BUILDING A PIPELINE OF FUTURE LEADERS AROUND THE WORLD

Christina Kwauk, Jenny Perlman Robinson, and Samantha Spilka TEACH FOR ALL Sincere gratitude and appreciation to Priyanka Varma, research assistant, who has been instrumental in the production of the Teach For All case study. BUILDING A PIPELINE OF FUTURE EDUCATION We are also thankful to a wide-range of colleagues who generously shared their knowledge and feedback on the Teach For All case study, including: Maimuna Ahmad, Sarabeth Berman, Amy Black, LEADERS AROUND THE Barbara Bruns, Andrew Byrd, Nick Canning, Carolina Dominguez, Ralf Dürrwang, Ariel Fiszbein, Sheik Tanjeb Islam, Darrin Kerr, Wendy Kopp, Nasko Koprivshtitsa, Laura Lewis, Mineko Matsumoto, Phil WORLD McComish, Daniel Obus, Katherine Onorato, Evgenia Peeva, Penélope Pérez , Xavier Prats-Monne, Fernando Reimers, Erik Ramirez-Ruiz, Rebeca Vargas, Secretary of Education for Puebla Patricia Vázquez, , and Teodora (Teddy) Zareva.

Lastly, we would like to extend a special thank you to the following: our copy-editor, Merrell Tuck- Primdahl, our designer, blossoming.it, and our colleagues, Kathryn Norris and Jennifer Tyre.

The Brookings Institution is a nonprofit organization devoted to independent research and policy solutions. Its mission is to conduct high-quality, independent research and, based on that research, to provide innovative, practical recommendations for policymakers and the public. The conclusions and recommendations of any Brookings publication are solely those of its author(s) and do not reflect the views of the Institution, its management, or its other scholars.

Support for this publication and research effort was generously provided by the John D. and Catherine T. MacArthur Foundation and The MasterCard Foundation. The authors also wish to acknowledge the broader programmatic support of the William and Flora Hewlett Foundation, the LEGO Foundation, and the Government of Norway.

Brookings recognizes that the value it provides is in its absolute commitment to quality, independence, and impact. Activities supported by its donors reflect this commitment, and the analysis and recommendations are not determined or influenced by any donation. Christina Kwauk, Jenny Perlman Robinson, and Samantha Spilka 4 Teach For All: Building a pipeline of future education leaders around the world for allchildren. communities andpursue diverse career pathways toexpand educationalopportunity of talented individualsfrom diverse academic backgrounds toteach inhigh-need Developing education leadership through training, the recruitment, and support FOCUS OFINTERVENTION: Network organizations partner in40countries LOCATION: Early childhood,primary, secondary EDUCATION LEVEL: at aglance Teach For All pursue acareer following within theeducationsector their teacherassignments. of children from low-income backgrounds were strengthened andvolunteers were more likely to communities. For Allnetwork continue to work of in educationor in support lower-income and disadvantaged socio-emotional abilities.Careertrajectories of teachers —73 percent of alumniacross theTeach and private schoolsintheirSpanishandmath test scores, aswell asintheirnon-cognitive and Enseña Chileschoolsmadegreater gainsincomparisontostudents public innon-participating in test scores, oraboost of onegrade inoneof astudent’s eight best And,students subjects. in deprived secondaryschoolintheUK,there were school-wide gainsof 0.05 standard deviation and veteran teachers. Aftertwo andthree years of placingaTeach First teacherinaresource- additional 2.6 months of learningover thecourse of ayear compared tostudents taught by novice Student achievement—Students taught by Teach For Americamathfellows demonstrated an IMPACT: Direct reach—15,000 current teachers, 50,000 alumni.Indirect reach—1millionstudents. SIZE: Total budget:$20.4 millionin2014 (for Teach For All’s globalnetwork). COST: self-esteem, self-efficacy); andalumnimindsets;career participant trajectories Student academicachievement (i.e., reading, mathematics,science) andnon-cognitive skills(i.e., OFLEARNINGMEASURED: TYPE change andensure thatmore students are abletoreceive aqualityeducation. school leaders, policymakers, socialentrepreneurs, andbusinessorcivicleaders whohelpeffect to continue asalumnitowork asteachers, across educationandopportunity sectorsthatimpact among themost vulnerable children intheircommunities. Theaimisfor Teach For Allparticipants channel theircountry’s outstanding talent toward expanding qualityeducationalopportunities receiving theeducationthey needtoachieve theirpotential. Teach For Allnetwork partners withtheultimategoalofand inequitiesineducationalopportunities ensuring allstudents are on developing leadership withinandoutsideoftotransform theeducationsector school systems and provides for opportunities leadership development. Teach For All’s theoryof changerests facilitates throughseeksoutadditionalresources connections thenetwork, for network partners, organization on critical issues with direct support (i.e., developing strong teachers and alumni), allow for localinnovation basedonlocaleducationneeds.Teach For Allprovides eachpartner entities; and maintaining independencefrom government control. Anotheristogive flexibility to for two years with public and private partnering in high-need sector schools; measuring impact; organizations committoeight core andprinciples.Amongthemare actions placingparticipants countries, withthegoalof developing apipelineof future educationleaders. Allnetwork partner graduates andyoung professionals toteachfor two years inhigh-needschoolstheir organizations. Each organization partner recruits anddevelops adiverse range of university Teach For All(2007–present) isaglobalnetwork of 40independent locally-led andfunded INTERVENTIONOVERVIEW: Mindsets—Teach For Americavolunteers’ abouttheacademicpotential convictions 5 6 Teach For All: Building a pipeline of future education leaders around the world mission, and a set of unifying principles. mission, andasetof unifying organizations thatshare acommonvision, 40 independently ledandfunded partner Today, Teach For Allisaglobalnetwork of education leaders Building apipelineof future new leaders. needed education, theeducationsector have toattain a quality theopportunity All, recognized for allchildren that, to CEO andco-founder of Teach For across allcommunities. Wendy Kopp, crisis and anationalteachershortage outcomes among low-income students States experienced stagnant academic During the 1980s and1990s, the United Background ultimate goalof thismodel istochannel leadership development training. The classroom visits and weekend-long throughout theschoolyear, including Participants alsoreceive ongoingsupport lessons onexperiential learningmethods. and otherimportant management, training onlessonplanning,classroom receive five toeight weeks of pre-service country. Today, teachers, orparticipants, need urbanandrural schoolsaround the and placethemfor two years inhigh- recruit talented university graduates Spilka, July 7, 2015). Theideawas simple: Jenny Perlman Robinson andSamantha classroom (Nick Canning,interview by a strong education leader starts in the the ideathatpathway tobecoming development program designedaround ,aleadership Operating inadiverse range of countries 1 In 1989, Kopp established 3

together toco-found Teach For All. Teach for AmericaandTeach First came own thereafter, countries. Shortly in2007, to establish similarorganizations intheir began to approach Kopp and Wigdortz social entrepreneurs around theworld attention throughout themid-2000s, success of both programs gained media graduates in2013. selected graduates intheUK,with1,261 college become thebiggest recruiter of college for two years. hassince of thecountry’s most challenging schools the UK’s topgraduates toteachinsome Teach For America:itrecruits andtrains program, follows thesameapproach as consulting teamthatrecommended the by Brett Wigdortz, amemberof the . Teach First, founded andled address educationaldisadvantage in private solutionsto to identify sector British business membership organizations outof anattemptby two In 2002, Teach First was launched in the to increasing for opportunities children. life, bothinsideandoutsidetheclassroom, education leaders whoare committedfor into education, developing acorps of the energy of themost talented youth for leadership roles in education and college graduates andprofessionals For Allnetwork aimstoprepare young the and Sweden, the Teach Haiti, Mexico,including Ghana, Lebanon, 2 As the country—and many social entrepreneurs about establishing apartnershipintheir initially approached Kopp andWigdortz Many of thesocial entrepreneurs whohad level through andalumni. itsparticipants creating systemic changeatthenational across many countries andcultures, and2) two levels: 1) adapting acore approach expansion canbeviewed from atleast June 15, 2016)—the story of Teach For All’s Levine andJenny Perlman Robinson, year (personal communication, Deborah byits teachingcohort 18percent each average, organization eachpartner grows within each of countries—on its partner Teach For Allisworking toachieve scale to the network since its inception. While five organizations new partner per year approach toscaling,addingapproximately Teach For Allhastaken asteady, organic Perlman Robinson, February 16, 2016). communication, Wendy Kopp andJenny will playoutover many years (personal this contribution toeducationleadership According toTeach For of All,theimpact Jenny Perlman Robinson, June 15, 2016). communication, Deborah Levine and from otherrelated sectors(personal others willpursue changeineducation to work within education while many 60 percent of thesealumniwillcontinue 12,000 alumni.If current trends hold, is expected toquadruplemore than U.S. andtheU.K. By 2020 thisnumber All hadover 3,600 alumnioutsidethe Spilka, July 9, 2015). In 2016, Teach For Perlman Robinson andSamantha (Fernando Reimers, interview by Jenny both insideandoutsideof theclassroom pipeline of future educationleaders, has established injust adecadenew national entrepreneurs,” Teach For All beyond. as an “incubatorof Acting educational outcomes,and thatregardless child’s shouldnotdeterminehis/her birth that thesocioeconomiccircumstances of a Teach For All was founded on the premise Spilka, June 25, 2015). by Jenny Perlman Robinson andSamantha recruitment (Sarabeth Berman, interview and arobust poolof collegegraduates for funding through philanthropic channels; alternative pathways); teachercertification with government torecognize theneedfor relations (i.e., recognition orinconversation procured, including:goodgovernment network withseveral components already 2015). Successful enter newpartners the Robinson andSamantha Spilka, June 25, Berman, interview by Jenny Perlman quality solution”as a “teacher (Sarabeth rather thantomerely usethenetwork a pipelineof future educationleaders, the nationaleducationsystem andtobuild organizationpartner seekstostrengthen conversations. Thisincludesthatthenew plan materialsandongoingsupport as demonstrated through business mission, core values,principles andunifying based ontheiralignment toTeach For All’s partners are invited tojointhenetwork Perlman Robinson, June 15, 2016). New DeborahAmy Black, Levine, andJenny in thepipeline(personal communication, Teach For organization Allnetwork partner entrepreneurs withearlystage plansfor a any one timethere ormore may be20 Teach For organization. Allpartner At and businessplantocreate theircountry’s point of they action, develop afeasibility social entrepreneurs are moved tothe a pooreducation(Davies 2014). When have seenfirsthand the ramificationsof where isoperating anetwork partner and studying orworking abroad inacountry partnership—learn of Teach For All while today whoare inspired toinitiatea 7 8 Teach For All: Building a pipeline of future education leaders around the world experience of working incommunities and throughin classrooms the sothat, Teach For placesindividuals Allpartner 2014). Like Teach For America,each to ultimatelytransform thesystem” (Kopp scale atwhichitproduces enoughleaders each nationalorganization toreach a teachers orleaders. Rather, thegoalisfor or even asubstantial portion—of anation’s organizationsthe partnering provide all— change “isnottogrow tothepoint where explains thatTeach For All’s theoryof children intheircommunities. Kopp foropportunities themost vulnerable toward expanding qualityeducational and directingthattalent andenergy by enlisting acountry’s outstanding talent strong educationalleadership capacity network was launchedtohelpdevelop February 16, 2016). Instead, theglobal Wendy Kopp andJenny Perlman Robinson, for teachers” (personal communication, Kopp, is“not scalabletomeetthedemand Theintervention,shortages. according to for responding tonationalteacher and scaledaround theworld asastrategy However, Teach For Allwas notcreated Spilka, July 9, 2015). Jenny Perlman Robinson andSamantha of contexts (Barbara Bruns,interview by has proven relevant across awiderange For Allmodel addresses thisdilemma and the most talented individuals.TheTeach and doesnotalways attract enoughof often considered alow prestige profession problem around theworld: thatteaching is which addresses avery core andcommon approach toleadership development, of thenetwork isapparent through its According toTeach For All,thestrength and Samantha Spilka, June 25, 2015). interview by Jenny Perlman Robinson quality education(Sarabeth Berman, of circumstances allchildren deserve a professional development; participant and training,teacher recruitment, support, the areas of organizational development; provides in partners with ongoing support leadership of their alumni.Teach For All cultivating theindividualandcollective achieving andlearningthatthey are their students are andparticipants and togrow sustainably, ensuring that organizationpartner needstosucceed provides thecustomized each support Teach For All’s globalorganization grounded itsscalingprocess. It isinthisspiritthatTeach For Allhas potential to addthe talent pipeline. the highest qualityrecruits withthemost andthatit broughtits participants in make sure ithadthecapacitytosupport a quota,Teach For Bulgaria needed to of focusing onfilling numbers to reach Samantha Spilka, July 21,2015). Instead filled (Evgenia Peeva, interview by explained thatonly21spotswere actually Peeva, CEOof Teach For Bulgaria, most promising future leaders, Evgenia principles andfocusing onrecruiting the in2011. Adheringwas totheguiding 30 recruitment cycle. In Bulgaria, thisquota organizationspartner setaquotafor each principles for direction. For example, many and approach, lookingtotheunifying branding, funding,staffing, programming, Eachnetwork. hascontrol over itsown autonomously withintheTeach For All Partner organizations operate February 16, 2016). Wendy Kopp andJenny Perlman Robinson, outside schools(personal communication, network of education leaders inside and and thengoontoform acontinuous of theproblems andpotential solutions students, they gainadeepunderstanding collaborating withparents, schools, and Mayer, Similarly, 2004). andGlazerman a to novice andveteran teachers (Decker, over the course of theyear, compared an additional 2.6 months of learning America math teachers demonstrated found thatstudents taught by Teach For Mathematica Policy Research study have hadonchildren. For example, a that Teach For organizations Allpartner have demonstrated thepositive impact At the student level, a range of studies and overall educationsystems. students, network andalumni, participants to have atthelevel impact of individual this, Teach For Allhasbeendocumented improving entire educationsystems. With and toguidestrong talent toward ofthe importance leadership development Teach For All’s strategy hasbeen toraise Impact andevidence of success “re-inventing thewheel”inalldifferent among theseleaders sothatthey are not establishing cross-network communities focus onfostering learningamongalumni, Teach For All,thenetwork hasbegunto 3, 2015). In the most recent phase of Robinson andSamantha Spilka, August (Wendy Kopp, interview by Jenny Perlman innovating, andlearningfrom oneanother leaders recruited are deeplyconnected, from oneanother, butwhere the organizationpartner isnotonlylearning envisions afuture where eachnetwork In termsof Teach For All’s future, Kopp February 16, 2016). Wendy Kopp andJenny Perlman Robinson, fundraising (personal communication, including and privatesupport, sector andgarneringpublic and alumniimpact; evidence of Teach For All’s positive Teach First, there issome emerging has focused onTeach For Americaand the effects of the Teach For Allapproach While much of thescholarly research on best (AllenandAllnutt subjects 2013). of onegrade inoneof astudent’s eight of SecondaryEducation scores, or aboost standard deviationCertificate inGeneral there were school-wide gainsof 0.05 a resource-deprived secondaryschool, years of placing a Teach First teacher in study aftertwo found andthree that, al. 2010). AnotherUniversity of London on secondaryschoolexams (Muijs et school, thebetteritsstudents performed number of Teach First ina participants Teach First indicatedthatthegreater the University of Manchester study of the UK’s Perlman Robinson, June 15, 2016). communication, Wendy Kopp andJenny capacity necessaryfor change(personal is onetoconsiderinbuildingthelocal to othercountries thatthisapproach mature andgrow, they willdemonstrate 3, 2015). Rather, asnetwork partners Robinson andSamantha Spilka, August (Wendy Kopp, interview by Jenny Perlman All] are nottheonestomake thisdecision” Kopp isquicktoaddthat“we [Teach For For Allwillreach over 100countries. she cannow imagineadaywhenTeach inequity did notincludeaglobal network, original visionfor addressing educational Spilka, August 3, 2015). WhileKopp’s Jenny Perlman Robinson andSamantha their contexts (Wendy Kopp, interview by success andadaptingbest practicesto countries butunderstanding principles for 9 10 Teach For All: Building a pipeline of future education leaders around the world Harvard University study found that Robinson, June 15, 2016). Arecent Deborah Levine andJenny Perlman communities (personal communication, of lower-income anddisadvantaged working ineducationorsupport on average, 73 percent of alumniare network partnersthattrack thisdata, or state ordistrict leaders. education asteachers, schoolleaders, alumni continue towork inthefieldof America and74 percent of Teach First example, 65percent of Teach For attitudes of Teach For Allalumni.For through thecareer trajectoriesand At asystems level, isvisible theimpact continue expanding across theglobe. All hasachieved todate, allowing itto point tothepositive results thatTeach For other studies (bothanecdotalandrigorous) 2012). Whilenotwithoutitscritics,many themselves (Alfonso, Bassi,andBorja and inturnenablestudents totransform competencies totransform classrooms quality graduates withtheleadership with thegoalof attracting thehighest self-esteem—a findingthatisconsistent over timeisimproving theirstudents’ being transmitted totheirstudents, which Chile teachers’ positive attitudesare authors of thestudy suggest thatEnseña (Alfonso, Santiago, andBassi2010). The andmeta-cognitive intellectual abilities positive self-perception), self-efficacy, and self-esteem (as indicatedby increases in and socio-emotionalabilities,including test scores, as well as in their non-cognitive private schoolsintheirSpanishandmath to students publicand innon-participating schools madegreater gainsincomparison suggests thatstudents inEnseña, Chile Inter-American Development Bankstudy in Chile, preliminary evidence from an inothercountries. Forimpact example, 4 Across all the Republic of Estonia, Ministry of Education andResearch for the Communications Consultant for the Kooli (Teach For Estonia) fellow, became the field.Sandra Fomotškin, a Noored 2015 editionfor theircontributions to in Forbes Under(ineducation) 30 For America alumni who were recognized of socialinnovations for ThermaxLtd. Member for and a manager remained aninfluential Advisory Board Murlidhar, aTeach For India fellow, has in theOffice ofthe President; (Teach For Colombia),whospent four years in 2014; who was appointed Minister of Education Iespējamā Misija (Mission Possible, Latvia) Examples includetheformer CEOof and contributing tothefield of education. as alumni,continuing inpublicservice have assumed many leadership positions Former Teach For Allstaff and fellows Fryer 2011). education will be pursued (Dobbie and increases thelikelihood thatacareer in inTeachthat participation For America backgrounds. Thestudy goesontoshow children comingfrom more affluent the sameacademicachievement as low-income backgrounds can have thatallchildrenand conviction from solvable andahigherawareness belief that the achievement gap is isultimatelyastrongerparticipants Teach For America’s onits impact Robinson, June 15, 2016). Deborah Levine andJenny Perlman Latin America (personal communication, is expanding toothercountries across alternative program teachercertification entering theeducationsystem. Today, their at acceleratingof theimpact teachers founded anon-profit organization aimed Chile, agroup of Enseña Chilealumnico- 5 CEOof Enseña porColombia 7 whileChaitra 6 andsixTeach 8 In In Teach For islaunched,pushingtheTeach Ghana For All Six partners join the network, representingSix partnersjointhenetwork, Latin America, Europe, andSoutheast Asia. Teach First (UK)isestablished. Timeline of key events network toitssixth continent. 2008 2002 2015 Ensina Brasil joining thenetwork. Teach For Allreaches organizations, 40partner with 2016 Australia. launch of Teach For Lebanon, andtoanewcontinent, Teach For Allexpands totheMiddle East withthe 2009 launch theglobalnetwork Teach For All. Teach For AmericaandTeach First cometogetherto 2007 Teach For Americaiscreated. educational inequality. addressing theUnited States’ toughest challengesin University ontherole of educationalleadership in Wendy Kopp writesseniorthesisatPrinceton 1989 11 12 Teach For All: Building a pipeline of future education leaders around the world interview by Jenny Perlman Robinson also anaccessibleone (Derrin Kerr, and competitiontothe profession—but career choice—bringing both prestige teaching profession notonlyadesired Teachtalent. For All strives to make the universities orotherkey sources of are recruited from acountry’s leading individuals, Teach For Allparticipants seek toattracthighlytalented some of theworld’s leadingcorporations Samantha Spilka, July 9, 2015). Just as by Jenny Perlman Robinson and for two years (Barbara Bruns,interview in high-needsclassrooms intheircountry intensive training toteach andsupport a career pathandprovide themwith considered as theeducationsector individuals whomaynototherwisehave a vast array of contexts: recruit talented very simpleconceptthatisapplicablein Teach For Allisbuiltonthepremise of a Addressing auniversal problem withasimpleidea its network partners.Teach For All to thesuccess of theorganization and and localautonomy have beencentral driven growth, entrepreneurial spirit, Teach For All,the emphasis ondemand- and high-incomecountries? According to scale across adiversity of low-, middle-, organizations successfully adaptand of independently operated partner But just how didthisglobalnetwork world’s most underserved communities. of amongthe education,particularly aim of improving theequityandquality levels of theeducationsystem, withthe cultivation of leadership capacityatall At of Teach theheart For All’s visionisthe Key drivers behindscaling impact young teachers might have viewed the educational inequity. Even thoughmany address theunderlyingproblems of development of apersonal callingto and,subsequently,in participants the expected toinspire asenseof injustice by theirstudents andcommunities is being grounded in the inequitiesfaced 2015). Theintensity of theexperience of Robinson andSamantha Spilka, July 7, Canning, interview by Jenny Perlman the problem of educationinequity”(Nick country’s toptalent towards addressing andchannelasmuchconcept: “try of the Chief Operating Officer, sums upthe period. Nick Canning,Teach For All’s be immersed viawhatamounts toatrial consider teachinghave thechanceto graduates whomight nototherwise a two-year talented young commitment, developing aprogram thatonlyrequires and Samantha Spilka, June 30, 2015). In in many countries. on seedingeducationreform movements to direct thenetwork’s energy andfocus Together, thesestrategies have helped an eye to long-term systemic change. working relationshipspublic sector with andhasleveragednetwork, strong attract potential newpartnerstothe reputation, andmediaattention to All hasalsorelied onword of mouth, and prioritiesof any country. Teach For yet iseasilyadaptabletotheneeds education systems around theworld, fundamental problem shared by many a core approach thatresponds toa has alsobenefitedtremendously from role inthenetwork asproviding parental 2015). Instead of viewingTeach For All’s Robinson andSamantha Spilka, July 23, interview by(Amy Black, Jenny Perlman an equally entrepreneurial organization between anentrepreneurial leaderand balance isto create a healthy marriage and Development, thekey toachieving this For All’s Vice President of Strategy, Growth, inequity. According Teach to Amy Black, the underlyingproblems of educational local entrepreneurialism neededtoaddress facilitates thekindof localleadership and For Allasanetwork thatattractsand intermsofparticularly designingTeach making, however, iseasiersaidthandone, and decentralizedsupport decision- Achieving thisbalancebetween centralized structures andprocesses. across boarders is built into the network’s tolearnfromthe opportunity partners tools,andresources. Insupport, addition, has access to centralizednetwork partner recruit fellows. At thesametime, each government partners,raise funds,and decisions onhow tocollaborate with and isresponsible for makingautonomous organization hasitsown CEOandstaff, and fully owning its success. Each partner for adaptingtheapproach totheircontext social entrepreneur developing avision ofbelief intheimportance eachlocal Teach For All’s theoryof changeisadeep building andlocalautonomy. Central to commitment tobothlocalcapacity Teach For All’s approach hasbeena A key of aspect thesuccess of scaling Balancing centralized supportwithdecentralized decision making provides young talent withateaching ultimatelyTeachplacement, For All stint atthebeginning asashort-term approaches togrowth are identical. partner’s country context, meaning no two these questions must be derived from each Spilka, June 30, 2015). Theanswers to Jenny Perlman Robinson andSamantha their two years? (Darrin Kerr, interview by the individualsbeingtransformed during progress intheclassroom?, and2)how are ask themselves 1) is growth enabling desire togrow theirnumbers, they must For All,aspartnersgainmomentum and the educationsector. According toTeach the potential tobecomeleaders within of recruiting highqualityfellows whohave Yet bothpartnersare extremely cognizant while Enseña porMéxico isdoingjust that. is notlookingtoexpand into othercities, 29, 2015). Currently, Teach For Bangladesh Vargas, interview by Samantha Spilka, July state to10inlessthanfive years (Rebecca México hasfocused onexpansion from one Spilka, July 2, 2015). By contrast, Enseña por (Sheik Tanjeb Islam, interview by Samantha maintaining aqualityover quantity mindset students from grades 1 to 10 in Dhaka, while For Bangladeshfellows toserve thesame to ensure thatthere are enoughTeach presence, Teach For Bangladeshisworking For example, to develop its country-wide partners andtheirdonors. as established trust between Teach For All network’s organizations, partner aswell the Teach For Allorganization andthe of liesmutual thissupport trust between in its given country context. At the center necessary for to succeed each partner oversight, the network provides the support systemic change. of professionals working toward experience thathelps create apipeline 13 14 Teach For All: Building a pipeline of future education leaders around the world charged withdeveloping fellows whowill country level, organizations partner are demonstrated proof of adaptability. At the very different contexts, Teach For Allhas With amodelthathasbeenappliedin40 Identifying acore approach thatcan beflexibly applied her timemeetingwithprospective CEOs and Development (Africa)whospends Director of Regional Strategy Growth approach. The network has a dedicated has decidedtotake amore proactive theTeachthe continent, For Allnetwork gap still exists inAfrica. To expand into Middle East, andSouthAsia. However, a including Europe, Latin America,the flourished inmany regions of the world, This organic approach toscalinghas the modeltoattract newCEOs. took astep backtoallow thestrength of partnerships incountries, butrather it out newsocialentrepreneurs tostart Teach First, Teach For All did not seek and visibilityof Teach For Americaand Capitalizing onthepositive publicity and Samantha Spilka, July 7, 2015). interview by Jenny Perlman Robinson around theworld,” (Nick Canning, to drive thismodelindifferent countries rather thanusgoingoutthere looking the interest of entrepreneurs in countries [Teach For All]grew at apace[basedon] Officer NickCanningadds,“historically, 2015). Teach For All’s ChiefOperating Robinson andSamantha Spilka, July 23, interview by(Amy Black, Jenny Perlman Teach For Allmodel sinceitsinception nature hasbeenattheheart” of the According the“demand-driven toBlack, Growing organically basedonlocal demand needs (Nick Canning, interview by Jenny strategic approach based onitscountry’s organizationeach partner customizes their Yet whilethey pursue the sameapproach, systemically transform educationsystems. 16, 2016). and Jenny Perlman Robinson, February (personal communication, Wendy Kopp ofunique opportunities eachcommunity local challengesandintheassets grounded inadeepunderstanding of aspirations of local leaders. It alsois APA’s founder, butalsothe values and the values andglobalknowledge of the children. Thisvisionreflectsnotonly vision of learningoutcomesfor their APA works toestablish acontextualized local leaders inthecommunities where engaged inacollaborative process with Ayiti (Teach for Haiti inCreole, orAPA) outcomes. For example, Anseye Pou stakeholders agreed upon student partners toco-create withcommunity leaders hasenabledTeach For All local students, parents, andcommunity organizationbetween partner and Specifically, aclose working relationship to thelocaldemandsof theircommunities. organizationsnetwork partner respond driven growth alsoextends tothe way Teach For All’s emphasisondemand- scaling process. demand driven nature of Teach For All’s outcome willbeandhow itwillaffect the new, itisdifficulttowhatthepredict thatthisapproachGiven isrelatively awareness for Teach For AllinAfrica. of neworganizations whilealsoraising having government policiesinplace governmentGood relations and environment cannot beoverestimated. ofthe importance an enablingpolicy For All’s Vice President of PublicAffairs, According toSarabeth Berman,Teach Building government buy-in from thestart its localpartners (Sarabeth Berman, around theworld, focusing solelyon regional offices were established approach was thenadopted,inwhich became unsustainable. Anewregional For All grew significantly, this process program establish itself. Once Teach director tohelpthenewcountry engagementbe assignedapartner restructuring, every newcountry would how toapproach scaling.Before this This reorganization marked ashiftin team.team andthenetwork impact engagementteams: thepartner that resulted inthecreation of two All underwent astaff restructuring For example, in 2013, Teach For ability tomake mid-course corrections. All’s globalorganization, its particularly entails the adaptability of Teach For model tocountry contexts, butalso the adaptabilityof theTeach For All Being flexible doesnotjustto pertain environment. the approach inaway thatbest fits their have much freedom inflexibly adapting core values are non-negotiable, partners andcommitment tothe to thenetwork, principles,commitment While theunifying China maybefocused onsocialinnovation. efforts on schoolleadership, while mayfocus itsalumnidevelopment July 7, 2015). For example, Teach For Perlman Robinson andSamantha Spilka, and Samantha Spilka, June 25, 2015). interview by Jenny Perlman Robinson All tobeaccepted(Sarabeth Berman, for anon-mainstream idealike Teach For pathways)certification are what allow (i.e., allowing for alternative teacher For Allpresence inthepast. in countries thathave nothadaTeach while creating new, strong partnerships existingto balancesupporting partners and matures, theorganization willhave Teach For All’s existing network scales must becontinuously re-evaluated. As Spilka, July 7, 2015). Thus,support partner Jenny Perlman Robinson andSamantha needs evolve (Nick Canning,interview by matured, Teach For Allhasfound thattheir launch. But aspartnershave grown and focused on assisting country’s a partner first year islargely “out of box” support, early days ofThe joiningthenetwork. needs of are partners very similarinthe country context isalways different, the while partners. Anotherlessonisthat, when itwas comprisedof primarilynewer years), itrequires different than support been established for more thanfive more mature partners(those thathave network evolves andiscomprisedof Furthermore, astheTeach For All in-country. even withoutadedicatedconsultant partners still have regional support growth. It hasalsoensured thatmature allowed for more rapid andsustainable consultant instead, themodelhas director anddeveloping aregional By removing engagement thepartner and Samantha Spilka, June 25, 2015). interview by Jenny Perlman Robinson 15 16 Teach For All: Building a pipeline of future education leaders around the world taking off (BrunsandLuque 2014). preventedactually Teach For Allfrom as Brazil, government regulations have teacher training. In thesecountries such with protectingthetraditional route to teacher unionsthatare concerned 5, 2015). Somecountries have strong Robinson andSamantha Spilka, August Onorato, interview by Jenny Perlman All partnersstrive togrow (Katharine in many countries where Teach For not widelyacceptedorrecognized alternative pathways toteachingare the teachingprofession. In particular, has beengovernment regulations on major barriertogrowth for thenetwork crucial toTeach For All’s success, a and government policieshave been Just asgoodgovernment relations UK general(Hill election 2012). three duringthe2010 politicalparties education initiative by supported all lines.As it wasparty a result, the only approach from dayonetowork across First isattributedtothedeliberate First 2014). Part of thesuccess of Teach per year duringitsfirst 11years (Teach after havinggrown almost 25percent Perlman Robinson, January 4,2016), Berman, Eileen McGivney, andJenny (personal communication, Sarabeth schools across andWales of newteachers indisadvantaged Teach First, whichrepresents percent 20 leadership changes.Acaseinpoint is organizationspartner lessvulnerable to sectors. This tenet has helped tomake with boththepublicandprivate non-state entity working inpartnership principles, country partnersmust be a Indeed, asperTeach For All’s unifying government partnershipearly on. organizationspartner towork towards This recognition hasledmany network 9

this reality. Working closely with the sector, tochange EPsawanopportunity leveraging human capital in the education of education in 2014, who prioritized However, withthearrival of anewminister the highest-need schoolsandcommunities. limitations on EP’s ability to place fellows in public classrooms. Thisplacedsignificant education professionals asteachers in and politicalbarriers of placingnon- fellows in public schools, due to the legal was initiallyfacing difficultiesplacing In thecaseof Peru, EnseñaPerú (EP) Spilka, July 24, 2015). Jenny Perlman Robinson andSamantha country (Erik Ramirez Ruiz, interview by México works in9states across the Enseña porMéxico. Today, Enseña por of Education of andanavidsupporter went ontobecomePuebla’s Secretary persistence paidoff, as Mrs. Vasquez of Education. Mr. Ramirez-Ruiz’s Technology withinthestate’s Department who at the timewas the Director of Maldonado andMrs. Patricia Vazquez, Education intheStateof Puebla,Mr. Luis cultivate of thesupport theSecretary of until CEOErik Ramirez-Ruiz beganto was havingadifficulttimegetting started Mexico, known asEnseña porMéxico, For example, Teach For All’s in partner totheorganization.support securing bothpoliticalandmonetary relationships andtrust necessary for their work—but alsofor developing the rathersupports thancompeteswith For All’s missionandwork—and how it of Education officials understand Teach not only for ensuring Ministryimportant, public-sector working relationships are is thus even more crucial. Strong more challengingcontexts from inception Achieving government inthese support in highperforming publicschools. And in allowed theorganization toplacefellows an agreement with the ministry that education community. In 2015, EPsigned withinthe needs andopportunities a more completeunderstanding of the local relationships neededtoconstruct building the right national, regional, and across regions inthepublicsector, the sametime, EP’s alumniwere working EP’s fellows inthepublicschoolsystem. At and interest of aboutthe potential impact minister, EPwas abletoraise awareness 16, 2016). and Jenny Perlman Robinson, February (personal communication, Wendy Kopp communities EnseñaPerú sought toserve communities inrural areas, precisely the were prevalent inhighlyvulnerable positions inpublicschools.Thesedeficits education professionals to teach in open a fast-track placement program for non- EP was abletoinfluencethecreation of teaching hours inthepublicschoolday, deficit resulting from anincrease of 2016, withthecountry facing ateacher 17 18 Teach For All: Building a pipeline of future education leaders around the world Lessons learned • • • • • in order to maintain the necessary autonomy and independence from local networkdecision to support partners that are independent of government Although systems changeisthegoal,Teach For Allmadethedeliberate component tothenetwork’s theoryof change. their communities. As such, developing entrepreneurial leadership isakey and todevelop of acohort young peoplewhowant toimprove educationin to address eachcountry’s teachershortage,butrather tochangemindsets A central focus of Teach For All is systems change—not to train enough teachers have thegreatest ontheircountry’s impact educationallandscape. array of nationalorganizations tocustomize theapproachinaway thatwill its approachisflexible across country contexts, allowing anextremely diverse talent into education leadership. Teach For All addresses this dilemma and the teachingprofession andthesubsequent difficultyinattractingoutstanding problem shared by many educationsystems around theworld: thelow prestige of While theideabehindTeach For Allissimple, itresponds toafundamental including inmany countries inAfricaandtheMiddle East. challenges insomeareas where there isthegreatest educationalneed, about itsapproach socialentrepreneurs andsupporting inovercoming local It haslearnedthatitwillneedtobecomemore proactive inbuildingawareness which prospective organizations partner approach theTeach For Allnetwork. Teach For Allhastraditionally followed ademand-drivengrowth modelin facilitating learningacross borders. to localentrepreneurship andownership, to buildinglocalcapacity, andto network partners.Closely related to thishasbeenthenetwork’s commitment whileadheringtoasetofas they seebestcoreprinciples fit, shared across all that ensures network partnershave fullautonomy toimplement theirprogram Teach For Allhassuccessfully expanded across 40countries withanapproach Contrary to the assumption that scaling requires top-down, centralized models, • strong tieswithgovernment entities. makes iteven more crucialthatTeach For organizations Allpartner develop restricting alternative teachingpathways ineachof itsnetwork countries. This Teach For Allhasand continues tobechallengedbyenvironments theregulatory organizations.partner with thepublic sector andgovernment buy-in have beenkey tothesuccess of politics andgovernment bureaucracy. However, strong workingpartnerships 19 20 Teach For All: Building a pipeline of future education leaders around the world References ar/pdf/TF_AR_web.pdf. Teach First. 2014. Annual Report,2014. Retrieved from https://www.teachfirst.org.uk/sites/default/files/ University of Manchester. Teachers in Schools:AnEvaluation Funded by theMaximum Impact Programme for Teach First.” The Muijs, Daniel, ChrisChapman,AlisonCollins,andPaul Armstrong. 2010. Impact of Teach “The First kopp/putting-leadership-on-the_b_8751534.html. RetrievedAgenda.” HuffPost Impact. onMay 23, 2016 from http://www.huffingtonpost.com/wendy- Kopp, Wendy andJaime Saavedra. 2015, December 8.“PuttingLeadership Education ontheGlobal Review. Kopp, Wendy. 2014. “Empowering Movements Education for Reform.” Global Stanford Social Innovation org.uk/sites/default/files/press/pdf/TF_ImpactReport_201235835_1728.pdf. Hill, Robert.2012. “Teach First. Ten Years Teach of Impact,” First, Accessed from https://www.teachfirst. from Teach For America.”NBERWorking Paper Series,17402. National Bureau of Economic Research. Dobbie, Will, andRoland G. Fryer, Jr. Impactof Youth 2011. “The Service onFuture Outcomes: Evidence Students: Findings from aNational Evaluation.” Mathematica Policy Research, Inc. Decker, Paul T., Daniel P. Mayer, Effects andSteven “The 2004. of Glazerman. Teach For Americaon Davies, Anna.2014. Spreading Social Innovations—A Case Young Study Report. Foundation. Washingtonand theCaribbean. DC:TheWorld Bank. Bruns, Barbara and Javier Luque. Teachers: 2014. Great How to Raise Student Learning in Latin America No. 13-11. University of London. School andDevelopmental Performance.” Department of Qualitative SocialScienceWorking Paper Allen, Rebecca andJay 2013. Allnutt. “Matched Panel Data Estimates of theImpactof Teach First on University GraduatesinVulnerable SchoolsinChile.” Inter-American Development Bank. Alfonso, Mariana, AnaSantiago, andMarina Bassi.2010. “Estimating theImpactof Placing Top American Schools? TheRole of Non-Traditional Teachers.” Briefly Noted. IDBEducation. Alfonso, Mariana, Marina Bassi,andChristian Borja.2012. “Teaching Socio-Emotional AbilitiesinLatin Endnotes 9. 8. 7. 6. 5. 4. 3. 2. 1.

http://teachforall.org/en/news/alumni-leaders-video-profiles, accessed May 2016.24, 24, 2016. http://teachforall.org/en/news/alumni-changemakers-ed-vainker-and-sandra-fomotškin, accessedMay http://teachforall.org/en/research, accessedMay 24, 2016. https://www.teachforamerica.org/alumni/community/alumni-survey-snapshot, accessedJune 23, 2016; provide theteachingplacements andsupportive policyenvironments). an autonomousboard anddiversified funding;andpartnerships withthepublicandprivate sectors that despite constraints; independent from thecontrol of thegovernment andotherexternal entities, with features (a local thatadaptsthe approach, innovates, and achieves ambitious goals need areas; accelerate the leadership of the alumni; and drive measurable and organizational impact), maximize onstudent theirimpact achievement; placecorps members asteachers for two years inhigh- (recruit thecountry’s andselect most promising future leaders; train anddevelop corps members to and sense of possibility. Its principles can be broken eight unifying down into programmatic principles education. Its four core values are: transformational change, constant learning,mutual responsibility, Teach For All’s visionisthatonedayallchildren willhavetoattainanexcellent theopportunity http://www.bbc.com/news/education-23227967, accessedMay 23, 2016. http://teachforall.org/en/about/vision-and-mission, accessedMay 23, 2016. Robinson, June 15, 2016). government partnerships intwo states (personal communication, Deborah Levine andJenny Perlman Although, Enseña Brasil relaunched thisyear asaneworganization (but related to original) with http://teachforall.org/en/pablo-jaramillo, accessedMay 24, 2016. http://teachforall.org/en/news/latvian-partner-ceo-lead-ministry-education, accessedMay 24, 2016. 21 1775 Massachusetts Ave., NW Washington, D.C. 20036 202 797 6000 www.brookings.edu/universal-education

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