCCESSES IN 2011

• In their very first year, participants (PExAs) are making a positive impact in their schools. More than 90% of principal surveys mid-year indicated high satisfaction for PExA’s skills in teaching and leading. The team is eager to measure student impact on assessments in

December.

• EpA developed a strong senior board this year. Board members contributed over $55K in their first three months together.

KEY CHALLENGES

• The team is challenged by organizational development issues. In response, they are executing a leadership and org dev action plan to address issues around staff turn-over, strategic clarity, outcome tracking, and decision making.

• Teachers in Argentina do not typically teach at only one school. Rather, they collect hours at

several schools to patch together a full-time schedule. In addition, there are no alternative routes into teaching in public schools. In response, EpA is placing many participants in low-income parochial schools and developing strong relationships with a smaller number of champion school directors to get more teaching time at fewer schools to show student impact.

• Argentina’s philanthropic community is still nascent (there are no tax incentives for corporations). In response, EpA developed a new funding strategy leveraging their boards

and US/UK Embassies to make the case for larger investments in fewer organizations.

WHERE WE AIM TO BE IN FIVE YEARS… • EpA plays a key role in establishing alternative routes to teaching in public schools.

• EpA has a stable funding base, made up of a diverse group of multiple-year funders.

• The team has expanded to at least two new regions in the country with over 150 participants.

• There are measureable results showing PExA’s ability to increase achievement at significant

levels.

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Australia Teach For Australia

COUNTRY SNAPSHOT *

Population (million): 22.8

GDP per capita (International$ PPP): $41,000


Gini index***: 30.5

Public spending on education (% of GDP): 4.4%





CEO: Melodie Potts Rosevear

Date of first cohort: January 2010

Number of staff: 26

Budget for current fiscal year (International $ PPP): $3.7 million

PROGRAM SNAPSHOT



# of applications for current cohort: 730


Total number of alumni: n/a

Number of placement schools and regions: 29 schools in 2 states




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Australia Teach For Australia

HISTORY

• The original business plan for Teach For Australia (TFA) was written in 2007/8 by CEO and founder, Melodie Potts, while completing her Masters at the Harvard Kennedy School of Government

• In 2008, the Victorian government was keen to explore a ‘Teach First-sty le’ model to operate in disadvantaged government schools and the Commonwealth government was increasingly

interested in the ‘Teach For America-style model.

• In early 2009, TFA secured ~A$14 Million in Commonwealth Government funding to start the program on a national scale, in partnership with the Melbourne Graduate School of Education (MGSE) and State education departments

• The first cohort of 45 TFA ‘Associates’ started teaching in Victorian government schools in

January 2010

VISION

• TFA’s v ision is of an Australia where all children have excellent education opportunities


• “The gap.” In Australia, many people don’t believe educational inequity exists, but there are pockets of very real disadvantage. For example:

• The gap between students in the highest and lowest socioeconomic quartiles is equivalent to almost 3 years of schooling

• 7/10 Indigenous students fail basic literacy tests

• Only 15% of university students come from the lowest socioeconomic quartile

• If you live in a very remote region, more than half (51%) of your classmates won’t meet minimum Yr 9 reading standards


• Expansion to 2 new additional States (the Northern Territory and Western Australia)

• Successful new recruitment campaign and partnership with creative agency – ‘Ambition meet Conscience’ campaign

• Making clear and definite in-roads into the most educationally disadvantaged schools

• Development of a robust and individualized Leadership Development Framework to support our Leadership program and the work of the Associates in our schools

KEY CHALLENGES

• Finding appropriate placements for successful candidates, in a context of strict regulation around subject areas

• Managing the complexity of stakeholder relationships to enable effective program delivery for

impact – particularly thinking around possible alternative university brokerage models

• Securing funding for future cohorts – both from government and corporate partners

WHERE WE AIM TO BE IN FIVE YEARS…

• Student progress – Students taught by TFA Associates can make ambitious choices about their futures and be equipped to create those futures

• Scale – To maximize the scale and distribution of TFA Associates in areas of greatest need, with no compromise on Associate quality

• Alumni leadership – TFA Alumni will be leaders in addressing educational and social disadvantage

• Organisational strength – TFA will be a sustainable organisation built to maximize impact for our goal

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Austria Teach For Austria

COUNTRY SNAPSHOT *



% population liv ing below the poverty line**: (2008)

Gini index***: 26



Total number of primary & secondary teachers: 124, 382

Avg. total number of years in education (primary to tertiary ): 15 years


CEO: Walter Emberger President: n/a

Date of first cohort: September 2012

Number of staff: 3

PROGRAM SNAPSHOT

Number of cohorts placed: n/a

Anticipated number of teachers in first cohort: 40

# of applications for current cohort: n/a

Total number of teachers active: n/a


Number of placement schools and regions: n/a




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Austria Teach For Austria

HISTORY

• Walter Emberger (CEO) completed his business plan, founded Teach For Austria and became a partner of the network in 2011. Walter was originally inspired in 2009 by an article in the Economist about Teach First and was fully convinced by the model after v isits to Teach First, Teach For America and Teach First Deutschland.

• Support and funding from the Federation of Austrian Industries and the Boston Consultancy Group enabled the launch of Teach For Austria.

VISION

• All children in Austria - regardless of their background – will have the opportunity for an

excellent education and can improve their own and Austria’s future.


• The performance gap between Austria’s’ best (top quartile) and worst performing (fourth quartile) students is the fifth-widest of 35 OECD countries (2006).

• Children and young people with socio-economic disadvantages achieve in 102 points less than those that are socio-economically well off. This corresponds to the performance of two school

years.

• Only 5% of the students are "resilient", which means that they perform well despite the poor circumstances.


• Recruiting 3 full time staff to work on all programmatic areas of Teach For Austria

• Securing three founding sponsors and establishing a board with representation from

industry, business and the education authorities.

KEY CHALLENGES

• We have to nav igate a complex educational and political environment to secure placement for teachers. Creative and diverse approaches need to be taken to ensure that Teach For Austria teachers are not seen as taking places away from qualified teachers.

• Certification seems unlikely in the early years as there is no alternative route to certification

in Austria aside from a 4 year degree.

• A delayed recruitment season will make meeting the target of 40 teachers challenging. WHERE WE AIM TO BE IN FIVE YEARS…

• Teach For Austria fellows and ambassadors will be beginning to play a major role in

reforming the education system: One third of the ca. 250 ambassadors will still be in education bringing fresh ideas and energy into the system. The other two thirds of the TFA ambassadors will be in junior management positions in business and some in the public sector. Because of their expertise they will take an active part in increasing social justice through education.

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Brazil Ensina!

COUNTRY SNAPSHOT *


GDP per capita (International $ PPP): 10,304


Gini index***: 55



Total number of primary & secondary teachers: 2,148,738



CEO: Maira Pimentel


Number of staff: 9 FTEs

Budget for current fiscal year (International $ PPP): $3.4 MM

PROGRAM SNAPSHOT



# of applications for current cohort: 2,400 completed applications for 2011 cohort; 782 completed

applications for 2012 cohort



Number of placement schools and regions: 13 schools in 1 region (Rio de Janeiro city)




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Brazil Ensina!

HISTORY • Board members Duda Falçao and Ana Gabriela Pessoa learned about Teach For America after

studying in the states. Upon returning to Brazil, they began conversations about how to bring a similar program to their home country . After researching various options, an initiative within the Office of the Municipal Secretary of Education presented a unique window of opportunity to place teachers in an extended school day model in low-income schools in Rio de Janeiro under the “Schools of Tomorrow” program.

• Ana Gabriela, a former Lehman Fellow, secured $1MM in from entrepreneur Jorge Paulo Lemann to launch Ensina! in July 2010.

• In January 2011, the first cohort of 30 teachers completed their summer training institute and started teaching in 13 schools in the Municipal Education System of Rio de Janeiro.

VISION

• Ensina’s vision is that one day, all children in Brazil will receive an excellent education. Ensina believes that the transformative power of the classroom experience can change the social structure of Brazil by collapsing long-existing class barriers and “sewing” disparate factions of Brazilian society together, thus achieving both a unifying and equalizing effect.


• Currently, students in Rio attend school for only 3.5 hours a day. The Schools of Tomorrow program lengthens the school day by adding an additional 3 hours, during which participants will teach academic reinforcement classes to students in the 6th -9th grades. Programs like the Schools of Tomorrow are ground-breaking efforts of the school system to increase its engagement in isolated and marginalized communities

• In the communities where Ensinas will teach, roughly 74% of students who begin primary education drop out before beginning high school. By targeting students in the 6th-9th grades, participants have the opportunity to directly influence the number of students who pursue secondary education.


• Both year 1 and year 2 recruitment seasons have y ielded strong results. In year 1 , Ensina accepted only the top 1 .3% of applicants, ensuring a high-quality cohort with a strong background of leadership and achievement.

• Ensina raised over $2.3MM in private funding alone in their first year and a half.

KEY CHALLENGES

• Given significant political and legal barriers, there is currently not a path to alternative teacher certification in Rio de Janeiro. Ensina is pursuing negotiations with potential government partners to seek a financially sustainable and high-impact placement model.

• The only route to alternative teaching certification in the country exists in São Paulo, where Ensina is currently researching expansion options to launch a cohort in 2013.

• To grow to scale, Ensina must secure a sustainable path to funding involving significant government contributions. A government landscape complicated by union politics, coupled with a lack of a philanthropic tradition in Brazil, poses considerable challenges.

• In the Schools of Tomorrow extended school day model, student attendance is not mandatory. As a result, Ensina has prioritized relationship-building at the school and community level in order to increase student enrollment.

WHERE WE AIM TO BE IN FIVE YEARS… • Three to five years from now, Ensina will officially be a national movement, having a presence

in at least 3 major cities in Brazil, first starting with São Paulo in 2013 and Pernambuco in the northwest of the country by 2015. In the near future, Ensina’s main priority is securing a multi-year partnership that will ensure government funding as well as an alternative path to teacher certification.

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Bulgaria Zaedno V Chas (Teach For Bulgaria)

COUNTRY SNAPSHOT *

Population (million): 7 .6



Gini index***: 29






CEO: Evgenia Peeva


Number of staff: 11

Budget for current fiscal year (International $ PPP): $909,978 USD

PROGRAM SNAPSHOT






Number of placement schools and regions: 12 schools in 4 regions




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Bulgaria Zaedno V Chas (Teach For Bulgaria) HISTORY

• The idea for Zaedno V Chas (Teach For Bulgaria) came from the America For Bulgaria foundation, who learned about it from members of Teach For America’s board. They have generously provided funding for the initiative for the first 3 years.

• The America for Bulgaria Foundation recruited Evgenia Peeva, the CEO and prov ided office

space, legal support and guidance during the founding stages of the organization

• From the start, Zaedno v chas has been an independent non-profit organization. VISION

• Teach For Bulgaria’s mission is to encourage and prepare outstanding young people to become inspiring teachers and leaders in order to facilitate the access to quality education for every Bulgarian child.

PROGRAM DESIGN HIGHLIGHTS

• Bulgaria seeks to close the gap in achievement and opportunity that currently exists in the country and, in doing so, to improve the overall quality of education in Bulgaria.

• Less than half of the 15-year-olds in Bulgaria manage to meet the critical threshold in reading

and math skills defined by the Organization for Economic Cooperation and Development (OECD) (World Bank).

• Students from linguistic minorities and low-income families consistently score lower than their peers from more affluent families on state subject exams. (World Bank).

• During the 2008-2009 school year 15,500 students left school prematurely for a variety of

reasons. (NSI) KEY SUCCESSES IN 2011

• We recruited and selected our first cohort of 21 teachers, and in doing so, maintained a high

bar for quality.

• We successfully ran our first ever summer institute, which included creating a 4 week summer school for over 100 children in Sofia. Our teachers emerged energized for the year to come, and we saw dramatic gains in student learning even in that short period of time.

• We secured placements for all 21 of our teachers prior to the start of the institute, and all 21

began teaching in those placements on September 15th.

KEY CHALLENGES

• It has been challenging to attract talented Bulgarian graduates to our program, and we missed

our recruitment scale goal for this year.

• Our teachers have struggled as they enter schools and are confronted with how far behind the students are and with the negative attitudes of some of the other teachers in schools.

WHERE WE AIM TO BE IN 5 YEARS

• We are in the midst of creating a 10-year v ision for our organization. What we know now is that in 10 years, we want to have a new cohort of 200 teachers starting, and we want those teachers to reach over 2,000 students. As an organization, we hope to figure out by December the implications on a 5-year horizon.

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Chile Enseña Chile

COUNTRY SNAPSHOT *



% population liv ing below the poverty line**: 11.5%

Gini index***: 52




Avg. total number of years in education (primary to tertiary ): 9.7


CEO: Tomás Recart

Date of first cohort: March, 2009

Number of staff: 33 FTE

Budget for current fiscal year (International $ PPP): $ 1 ,404,774

PROGRAM SNAPSHOT

Number of cohorts placed: 3 (in process of placing the 4th)









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Chile Enseña Chile HISTORY

• Enseña Chile began with a business plan that was drafted in October of 2007 after a group of close friends, while completing their graduate studies, united around the idea of adapting the Teach For America model in their home country of Chile

• By June of 2008, the team of six founders had all returned to Chile to begin implementing

their plan and by March of 2009 the first ‘Profesionales Enseña Chile’ (PeCh) entered some of Chile’s highest need classrooms in Santiago and the southern region of Araucanía

VISION

• Enseña Chile’s v ision is that “One day, all children in Chile will receive an excellent education”. Its mission is to generate a critical mass of leaders and protagonists of education reform in Chile


• Chile is far behind in terms of overall quality and equity of our educational system.

• 40% of Chileans who complete 8th grade do not comprehend what they read (MINEDUC)

• Only 5% of Chileans students perform at the top two levels of achievement (PISA 2000)

• This pattern of inequity and low quality has been the center of recent social conflict. Over the past four months and for a large part of this past year, massive strikes have occurred and stirred up heated debate about the state of education in Chile.


• In 2011 we increased our applications by 15% while also more tightly targeting a higher quality profile. For example, during eCh’s first year of operating (2009) we didn’t attract a single applicant from the top business school in the country (this is the talent pool that perceives the greatest opportunity cost), however this year Enseña Chile was able to target and get 14 applicants from this pool of top talent .

• Built and grew to a team of 30 FTE while also continuing to build our strong culture of achievement

• Closing our fiscal year with a funding surplus of $100,000 USD

KEY CHALLENGES

• Our biggest challenge is that by 2014 we plan to bring in 300 new participants who have the core competencies required and who can truly get the adequate support they need to become a force of transformational teachers.

• An ongoing challenge we face is in ensuring we have the culture and the systems in place to

transform classrooms in a dramatic way. WHERE WE AIM TO BE IN FIVE YEARS…

• The largest graduate recruiter in Chile

• Show that every kid can learn, independent of his/her background

• To have a force of Alumni who are fully committed to educational reform, impacting different layers of society

• In a position where we are able to communicate and showcase our impact in an adequate way

that effects greater education reform

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China Teach For China

COUNTRY SNAPSHOT *

Population (million): 1,338

GDP per capita (International$ PPP): 7 ,600


Gini index***: 41.5






Co-CEOs: Andrea Pasinetti and Rachel Wasser


Number of staff: 36

Budget for current fiscal year (International $ PPP): $3,500,000 USD

PROGRAM SNAPSHOT



# of applications for current cohort: 1 ,075




* Source: World Bank, CIA World Factbook, UNESCO, OECD, 2000-10; Reuters; most recent available data shown here ** Based on nationally defined measure of poverty *** The Gini index measures the degree of inequality in the distribution of family income in a country. Worldwide, the Gini index


and skill of 15 year-olds in more than 60 countries. In China, only students in the city of Shanghai participated in PISA in 2009.

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China Teach For China

HISTORY Andrea Pasinetti focused on education in Chinese rural reform policies during his studies at the Woodrow Wilson School at Princeton University. During his research on this topic, he was inspired to found Teach For China (formerly China Education Initiative) to aid in China's ongoing effort to rectify educational inequality. VISION At Teach For China, we are committed to a cross-cultural solution to ensure that all children receive the excellent education they deserve. THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS One of the greatest social inequities affecting China’s low-income populations today is that fact that where a child is born determines his or her educational prospects, and, therefore, life opportunities. Tens of millions of children growing up in China’s high-poverty rural communities do not have access to a quality education. These children face many challenges that prevent them from attending college in the same numbers as their urban peers, including pronounced poverty, a lack of early education opportunities, and low levels of engagement from parents and the community. Rural students can overcome these daunting challenges with the help of exceptional educators who inspire and lead them

to succeed. Unfortunately, the children who most need excellent teachers are those who are least likely to be afforded access to them. Teach For China seeks to bring inspired educators to underserved students, and develop a cohort of lifelong leaders committed to advancing the cause of educational equity. KEY SUCCESSES IN 2011

• TFC engaged in a strategic planning process this past spring and summer that enabled the organization to gain more clarity on its intended impact, theory of change, and strategic priorities in the short- and medium-term

• In Fall 2011, TFC expanded placements into a new province, Guangdong, with enthusiastic

support from the local government and the Li Ka Shing Foundation

• The Training and Support team has continued to invest in staff development, evolve its approach to incorporate and localize the Teaching As Leadership principles, and work more closely with local partners in supporting Fellows

KEY CHALLENGES

• TFC continues to nav igate a complex educational and political landscape, while pursuing national level nonprofit registration to facilitate expansion

• TFC needs to overcome challenges in sourcing and hiring high-caliber staff given ambitious

growth plans over the coming years

• TFC must continue to adapt and integrate its model and approach within the local context in order to build a lasting movement

WHERE WE AIM TO BE IN FIVE YEARS… Five years from now, TFC aspires to become a national organization and to see its first cohorts of alumni in leadership positions across different sectors lay ing the foundations for systemic change. We hope to build alignment between national, local, and organizational expectations of student achievement through demonstrating that every child, regardless of circumstances, can achieve.

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Colombia

Enseña por Colombia

COUNTRY SNAPSHOT *



% population liv ing below the poverty line**: 37 .2%

Gini index***: 58

Public spending on education (% of GDP): 4.7 %



Avg. total number of years in education (primary to tertiary ): 7 .4


CEO: Veronica Puech

President: N/A


Number of staff: 5

Budget for current fiscal year (International $ PPP): $ 300,000.00 USD

PROGRAM SNAPSHOT

Number of cohorts placed: 36 (Projected and on-track, January 2012)

Number of teachers in most recent cohort: N/A (Projected and on-track, January 2012)


Total number of teachers active: N/A

Total number of alumni: None

Number of placement schools and regions: 12 schools in 1 region

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Colombia Enseña por Colombia HISTORY

• Enseña por Colombia was founded by three local entrepreneurs who approached Teach For All in 2010 about the possibility of joining the network. After creating a business plan and developing their TOP/TOC, they hired Verónica Puech to serve as the organization’s CEO in November 2010. By mid- 2011, the PED was already on the ground, the organization had a Board of Directors, had hired a Head of Recruitment & Selection as well as a Head of Training & Support and two T&S sfaff members.

• Enseña’s recruitment season began in early July and their selection process ended in late October. The organization’s first cohort of 30 participants is currently in their first week of institute as the Mumbai Conference takes place, and they will be in classrooms in January 2012.

VISION “One day, all children in Colombia will have the opportunity to attain an excellent education”. THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS

• Student learning outcomes in Colombia are low. According to the 5th grade Math Saber National Test, 65% of the children in public schools are scoring insufficient or low. Moreov er the current education sy stem is not providing to all children the required competences they need in order to succeed in life and the gap in terms of access and quality is still very big (MEN 2011). Moreover, according to the PISA 2009 test, the distribution of Colombian students in terms of levels of achievement shows a worrying situation: almost half (47,1%) is below level 2, when for the OCDE countries such percentage reaches only 18.8%.

• Enseña por Colombia seeks to address these issues by building a movement through the creation of a diverse and highly selective national network of the best recent graduates from the leading universities of the country. These participants will teach for two years in high need schools in Colombia and would then become lifelong leaders committed to ensuring educational opportunities for all.


• Received over 900 applications for first cohort, three times the number originally projected. • Exceeded its available school placement sites goal by 50%

• Consolidated a diverse and high profile board of directors with influential members from the private and non-profit sectors.

• Consolidated a solid team and developed a significant network of allies.

KEY CHALLENGES

• Financial Sustainability, define a diverse funding strategy.

• Measure impact, scale up the program and ensure long term sustainability. • Interpreting current legislation and understanding the implications of relevant laws and how they affect

ExC’s ability to place teachers in public schools.

• Building a pipeline to attaining teacher certification to be able to place participants in public schools through partnerships with local school districts (Secretarías de Educación).

• Dev eloping and building relationships with key stakeholders in outgoing and incoming administrations in the public sector during an election year.


• By the end of 2015, Enseña por Colombia’s staff will double, and the organization aims to place close to

240 teachers in three regions of the country. As the 2013 cohort completes the their two year commitment, ExC will have over 180 alumni who will begin to set the context for staying profound and significant changes in the Colombian educational sy stem., thus becoming a well-positioned and recognized organization in that area.

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Estonia Noored Kooli

COUNTRY SNAPSHOT *




Gini index***: 36



Total number of primary & secondary teachers: 17 ,413



CEO: Kaire Kroos


Number of staff: 5.5

Budget for current fiscal year (International $ PPP): 267,441

PROGRAM SNAPSHOT




Total number of teachers active: 37 (+50 alumni)


Number of placement schools and regions: 27 schools




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Estonia Noored Kooli

HISTORY • Noored Kooli was set up by Swedbank, the biggest bank in Estonia and Good Deed

Foundation, an Estonian incubator of non-profits, in 2007

• The first cohort of 11 participants entered schools throughout Estonia in September 2007 and

Noored Kooli’s fifth cohort was placed in September 2011

• The first three cohorts are now alumni, with the vast majority still in the classroom

• CEO Kaire Kroos joined the organisation in January 2009

VISION

• Noored Kooli’s vision is that every child in Estonia gets excellent education which helps to open everybody 's potential so that they have broadest possible choices in life


• Drop outs: each year, almost 500 students drop out of the school system before they graduate from 9th grade (two out of three are boys)

• Low levels of attainment in Russian-speaking schools: in 2010, state exam results for

Russian-speaking students were 15% lower than those of Estonian graduates

• Lack of confidence (for both teachers and students): lack of confidence stops teachers and students from setting higher goals for themselves


• Noored Kooli recruited their largest cohort to date, placing 25 participants in schools in September 2011, representing a 53% growth over their 4th cohort

• Having kids present for part of institute for the second year has revolutionized Noored Kooli’s

approach to training & has increased the focus of participants dramatically

• The first Noored Kooli alumni was appointed a school headmaster; two more are working as deputy heads

KEY CHALLENGES

• Placement is a difficult challenge, both in terms of finding enough schools and in participants’ flex ibility to move to other parts of the country

• Noored Kooli is largely dependent on a small number of funders and the lack of large businesses/giving culture is making it difficult to grow this pool. Changing the fundraising to

be more differentiated & gaining support from the state budget in particular continue to be priorities

• Ensuring that all our teachers are hav ing a transformational impact on their students seems like an ever-lasting challenge


• Noored Kooli will expand its presence in schools that are achiev ing the lowest results on state exams, paying particular attention to expanding presence in Russian-speaking schools

• Noored Kooli will support more participants to become excellent teachers with a

transformational impact on students’ lives

• Noored Kooli alumni will have significant impact in making changes to the Estonian education system, aligned with the Noored Kooli vision

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Germany Teach First Deutschland

COUNTRY SNAPSHOT *




Gini index***: 27




Avg. total number of years in education (primary to tertiary ): 16 years


Co-CEOs: Arist von Hehn, Kaija Landsberg, Ulf Matysiak


Number of staff: 28 (25.3 FTE)

Budget for current fiscal year (International $ PPP): 2.1M

PROGRAM SNAPSHOT






Number of placement schools and regions: currently 55 schools in 5 regions




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Germany Teach First Deutschland

HISTORY • Teach First Deutschland was founded in June 2007 as a result of a master’s thesis written by

Kaija Landsberg and Michael Okrob on the adaptability of the Teach For America / Teach First model to Germany.

• Two years of building up the organization and generating support followed, and the first cohort of 66 Fellows was placed in three regions of Germany in September 2009.

• In September 2011, the third cohort of 25 Fellows was placed in four regions across the country (with an additional approx. 24 participants joining them in February 2012).

• TFD has secured the support of many major corporations and foundations, such as Deutsche Post DHL, Bosch, Siemens, Lanxess, Lufthansa, McKinsey and Company and Vodafone

VISION

• We want to win the leaders of tomorrow for today ’s schools so that educational equity becomes reality


• In Germany a child’s social background determines its educational success and opportunities more than any other factor.


• In June 2011 TFD graduated their first cohort of 59 alumni. One alumnus became the alumni officer for TFD, contributing to the development of a rigorous alumni v ision and the

beginnings of a strategic plan; 3 additional alumni also joined staff.

• Although placement continues to be a key challenge, TFD was successful in their negotiations with the German state of North-Rhine Westphalia, the result of which is a mid-year placement of approximately 24 participants in February 2012.

• Establishment of 3 regional offices (1 staff member in each office at the moment) in North-

Rhine Westphalia, Hessen and Hamburg

KEY CHALLENGES

• Placement is TFD’s greatest challenge – both in terms of finding enough schools with the

financial means to employ a Fellow and in terms of generating sufficient political momentum to overcome union opposition

• Over the last two years, recruiting enough suitable candidates and getting the selected applicants to accept job offers has increasingly become a challenge; many applicants pull back their application and accept other offers (which are better paid or where they receive a faster

answer on their application)


• A route for Fellows to stay in the classroom beyond two years has been secured

• A presence in all major German states has been established

• Placements are secured over a longer period of time (especially in terms of financing) and do not have to be negotiated every year anew

22

India Teach For India

COUNTRY SNAPSHOT *

Population (billion): 1 .18



Gini index***: 37


PISA Ranking (Math/Literacy) ****: not ranked




CEO: Shaheen Mistri

Date of first cohort: June 2009

Date of partnership with Teach For All: July 2009

Number of staff: 100

Budget for current fiscal year (International $ PPP): 3,781,914

PROGRAM SNAPSHOT










23

India Teach For India HISTORY

• In 2006, a group of young leaders working to reform education in India came together to seek an innovative solution to end educational inequity in the country. During this time, the group met with Wendy Kopp to discuss the feasibility of Teach For America’s Theory of Change working in India

• The outcome of this meeting and the subsequent feasibility study by McKinsey led to the creation of Teach to Lead in 2008 and the first batch of 87 Fellows being successfully placed in 2009

VISION

• To build the national movement of leaders who will eliminate inequity in education


• 30% of India is illiterate

• Our classrooms are understaffed (1 in 4 teachers will be absent on any given day)

• Our teachers could be more engaged (Only 50% are likely to be teaching at any given time)

• Our drop-out rate is unusually high (More than 1 in 3 children who begin primary school will

drop out before reaching 5th grade)

• Our education spend is relatively low (India spends only 3.3 percent of its GDP on education, compared to an average 5.8 percent in developed countries)


• Expansion into new city (Delhi)

• The successful transition of Fellows into Alumni

• InspirED and TEDx conferences

• Able to measure student growth across English and Maths

• Alumni have joined staff KEY CHALLENGES

• Expansion into two new cities, Chennai and Hyderabad

• Sustainable funding to meet ambitious growth needs

• Accreditation of Teach For India Fellows as Teachers


• Five years from now, TFI will be successfully established in approximately twelve cities,

placing around 1,000 new Fellows each year and transforming the lives of over 65,000 children

24

Israel Teach First Israel- Chotam

COUNTRY SNAPSHOT *




Gini index***: 39






CEO: Asaf Banner Chairwoman: Shlomit Amichai


Number of staff: 13

Budget for current fiscal year (International $ PPP): $6,157 ,612 (USD)

PROGRAM SNAPSHOT



# of applications for current cohort: 1 ,374



Number of placement schools and regions: 33 schools




25

Israel Teach First Israel- Chotam

HISTORY

• In 2006-07 Tal Cohen attempted to launch a similar program in Israel but was unable to secure Ministry of Education approval

• Asaf Banner, current CEO, re-launched this initiative in Dec 2008. He garnered key strategic partners including HaKol Chinuch, the Joint Distribution Committee and Shlomit Amichai (former Deputy Director at the Ministry of Education)

• Asaf and Shlomit secured MOE approval in Nov 2009 and joined the network in May 2010

VISION All children will receive an excellent education that will enable them to choose their own future.

THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS Teach First Israel seeks to address educational inequity…

� Children from low socioeconomic status scored 94 points lower than their high-income counterparts in reading and 95 points lower in math on the 2009 PISA.

� 85% of students from Shoham earn their matriculation certificate while only 35% receive it from the nearby town of Lod

… and education quality in Israel � Israel ranks below the OECD average on both literacy and math � Not enough of Israel’s best students are entering the teaching profession

KEY SUCCESSES IN 2011 � Many of the first cohort teachers had significant impact on their students and their schools

and overall principal satisfaction was high (93% of principals were satisfied or very satisfied). � Executed a strong training and support program that enabled the first cohort to earn their

teaching certificate and better prepared the second cohort during our summer institute. We also added a practical component to summer institute which proved to be critical to the teachers’ professional development.

� Teach First Israel surpassed its recruitment goal for its second cohort and received over 1,374 applicants with 89 institute starters.

� The team has become more aligned on the organizational v ision, rewrote its mission and created 3 year organizational priorities.

KEY CHALLENGES

� This year we will be focusing on developing a strong alumni program to support our first group of alumni as they continue their impact.

� We want to place more teachers deeper in the geographic periphery but it may require us to scale more slowly as many of our applicants want to remain in the center of the country.

� We need to better understand the implications of placing teachers in elementary schools.

� We want to increase the number of our teachers who have a dramatic impact on their students access, aspirations and achievement and need to align all of our partners around this and constantly improve our training program to achieve this.


� We will have alumni in key leadership positions – several school principals and in

management positions, 50% stay ing in teaching and the remaining still engaged with our mission

� We will have an annual intake of 200 chotamistim

26

Latvia Iespējamā Misija

COUNTRY SNAPSHOT *


GDP per capita (International$ PPP): 15,148.74

% population liv ing below the poverty line**: 5.9% (2004)

Gini index***: 36






CEO: Kristīne Mūrmane


Number of staff: 7

Budget for current fiscal year (International $ PPP): ~ 400,000USD

PROGRAM SNAPSHOT










27

Latvia Iespējamā Misija

HISTORY

• Mission Possible is an initiative hatched by local businesses wanting to make a long-term

contribution to improv ing the quality of education in Latvia.

• One of the key initiators was the former CEO of Swedbank in Latvia who was looking to start an educational charity programme after stepping down as CEO of the bank. She heard about the scheme from her friend at Swedbank Estonia, which had begun supporting a similar programme in Tallinn a year earlier (Noored Kooli). A newly established venture

philanthropy foundation, Partners in Ideas Fund, helped her attract initial donors and prepare for the launch in 2007.

• Current CEO, Kristīne Mūrmane, joined Mission Possible in November 2011.

VISION

• Mission Possible exists to foster education as a value in Latv ia by helping talented graduates become inspirational teachers and future leaders


• The Latv ian education system is currently not able satisfy the requirements of a rapidly changing modern society, and evolving economic and labour markets. Schools still put too great an emphasis on academic knowledge without any clear application of this knowledge. Life-long learning, creative thinking, and initiative are being insufficiently developed. Only a small percentage of students are interested in mathematics and technological sciences and

they are not prepared to choose a career in these fields. KEY SUCCESSES IN 2011

• The team recruited their largest cohort to date – selecting 18 participants (from 276 applications) who were placed in September 2011.

• The Mission Possible alumni group grew to 25 with the graduation of the second cohort, and the group now includes the program’s first deputy principal.

KEY CHALLENGES

• Developing a sustainable and diverse funding base

• Recruiting a sufficient number of high-quality candidates on a yearly basis


• We aim to expand the number of recruited participants by 25 people every year until 2018. If this is met Mission Possible would represent 5% of teachers (of all teachers, not just new teachers) in each of the largest Latvian schools currently serving about 70% of pupils.

28

Lebanon Teach For Lebanon

COUNTRY SNAPSHOT *




Gini index***: NA


PISA Ranking (Math/Literacy) ****: Not ranked




CEO: Ali Dimashkieh

Date of first cohort: October 2009

Number of staff: 2

Budget for current fiscal year (International $ PPP): NA

PROGRAM SNAPSHOT



# of applications for current cohort: NA







29

Lebanon Teach For Lebanon

HISTORY

• In a drive to reduce education inequality in Lebanon, Teach For Lebanon was officially

launched in Aug 2008 based on successful experiences by Teach For America and Teach First

• By September 2009, the first cohort of Fellows was placed in schools in deprived rural areas in the North, West Bekaa and South of Lebanon

VISION

• Teach For Lebanon believes that the foundation of a strong society is good education, and that a good education demands excellent teachers. Its mission is to eliminate educational inequality in Lebanon while fostering youth leadership and promoting civic engagement.


• One of the main reasons children in rural areas do not have the same opportunities as children in Beirut and Mount Lebanon, is that ambitious and competent teachers do not stay in remote areas. The Fellows therefore teach in cycle one, with the main problem being the high rate of drop out in grades 5 to 8.

• In Lebanon around half of all students complete secondary education.

• In hard to staff schools, unqualified and unmotivated teachers have low expectations for students and prov ide students with limited opportunity for achievement and advancement.


• Providing ongoing support for the 2010 cohort of fellows

• Continued development and thinking on transformational teaching in the Lebanese context and refining the organization’s theory of change and theory of problem

• Initial planning and development of leadership pathways for alumni

KEY CHALLENGES

• Building a sustainable organization by hiring and retaining highly qualified and motivated

staff

• Securing funding to support renewed programmatic activ ity in 2012

• Supporting current fellows and maximizing opportunities for alumni engagement


• Scale: Kick-start recruitment and selection efforts to recruit a strong cohort in 2012 and grow sustainably toward goals from this base

• Student Achievement: Decreasing student attrition rates by prov iding students with the skills

and mindsets that will set them up for success in secondary school and beyond

• Alumni: Alumni leveraging their experience in the education, advocacy, non-profit, and private sectors.

• Institution: A fully staffed, highly functional organization that recruits, selects, and supports

education leaders.

30

Malaysia Teach For Malaysia

COUNTRY SNAPSHOT *

Population (million): 28,728,607



Gini index***: 46.2 (2009)

Public spending on education (% of GDP): 4.1% of GDP (2008)

PISA Ranking (Math/Literacy) ****: not ranked




CEO: Keeran Sivarajah


Number of staff: 16 (full-time)

Budget for current fiscal year (International $ PPP): US $2,838,680

PROGRAM SNAPSHOT


Number of teachers in most recent cohort: 50 (anticipated)




Number of placement schools and regions: 17 schools in 1 region (3 states)




31

Malaysia Teach For Malaysia

HISTORY

• Keeran and Dzameer were convinced that a child’s origin in Malaysia had significant bearing on his or her access to education opportunities, and therefore, life prospects

• During their time at university in Australia and the UK respectively, they were drawn towards education reform initiatives as a social justice issue. Upon graduating, they both joined

PricewaterhouseCoopers where they worked as management consultants

• Using the skills that they developed at PwC, and drawing on the passion that they each felt for addressing educational inequity in Malaysia, they created the concept of Teach For Malaysia

• Teach For Malaysia was officially launched on 24 December 2010

VISION Teach For Malaysia’s vision is for all children in Malaysia to have the opportunity to attain an excellent education

THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS Educational inequity remains a significant challenge in Malaysia, in that a child’s origin often determines the quality of his or her education, and therefore life outcomes. In Malaysia,

• 1 out of every 8 students in Standard 1 classrooms does not meet targeted literacy levels

• 1 out of every 4 students in Standard 4 classrooms does not meet targeted numeracy levels

• 4 out of 5 working Malaysians are only educated up to SPM level

• 3 out of 5 heads of poor households in Malaysia only have a primary education or less


• Despite significant barriers in reaching top Malaysian students due to their global presence, Teach For Malaysia exceeded its application target, receiving 869 completed applications. Without compromising admissions standards, Teach For Malaysia was able to easily select and matriculate its target of 50 fellows.

• Teach For Malaysia has built strong partnerships with the government and corporations, leading to high-profile partners in the financial serv ices, telecommunications, consulting and conglomerates. These partnerships have brought both diversified funding and in-kind support to Teach For Malaysia, as well as serv ing as a motivation for recruitment.

KEY CHALLENGES

• Directly engaging Teach For Malaysia’s target recruitment market: top Malaysian students are enrolled in top universities locally , with significant numbers in Singapore, the UK, the US

and Australia


• Teach For Malaysia participants begin to produce outstanding results in their classrooms by

significantly raising academic and non-academic outcomes of schoolchildren

• Begin to see alumni of TFM leading initiatives that work towards addressing the root causes of educational imbalance in Malaysia

• Teach For Malaysia begins to be recognized as a top graduate employer for Malaysian

students wanting to make a difference

32

Mexico Enseña por México

COUNTRY SNAPSHOT *



% population liv ing below the poverty line**: 47 .4%

Gini index***: 52





CEO: Erik Ramirez

President: Pilar Castellanos

Date of first cohort: 2012

Number of staff: 4, working closely with about 10 volunteers

Budget for current fiscal year (International $ PPP): Y1: 1 .8m USD

PROGRAM SNAPSHOT


Number of teachers in most recent cohort: n/a




Number of placement schools and regions: tbd




33

Mexico Enseña por México

HISTORY

• Enseña por Mexico was founded in April 14, 2011 as a civil association in Mexico. In July of this same year, we joined the Teach For All Network.

• Enseña por Mexico has signed letters of intent with several Mexican states and aims to one day place across the entire country.

• Currently Enseña por Mexico is in efforts to build a Council of Directors, an Advisory Board and an Academic Council to strengthen and support the development of the program.

• In January of 2012 will begin the recruitment of young leaders to participate in the 2012-2013 school year.

• Enseña por Mexico holds support from the following organizations and foundations: Carlos Slim from TelMex, the Servitje Foundation, Stanford and Harvard Universities, Deutsche Bank, USAID, Banamex, Credit Suisse and many more.

VISION One day all children in Mexico will have the opportunity to receive an equal education as the foundation to their long-term success. Enseña por México’s mission is to improve the country’s educational system by transforming its top graduates into life-long leaders committed to improving the lives of students across Mexico. It plans to place over 200 young leaders in schools across various states, from August 2012. THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS

• Mexico devotes almost 1/4 of its budget to education, more than any other member of the OECD but its investment per student is amongst the lowest.

• Mexico recorded one of the largest increases in investment in education between 1995 and 2005 (54%); but, due to an increased number of student enrollment (14%), the growth in investment per student did not exceed 36% in that period.

• Despite high levels of investment, spending per student is still low in absolute terms: $2,405 dollars, which is below the average of $7 ,527 dollars at the OECD level.

KEY SUCCESSES IN 2011 We…

• are building a strong and committed team of staff and board members.

• are working closely with the Mexican Federal Government and its Secretariat of Basic Education to start our program. We have confirmed 150 placements, and are still in discussions with various states.

• have strong private philanthropic support in Mexico and abroad from individuals and institutions who believe deeply in the mission of our organization and believe that education is part of the solution for social ills in Mexico.

• joined the Teach For All network! KEY CHALLENGES

• Building a strong, diversified funding base, necessary to continue with the growth of the program.

• Developing the right recruitment campaign to incentivize promising student leaders participate in the program.

• Establishing an organization where each state that participates in the program is autonomous in its operations and fundraising abilities.


• To expand across the country and create a strong, vibrant national program that is transforming the lives of thousands of marginalized children.

• To continue to bolster public and private partnerships and garner strong organizational and funding capacity.

34

New Zealand Teach First New Zealand

COUNTRY SNAPSHOT *



% population liv ing below the poverty line**: No national measure of poverty

Gini index***: 33.1

Public spending on education (% of GDP): 6.2


Total number of primary & secondary teachers: ~50,000



CEO: Shaun Sutton


Number of staff: 4

Budget for current fiscal year (International $ PPP): 237,600 (NZ$297,000)

PROGRAM SNAPSHOT


Number of teachers in most recent cohort: 20 projected for first cohort




Number of placement schools and regions: 10 schools projected in 2 regions




35

New Zealand Teach First New Zealand HISTORY Before returning to his hometown of Auckland to begin the process of establishing Teach First New Zealand, Shaun Sutton was a Teach First participant who taught successfully in a secondary school in

west London. Shaun saw firsthand the potential of his students juxtaposed against the reality of the impact of educational inequality. With a deep commitment to reducing educational disadvantage in his home country, and a strong belief in the model’s potential, Shaun returned to Auckland from Britain to make Teach First New Zealand a reality. VISION

• Vision: That all young people in Aotearoa New Zealand achieve their full educational potential.

• Mission: To address educational inequality by developing top graduates into highly effective teachers and inspirational leaders in all fields.

THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS New Zealand has one of the best performing education systems in the world, yet it has the second highest level of relative educational inequality in the OECD (according to UNICEF). There is an urgent need to close the education gap in New Zealand, not only for the sake of underachieving

children, but also for the sake of our country as a whole. In addition:

• With incumbent mechanisms, it is difficult to attract first-year teachers to hard-to-staff low-decile schools (low status)

• New Zealand has an aging teacher workforce (currently average age of 54 in Auckland) and a

ballooning school student population

• Male, Māori and Pasifika teachers are severely underrepresented in the workforce, presenting an increasing need to broaden and diversify the pool of people from which new teachers are recruited


• A very strong, diverse and hands-on Board of Trustees has been formed.

• Margaret Bendall (University of Auckland Partnership Director) and Angela Eastwood (Administration Manager) have joined the team. We have also just hired our Graduate

Recruitment Director, Seren Wilson.

• We have hit our fundraising target for 2011, through four key funders: Aotearoa Foundation, Harry Singer Foundation, Hutton Wilson Nominees, and Woolf Fisher Trust. We continue to pursue other prospects, and are committed to establishing a diversified funding base. Governmental funding has also been confirmed, and will cover the training costs of the programme.

• Corporate partnerships have been formed with a range of businesses including Deloitte (pro bono adv isory and office space), Chapman Tripp (pro bono legal), and KPMG (pro bono audit). Further corporate and recruitment partnerships continue to be developed.

KEY CHALLENGES Teach First New Zealand’s biggest challenge has been fully securing a legal path to placement. To date, the program has identified a path to placement and is working diligently through the process to actualize this path. WHERE WE AIM TO BE IN FIVE YEARS…

• We aim to be learning from hundreds of examples of classrooms, schools, and school systems where children from Māori, Pasifika, and low-income communities are maximising their full educational potential.

• We aim to be seeing an emerging cadre of leaders in education and key leadership positions

driv ing policies that are further reducing educational inequality.

36

Pakistan Teach For Pakistan

COUNTRY SNAPSHOT *




Gini index***: 31


PISA Ranking (Math/Literacy) ****: NA

Total number of primary & secondary teachers: primary 450,000; secondary not available



CEO: Farida Zuberi

Date of first cohort: August 2011

Number of staff: 14

Budget for current fiscal year (International $ PPP): $595,000

PROGRAM SNAPSHOT






Number of placement schools and regions: 7 schools in 1 region




37

Pakistan Teach For Pakistan

HISTORY In November 2009, Saeed Hadi, began exploring the possibility of adapting the Teach For All model in Pakistan on behalf of the Trustees of The Aman Foundation. The Trustees wanted to make a strategic intervention in the education sector that would contribute towards long-term reform in the country. United by a commitment to better educational outcomes for students in under-resourced

schools throughout Pakistan, Khadija Bakhtiar, Amber Zuberi, and the early the team came together to create Teach For Pakistan. Farida Zuberi joined to the lead the team as they became established and placed the first cohort of Fellows in Karachi in August 2011.

VISION Teach for Pakistan works to ensure that all children in Pakistan have equal opportunities to learn, grow and improve their life chances.


• Millions of children in Pakistan face the dual problem of educational inequity with limited

access to schools and poor quality of schooling and are thus denied access to educational opportunities that would enable them to improve their life prospects.

• Poverty limits students’ schooling opportunities and life trajectories: 40% of children from the poorest fifth of the population drop out of school before completing grade 4, while only 12% of those from the richest fifth drop out.

• Geographic location limits students educational opportunities as children in rural areas are far less likely to complete primary school than their urban peers.


• Successful recruitment strategy led Teach For Pakistan to exceed the application goal of 600

applicants for the initial cohort. The organization has become a recognizable name in education circles in the country in just about a year into its operations.

• Teach For Pakistan held its first successful institute in July and August of 2011 and has placed 21 fellows in 7 schools throughout Karachi. The organization is laying the groundwork for

expansion to a new region for the coming year in Lahore.

KEY CHALLENGES

• Matriculation and retention of fellows in a context stricken with security challenges

• Designing and implementing support systems to maximize fellow effectiveness in the classroom

• Staffing some critical roles with high-caliber team members


• Scale: Expanded to additional urban as well as rural areas while increasing cohort size to 500

• Student Achievement: Transforming educational outcomes for students in Pakistan and further refining the vision of a transformative educational experience in Pakistan

• Alumni: Approximately 200 alumni serving in leadership paths in key sectors

• Institution: Further development of organizational best practices and support systems in multiple placement regions

38

Peru Enseña Peru

COUNTRY SNAPSHOT *




Gini index***: 51


PISA Ranking (Math/Literacy) ****: 62/65 ranked countries, last in Latin America




CEO: Alvaro Henzler

Date of first cohort: March 2010

Date of partnership with Teach For All: August 2009

Number of staff: 21

Budget for current fiscal year (International $ PPP): USD 1 ,200,000

PROGRAM SNAPSHOT










39

Peru EnseñaPerú

HISTORY • Two Peruv ian expatriates learn of Teach for All in the press in March and catalyze the

inspiration of a team of 6 Peruvians to found EnseñaPerú

• CEO Alvaro Henzler is compelled by his international and rural field experiences and is

inspired to mobilize a critical mass of young people for Peru VISION

• Our v ision is that one day, all children and youth of Peru will have the opportunity to access

an excellent education PROGRAM DESIGN HIGHLIGHTS

• Impact targets transformational AAA impact axes: academic achievement,

attitudes/aspirations and access gains and seeks to be a national model that inspires and influences systemic change in communities, regions and nationally.

• Participants primarily teach 3 priority courses (communications, maths, English) in high-need (extreme poverty and v iolence) in public, charter & private schools

• Actively pursues inter-sector alliances to ensure programmatic and sustainable impact

• Lateral management style by CEO with functional area directors

• Heavy focus on participant leadership v ia Corps Representatives and other informal leadership engagement

• Board comprises some of the most admired leaders among Peruvians


• 80% of participants are making solid or significant achievement gains with their students (on

teacher-made assessments); 100/97% participant retention (cohorts 1 and 2, respectively ) with strong corps culture

• School principal satisfaction at 86% average.

• 33% of all completed applications were from “top target candidates”, up from 22% in 2010.

Top target includes academic excellence (top third of university class or higher, leadership experience, and from top 20 universities in Peru)

• Increasing segmentation of funding streams with additional Peruvian funders and initial public sector commitments, including more than 30 companies and 25 philanthropists.

• Positive public reputation and participation in political and national education events

• Staff satisfaction at 86% on “Best Place to Work” survey KEY CHALLENGES

• Grow more aggressively to scale across 4 regions

• Obtain full financial support of participant salaries and build a more sustainable fundraising base

• Build strategic clarity by defining “Theory of Challenge” (Theory of Problem, Theory of Change, Intended Impact) and building three-year strategic plan

• Achieve and capture increasingly significant results in the classroom

• Effectively launch alumni program with first cohort in FY12

• Build brand equity across Peru by positioning EnseñaPerú as a national brand for educational

equity for all

• Strengthen organizational leadership and team capacity to support scale, results and staff succession

MEDIUM-TERM GOALS

• In 2014 EnseñaPerú hopes to support 163 Young Leaders in 83 schools across 6 regions, while engaging 109 alumni in the field.

40

Spain Empieza Por Educar

COUNTRY SNAPSHOT *




Gini index***: 35






CEO: Jav ier Rogla


Number of staff: 9

Budget for current fiscal year (International $ PPP): 830,000

PROGRAM SNAPSHOT










41

Spain Empieza Por Educar

HISTORY

• The idea for Empieza por Educar first came about when co-founder Felipe Morenés heard Wendy Kopp speak at his Masters commencement at Georgetown University in 2008. Felipe

was inspired by the model and the potential it could have in his home country of Spain. Mr. Morenés swiftly brought the idea home, began building a network of support, and enlisted Jav ier Rogla to serve as the CEO and lead the effort to build Empieza por Educar

VISION

• Empieza por Educar’s v ision is that one day all children will have access to an excellent

education. The organization’s mission is to eliminate education inequality by transforming exceptional graduates into effective, inspirational teachers and leaders in all fields


• There is a 31% high school dropout rate in Spain, one of the highest in the EU and OECD. • Performance in PAU exams varies by school, with about 21% of schools performing at a low

level. There is a high correlation between doing well on the PAU and drop out rates.

KEY SUCCESSES IN 2011 • Launching and placement of first cohort in a tumultuous context in which almost all public

schools have had about a 10% cut in their teaching staff.

• Leading a primarily web-based recruitment campaign, with classroom presentations and

small group meetings leading to 2700 started applications and 1212 completed applications.

• Implementing a rigorous training institute which included designing a summer school program in Madrid, where there is no summer school, for 250 students. Reaching our student achievement goal of increasing 3 points from the diagnostic to the final exam during institute.

KEY CHALLENGES

• Growth in the coming years will be a challenge given the economic state as well as the continued projections of layoffs within education.

• Political context may also pose a challenge, ensuring that the program is viewed and

perceived as non-partisan will be hugely important to ensure that political and economic context has as minimal effect on the program as possible.


• In the next five years we aim to have 100-150 participants 5 regions throughout Spain.

42

United Arab Emirates Teach For UAE

COUNTRY SNAPSHOT *



% population liv ing below the poverty line**: NA

Gini index***: NA

Public spending on education (% of GDP): $ 4 Billion

PISA Ranking (Math/Literacy) ****: NA

Total number of primary & secondary teachers: 11 ,384 (public school teachers in Abu Dhabi Emirate

and similar number of teachers in the other emirates public schools)

Avg. total number of years in education (primary to tertiary ): NA


CEO: Dr. Amal Al Qubaisi

Date of first cohort: 2013 (anticipated)

Number of staff: 1

Budget for current fiscal year (International $ PPP): NA

PROGRAM SNAPSHOT

Number of cohorts placed: NA

Number of teachers in most recent cohort: NA

# of applications for current cohort: NA

Total number of teachers active: NA

Total number of alumni: NA

Number of placement schools and regions: NA




43

United Arab Emirates Teach For UAE

HISTORY Dr. Amal Al Qubaisi was assigned by H.H. Sheikh Mohammed Bin Zayed Al Nahayan, Crown Prince and Deputy Supreme Commander of the UAE Armed Forces, to be the Director General of Teach For UAE Foundation in 2011. Dr. Amal, the Abu Dhabi Education Council, and other key stakeholders in the education sector in the UAE are working diligently to incubate TFUAE and begin programmatic operations.

VISION Teach for UAE aspires to create inspirational leaders and nation builders, promote Emiratis’ youth leadership and civ ic engagement, and enhance education excellence for all children in the UAE.


• Students in Public Schools traditionally underachieve in comparison to widespread private schools and 93% of public school graduates require substantial English, Math and Science foundation courses before pursuing a university degree.

• Public school students significantly underperform peers in comparably developed countries.

• -Low perception of teachers and lack of interest in engagement in the education sector for students and educators.

• Low engagement of youth in civ il work and commitment to their social responsibilities.

KEY SUCCESSES IN 2011 Not yet operational in 2011. KEY CHALLENGES

• Attracting top talent in a highly competitive env ironment, considering low prestige and relatively low compensation in teaching.

• Developing a recruitment and selection strategy to recruit an exceptional initial cohort.

• Developing high quality training and support mechanisms to support participants in hav ing a

trajectory-changing impact on students and to persevere and succeed in the face of challenges

• Build allies in target schools to ensure healthier environment for participants

• Secure key partnerships for high impact placements of Ambassadors


• Scale: Expanded federally and placing teachers in all seven Emirates with a corps size of over

150.

• Student Achievement: Transforming educational outcomes for students in the UAE so they are prepared for university, they are competitive with peers in the UAE and around the world, and civ ically engaged.

• Alumni: Approximately 100 alumni serv ing in leadership paths in key government and

private sectors.

• Institution: A fully staffed, highly functional organization that becomes the leading movement for youth civ ic engagement and commitment, maximizes Emirati leadership and supports transformational teaching throughout the UAE.

44

United Kingdom Teach First

COUNTRY SNAPSHOT *




Gini index***: 36






Patron: HRH Prince of Wales

Chair: Dame Julia Cleverdon KCVO (Chair of the Board of Trustees)

Founder & CEO: Brett Wigdortz

Participant President (2011-2012): James E. Townsend (’09)

Date of first cohort: Sept 2003

Number of staff: 204


PROGRAM SNAPSHOT


Number of teachers in most recent cohort: 759 (day 1 of school)


Total number of teachers active: 1 ,272

Total number of alumni: 1 ,573 ambassadors (there are 1 ,718 total alumni)





45

United Kingdom Teach First HISTORY In 2001 business membership organisations London First and Business in the Community commissioned a pro-bono study by McKinsey on how business could improve educational achievement in London. Brett Wigdortz was an associate on the four-person McKinsey team and developed a business plan for a programme that would engage the UK’s top graduate talent in addressing educational disadvantage. This became Teach First, which launched in July 2002 with 12 employees, including Brett as its CEO. In 2011 nearly 1,300 Teach First participants are teaching in

~350 schools in 6 regions across England. Its ~1 ,500 existing ambassadors (alumni) are assuming positions of influence across many sectors including classroom & school leadership, policy/politics, social entrepreneurship and business. VISION TF’s v ision is that, “No child’s educational success is limited by their socio-economic background”.TF

have developed 6 statements of intended impact geared towards nationally closing the achievement, aspiration & access to opportunity gaps between children from the highest and lowest socio-economic backgrounds. THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS Throughout the UK, there are large gaps in educational achievement, aspirations, and access to opportunity between children from high socio-economic backgrounds and low socio-economic backgrounds. Teach First seeks to work with others to close these gaps.


• Graduate Recruitment achieved 38% cohort growth from previous year whilst reducing cost per hire

• Teach First expanded to a 6th region as it placed participants in the North East for the first time

• Teach First was awarded Outstanding in all 44 categories in a recent Ofsted inspection

• Alumni community grows to beyond 1 ,500 ambassadors. Many ambs are assuming positions of

influence as leaders in sectors including, school leadership, social entrepreneurship, business & policy

• In 2010/11 TF raised ~£3.5 from voluntary sources (i.e. total income from voluntary sources)

• In a McKinsey Organisational Health Index survey, Teach First achieved some of the highest

results ever reported for organisational competencies around culture, motivation and direction KEY CHALLENGES

• Continue to achieve ambitious cohort growth whilst maximising efficiency and sustainability

• Continuously improve the Leadership Development Programme to maximize quality &

consistency

• Increase the number and effectiveness of ambassadors teaching/leading in challenging schools

• To realize its 2022 goals, TF will need to raise ~£115m in the next 10 years (from voluntary

sources)

• Improve talent development & wellbeing of staff and efficiency of Teach First systems and processes

WHERE WE AIM TO BE IN FIVE YEARS… In 5 years’ time TF hopes to be well on the path towards realizing its long term vision in the UK nationally. TF will most likely be the county’s largest graduate recruiter (~1,500 participants per cohort by 2014). It will be seen as a truly national programme which places at >1/3 its teachers in primary schools (~11% currently placed in primary) and will also operate in Scotland and Wales. It will recruit 25% of all new teachers in state British secondary schools, and 15% of new teachers in primary schools, that meet its criteria of challenge (where a majority of the pupils live in the 30% most income deprived postcodes). Its teachers will make ever greater impact in achieving high performing goals around achievement, aspirations, and access to opportunities. Its ambs will be engaged, inspired, and equipped to close the gap in the areas above, both inside schools (aim is for 100 head teachers by 2018) and in other sectors.

46

United States Teach For America

COUNTRY SNAPSHOT *




Gini index***: 45



Total number of primary & secondary teachers: 3,617 ,000



CEO: Wendy Kopp President: Matt Kramer

Date of first cohort: 1990

Number of staff: 1,600


PROGRAM SNAPSHOT


Number of teachers in most recent cohort: 5,200


Total number of teachers active: 9,300

Total number of alumni: 24,000

Number of placement schools and regions: 2,674 schools in 43 regions



and skill of 15 year-olds in more than 60 countries ***** U.S. National Center for Education Statistics

47

United States Teach For America HISTORY

• As a college senior, Wendy Kopp proposed Teach For America's creation in her Princeton University undergraduate thesis. In that first year, she raised $2.5 million of start-up funding hired a staff, and launched a grass-roots recruitment campaign, and Teach For America placed 500 corps members in six low-income communities across the country.

• Since then, Teach For America has been working to get bigger and better by maximizing corps members’ impact on student achievement, alumni leadership, and scale.

VISION • One day, all children in this nation will have the opportunity to attain an excellent education THE PROBLEM THE ORGANIZATION AIMS TO ADDRESS

• Of the 16.5 million children growing up in poverty in the US, only 50% will graduate from high school and only 8% will graduate from college by age 24 (compared to 80% of the top income quartile)

• 9 year olds growing up in low-income communities are 3 grade levels behind their high-income peers*.

• Because African-American, Latino/Hispanic, and Native American children are three times as likely to live in a low-income area**, children of color are disproportionately impacted by this inequity

KEY SUCCESSES IN 2011 • Recruitment & Selection: We received more than 48,000 applications for 5,200 positions in the 2010

Corps (11% acceptance rate).

• Training & Support: We reached 50% of 2nd year and 38% of 1st year corps members achieving “significant academic gains” with their students and exceeded student achievement goals in the 8 regions piloting a new student achievement measurement system.

• Alumni: 580 Teach For America alumni are school leaders and 77 are school system leaders. 80 are policy and advocacy leaders, and dozens of alumni have founded and continue to lead some of our country’s most innovative social enterprises.

• Finance: Raised $242,00,000 in operating funds while maintaining reserves of 29% of expected expenses.

KEY CHALLENGES • Recruiting sufficient outstanding corps member and staff talent to support our ambitious growth plan

• Training & supporting corps members in a way that unleashes their passionate leadership and results in the development of transformative classrooms

• Fundraising to meet needs of our growth plan in a challenging financial environment WHERE WE AIM TO BE IN FIVE YEARS… In 2015, Teach For America aims to achieve the following goals:

• Scale and Diversity: Incoming corps: 8,100 with 35% people of color, 12% African American, 10% Latino and 33% low income background. Retention of first year and completion of corps: 92%, 90%

• Student Achievement: Academic gains equivalent to teachers at the 75th percentile of all teachers

• Alumni: 1,300 school and school system leaders; 170 policy leaders; 160 advocacy leaders and 35 social entrepreneurs

• Enduring Institution: Strong performance on various organizational strength, diversity, and reputation measures

* Source: National Assessment of Educational Progress, 2005 ** Source: National Center for Children in Poverty, 2006

network organization snapshots - 2011 teach for all global conference - mumbai

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