Teach for All: an Overview
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Teach for All. Investing In
SESSION SUMMARY: THE CASE FOR SUPPORT One important element to bolster our The purpose of this session is to seek fundraising strategy is how we make your feedback to inform the next revision. the case for an investment in Teach We’re particularly interested in your For All. We’re sharing a draft feedback on the following questions: presentation that we’ve recently • Does our story come across clearly? revised based on feedback received. • Is it compelling? We are looking forward to the Board’s • Are there parts of this presentation further feedback. While we wouldn’t that are working well? envision using this presentation within • Is this too long or not detailed enough? meetings, the flow is similar to what we talk through with people, and we • What would you like to see that you would envision using slides such as aren’t seeing here? these as follow up. • How would you suggest improving this? We have also included an optional read that describes the global operations and initiatives we raise money for. 1 Investing in the Rising Generation 2 EVERY CHILD HAS THE POTENTIAL TO SHAPE A BRIGHTER FUTURE But around the world children don’t have the education, support, and opportunity they need to fulfill that potential And when millions of children aren’t learning, the results are devastating — perpetuating poverty, dividing societies, and weakening economies. 3 THERE’S NO SINGLE SOLUTION TO SUCH A COMPLEX PROBLEM To change the status quo for children in marginalized communities we have to address their needs both within and beyond the classroom -
Teach for India
Introduction to 1 Educational inequity is a pervasive problem. Just 16 percent of children who are eligible for free school meals in the U.K. attend university, in comparison to 96 percent of children educated in independent schools In Brazil, the poorest children have on average 7 fewer years of schooling than their wealthier counterparts In Peru, children in the poorest 20 percent of households receive 5 fewer years of education than children from the wealthiest Socioeconomic background In India, there is a 40 percent gap in secondary enrollment rates between predicts educational outcomes. children from the highest and lowest expenditure quintile groups In Ghana, children from the highest household wealth quintile have almost twice as many average years of schooling as those from the lowest, and even the highest quintile is four years less than the U.S. average In New Zealand, children from low- income households are half as likely to achieve university entrance standard as those from high-income households 2 Transformational teachers show us we can solve it. Gaurav Singh, Teach For India Gaurav Singh left a successful career at Accenture to join Teach for India’s inaugural cohort of teaching fellows. Assigned to teach 50 second graders (ranging in age from 6-14,) all of whom were significantly behind grade level, Gaurav quickly decided that he needed a huge and visible goal for his class. He decided on “4” —students would grow to four times their current level in the school year. He tracked his students obsessively — updating data in class using a smart phone, tweaking his plan to remediate students, and always keeping an eye on his big goal: 4. -
Alternative Routes to Teacher Professional Identity: Exploring the Conflated Sub-Identities of Teach for America Corps Members Matthew A
education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 26 Number 6 January 22, 2018 ISSN 1068-2341 Alternative Routes to Teacher Professional Identity: Exploring the Conflated Sub-identities of Teach For America Corps Members Matthew A. M. Thomas & Nicole Mockler University of Sydney Australia Citation: Thomas, M. A. M., & Mockler, N. (2018). Alternative routes to teacher professional identity: Exploring the conflated sub-identities of Teach For America corps members. Education Policy Analysis Archives, 26(6). http://dx.doi.org/10.14507/epaa.26.3015 Abstract: Research on the development of professional identity for teachers who enter the profession through alternative routes is still in its infancy. In contrast to their peers who complete traditional initial teacher education programs, these teachers are exposed to different conditions and constraints that produce a range of sub-identities previously unidentified in the literature. This paper draws on interviews with 27 teachers who entered teaching through Teach For America and wrestled with these sub-identities as they considered their emerging professional identity. We argue that these sub-identities point to structural challenges embedded within Teach for America, and we highlight the need for additional research on the growing cadre of teachers entering the teaching profession through alternative routes, and subsequently influencing policymaking processes. Keywords: teacher professional identity; alternative -
Teach for All
ANALYSIS: EXCLUSIVE Wendy Kopp, Co-Founder and CEO Teach For All A rising tide for education Every child should have the basic human right to an education; however, in many regions this is not always realised. Teach For All works globally with an extensive network of partners and countries to fulfil its mission to train future leaders in the education sector and to ensure children around the world are given the learning opportunities to which they are entitled 6 INTERNATIONAL INNOVATION ANALYSIS: EXCLUSIVE Teach For All works to eradicate the systemic, global issue of © NOAH SHELDON educational inequality. Why is this important? Education has the power to transform and improve lives, communities and entire countries – this gives us hope and fuels our work. Yet across the world – in countries at all stages of development – socioeconomic background still largely dictates educational outcomes. This takes a massive toll on families, communities, countries and collective global welfare. It’s no coincidence that repression, unemployment and terrorism thrive where education does not. In today’s interconnected world, where our economic prosperity, public safety and environmental sustainability are linked, low educational levels and big educational disparities affect us all. What inspired you to start Teach For All, and how has your professional background contributed to the organisation’s rapid development? I met many inspiring social entrepreneurs who discovered Teach For Educational inequality: the facts America or Teach First in the UK and were determined to address the gap in educational opportunity in their own countries. They were looking for Kopp explains how educational inequality differs support to recruit and develop their nation’s most promising future leaders, from country to country and so the founder of Teach First and I created Teach For All in 2007. -
Media Narratives of the Universal TFA Teacher in 12 Countries Education Policy Analysis Archives/Archivos Analíticos De Políticas Educativas, Vol
Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas ISSN: 1068-2341 [email protected] Arizona State University Estados Unidos Gautreaux, Michelle; Delgado, Sandra Portrait of a Teach for All (TFA) Teacher: Media Narratives of the Universal TFA Teacher in 12 Countries Education Policy Analysis Archives/Archivos Analíticos de Políticas Educativas, vol. 24, 2016, pp. 1-25 Arizona State University Arizona, Estados Unidos Available in: http://www.redalyc.org/articulo.oa?id=275043450096 How to cite Complete issue Scientific Information System More information about this article Network of Scientific Journals from Latin America, the Caribbean, Spain and Portugal Journal's homepage in redalyc.org Non-profit academic project, developed under the open access initiative education policy analysis archives A peer-reviewed, independent, open access, multilingual journal Arizona State University Volume 24 Number 110 October 24, 2016 ISSN 1068-2341 Portrait of a Teach for All (TFA) Teacher: Media Narratives of the Universal TFA Teacher in 12 Countries Michelle Gautreaux & Sandra Delgado University of British Columbia Canada Citation : Gautreaux, M. & Delgado, S. (2016). Portrait of a Teach for All (TFA) teacher: Media narratives of the universal TFA teacher in 12 countries. Education Policy Analysis Archives , 24 (110). http://dx.doi.org/10.14507/epaa.24.2149 Abstract: This article employs narrative analysis to examine how the media in 12 different countries characterize the Teach for All (TFA) teacher. Examining mass media narratives in these 12 countries illustrates that there are some remarkable commonalities in the narratives and character portraits co-constructed and propagated by the media. At the core of these narratives is the notion of a problem in education. -
Our Promise: Tackling Educational Disadvantage
OUR PROMISE: TACKLING EDUCATIONAL DISADVANTAGE SEVEN YEARS OF TEACH FOR AUSTRALIA FOREWORD FROM THE CHIEF EXECUTIVE OFFICER Down through the ages, every As this report shows, we have accomplished much in our generation hopes that the next first seven years of operation. will have greater opportunity and security. Every morning We can celebrate early success with over 400 Associates and across Australia, parents Alumni improving student outcomes and making significant send their children to school leadership contributions. The experience of our longer-running wanting them to learn, achieve Teach For All network partners, such as Teach First in the United and build the skills that they Kingdom and Teach For America, shows that our impact can need to realise their dreams grow to be transformational in the decade ahead. and live a life of choice and contribution. For me, the vision and mission of Teach For Australia is deeply personal. I know first-hand – having grown up in a poor, rural While Australia boasts a good education system, too many community on the other side of the world – that education can children are being left behind in a cycle of disadvantage. change one’s destiny. One third of children from the lowest socioeconomic households I am excited to share this report on our progress with our enter school without being developmentally ready. Many partners. At our core, Teach For Australia is not an organisation, never catch up. Forty per cent do not complete Year 12. The it is a movement. We are a joint effort of governments, schools, vast majority do not attain a university degree. -
Teach for All Overview Our Theory of Change, History and Impact
Teach For All Overview Our Theory of Change, History and Impact June 2011 Session Objectives • Identify and describe the existing global challenge • Explain our mission to build national movements to address educational need • Engage with and internalize TFALL’s Theory of Change • Describe TFALL’s history and impact to date • Be inspired to join and contribute to our long-term global impact in the movement to eliminate educational inequity 2 Session Pre-reading Prior to diving into this Theory of change deck, please take 20 minutes to visit our website and read each of the following in-depth: • All “Network” sub-pages • All “Impact” sub-pages • The following “About Us” sub-pages: “History” and “Press” In addition, please watch the following two videos: – Meet Our Global Team on the “Staff Opportunities” page – The feature video on the “Network Structure” page 3 Contents I. A universal challenge; a universal solution II. Overview of the model III. Maximizing success at the national level IV. Teach For All’s role V. The Teach For All network: our history, our future VI. Bringing it all together: Teach For All’s theory of change and its implications 4 Educational inequity: a challenge around the world Educational inequity is a persistent problem in countries at all stages of development In Brazil, the poorest children have on Just 16 percent of children who are eligible for average 7 fewer years of schooling than free school meals in the U.K. attend university, their wealthier counterparts in comparison to 96 percent of children educated -
Spreading Social Innovations – a Case Study Report
Spreading Social Innovations – A Case Study Report May 2014 Deliverable 7.2 of the FP7-project: TEPSIE (290771) Acknowledgements We would like to thank all of our partners in the TEPSIE consortium for their comments and contributions to this paper. Suggested citation Davies, A, ‘Spreading Social Innovations: A Case Study Report’. A deliverable of the project: “The theoretical, empirical and policy foundations for building social innovation in Europe” (TEPSIE), European Commission – 7th Framework Programme, Brussels: European Commission, DG Research TEPSIE TEPSIE is a research project funded by the European Union under the 7th Framework Programme and is an acronym for “The Theoretical, Empirical and Policy Foundations for Building Social Innovation in Europe”. The project is a research collaboration between six European institutions led by the Danish Technological Institute and the Young Foundation and runs from 2012-2015. Date: May 2014 TEPSIE deliverable 7.2 no: Authors: Anna Davies, The Young Foundation Lead partner: The Young Foundation Participating Danish Technological Institute, University of partners: Heidelberg, Atlantis, Universidade Católica Portuguesa, Wroclaw Research Centre EIT+ Contact person: Julie Simon The Young Foundation [email protected] +44 8980 6263 2 1. Introduction ................................................................................................................ 4 2. Case study 1: Co-operative Trust Schools ...................................................................... 9 2.1 -
Teach for Armenia Gives a Boost to Armenia’S Educational System
FEBRUARY 3, 2018 Mirror-SpeTHE ARMENIAN ctator Volume LXXXVIII, NO. 28, Issue 4523 $ 2.00 NEWS The First English Language Armenian Weekly in the United States Since 1932 INBRIEF Congressmen Call on US Turkish Authorities ADL Supreme Council Secretary of Treasury to Launch Probe against President Vartan HDP MP Baydemir Renegotiate Double-Tax ISTANBUL (Armenpress) — Authorities in Nazerian Receives Ankara launched an investigation against Osman Treaty with Armenia Baydemir, a politician known for recognizing the Gratitude Medal Armenian Genocide. Baydemir is a member of the WASHINGTON — US Representatives David Kurdish-majority HDP party in the National Valadao (R-CA) and Brad Sherman (D-CA) are col- YEREVAN — Armenian Democratic Assembly. lecting signatures on a bipartisan letter urging Liberal Party (Ramgavar) Supreme Council Vartan Nazerian receives the The reason for the probe was an online post their Congressional colleagues to request that Chairman Vartan Nazerian received the Medal of Gratitude from made by Baydemir regarding military operations of Secretary of the Treasury Steven Mnuchin rene- Gratitude Medal of the Republic of Armenia President Serzh Sargsyan. Turkey in Afrin, Diken reports. gotiate the existing, outdated Double Tax Treaty from President Serzh Sargsyan on Sunday, Baydemir said on social media: “Afrin is being with Armenia, an obsolete Cold War-era accord, January 28. bombarded in order not to allow the Kurdish peo- recognized today by the US but not Armenia, that The Gratitude Medal is given out tradi- ple to have a status.” was negotiated with the now defunct USSR more tionally on Army Day, in gratitude for sup- During a parliamentary session, he displayed than four decades ago, the Armenian National port shown toward the Armed Forces of the photos of Kurdish children who were killed as Committee of America (ANCA) announced. -
For Immediate Release Teach for Armenia Is the 36Th Teach for All Network Partner
For Immediate Release Teach For Armenia is the 36th Teach For All network partner YEREVAN, ARMENIA – MARCH 4, 2015 Today Teach For Armenia announced that it has joined the Teach For All global network. As an independent nonprofit organization, Teach For Armenia’s mission is to recruit, train, and support exceptional individuals from Armenia and the Diaspora to commit to teach for a minimum of two years in underserved schools, and become leaders in the effort to increase educational opportunity throughout Armenia. Teach For Armenia is now the 36th partner of Teach For All, a global organization dedicated to expanding educational opportunities in countries around the world. Teach For All supports organizations like Teach For Armenia that recruit and develop diverse individuals from a range of academic disciplines to commit to teach for two years in their nations’ high-need classrooms and become lifelong leaders for educational excellence and equity. Each partner organization adapts this approach to their country’s context and needs. Teach For Armenia will join the other 35 Teach For All partner organizations working toward the common goal of expanding educational opportunity for all children around the world. “I am thrilled to have Teach For Armenia join the Teach For All network,” said Wendy Kopp, CEO and co-founder of Teach For All. “Teach For Armenia joins our 35 independent, locally run partners that are tapping into the deep desire of the next generation to have an impact in their countries by tackling educational inequity.” The state of education across Armenia needs to be improved. While formal education is 12 years, student drop-out rates are high, particularly in rural communities. -
About Teach for India | 2021-22
About Teach For India | 2021-22 CONTENTS 1. Executive Summary 2. The Core of our work: Building Leaders in Education 3. Scaling Outcomes through Innovation - TFIx: Promoting inclusive Entrepreneurship - Firki: Building teacher training capacity - KER: Reimagining Education with Children 4. Sustainability EXECUTIVE SUMMARY We at Teach For India believe that our classrooms must As an organization, Teach For India holds a critical role in the mirror the country we hope to create. Our children today country’s educational reform efforts. Over our decade-long fail to receive the academic foundations, or the 21st- work with students from underprivileged communities, we century skills, required to succeed. Housing nearly 1 in 4 have learned that sustainability and scale in social change people below the age of 14 years, India today stands at can be realized only by a collective commitment of leaders an inflection point: where we go from here depends on committed to educational equity. A collective of highly our abilities to provide equal opportunities for all children skilled teachers, excellent school principals, and visionary to attain an excellent education. bureaucrats, working together with politicians, civil society, and committed corporate leaders must hold the keys to India has long been plagued by seemingly insurmountable dramatically raising student outcomes. learning deficits, a reality that has only been exacerbated by the impact of COVID-19. 47% of Indian 14-year-olds Over the past decade, we have received over 1,20,000 cannot read English sentences and 57% cannot solve applications, graduated 3800 Fellows leaders who are simple division. 76% of students in India do not make it working at various levels in the system. -
Learning Through the Crisis Insights in Distance Learning That Led to Success Across Our Network
Learning Through the Crisis Insights in distance learning that led to success across our network. What have we learned about distance learning for how we can reimagine education? 2 Teach For All | A Global Network Learning Through the Crisis: Insights from the Teach For All Network During the COVID-19 Pandemic What is the Teach For All Network? What did we research? Teach For All is a global network of 59 independent, locally led This briefing illustrates research we have done in our and governed partner organizations and a global organization network in which we investigated 3 questions: that works to accelerate the progress of the network. Each 1. What does great teacher leadership look like in a crisis? network partner recruits and develops promising future 2. What have we learned about distance learning for how leaders to teach in their nations’ under-resourced schools and we can reimagine education? communities and, with this foundation, to work with others, 3. What community conditions enable great outcomes to inside and outside of education, to ensure all children are able happen in a crisis? to fulfill their potential. How did we create these insights? How is this information organized? These insights were inspired by the numerous stories and This information is organized around 3 key questions and the case studies that were drawn from our network over the insights that correspond to each of the key questions. Each course of 2020. You can view many of these stories from the insight also includes 3 examples and an opportunity to better #DontStopLearning campaign on the teachforall.org website.