Teach for All Network Connectors Directory
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INSIGHTS and ACTIONS Great Teaching in Tough Schools May 2013 | Education Dialogue Setting the Scene FOREWORD the Uncommon Alliance
INSIGHTS AND ACTIONS Great Teaching in Tough Schools May 2013 www.socialventures.com.au | education dialogue Setting the Scene FOREWORD The Uncommon Alliance Education is the gateway to opportunity; opportunity not only in the financial sense, but opportunity for a fulfilling life. As standards of education are directly linked to standards of health, social stability, and employment, education is therefore essential to personal wellbeing. With these trends in consideration, improving levels of education for all Australians appeals to both our social hearts and our economic minds. Educational inequity often stems from approaches will be required to accommodate inherited social circumstances. Students’ social the variety of student needs. backgrounds account for more than 70 per 4. School-community partnerships: We cent of education performance. This inequality need to empower schools, non-profit results in the most affluent Australian students organisations, businesses, philanthropists, becoming on average three years ahead of and the community to develop partnerships disadvantaged students in reading literacy. which bring new resources and opportunities For too many Australian children, their fate is not to students and families experiencing in their own hands. disadvantage. Critically, we need to build the capacity of schools and businesses to forge partnerships that develop the connections “Health is important. Housing is and pathways between school, work and important. But nothing is going ongoing learning. Only a broad coalition can -
APRIL 2012 Teach for Australia Pathway: Evaluation Report Phase
Teach for Australia Pathway: Evaluation Report Phase 2 of 3 Submitted to DEEWR – Pathways into Teaching Section, Quality Teaching Branch Paul Weldon Phillip McKenzie Elizabeth Kleinhenz Kate Reid Australian Council for Educational Research Private Bag 55 Camberwell Vic 3124 Ph 03 9277 5555 Direct 03 9277 5535 Em [email protected] ACN: 004 398 145; ABN: 19 004 398 145 APRIL 2012 Acknowledgements This evaluation was commissioned by the Australian Government Department of Education, Employment and Workplace Relations (DEEWR). ACER gratefully acknowledges the assistance and support of DEEWR in conducting the evaluation, in particular the contributions of Cary Duffy, Sally Oatey, Fran Grimwood and Ruth Terracini. The assistance of staff from Teach For Australia, the Melbourne Graduate School of Education, the Victorian Department of Education and Early Childhood Development, the ACT Department of Education and Training, and the Victorian Institute of Teaching was greatly appreciated, particularly for the ongoing provision of program documentation and the willingness of all involved to talk about their perceptions and experiences. Particular appreciation is due to the Associates, their in-school Mentors and school principals from all participating schools, who made time to talk to us frankly about their experiences. We are also grateful for the participation of other school staff members and students of the schools we visited, and especially the in-school coordinators, who took the time to organise the schedule of interviews and focus groups and who helped to make our time in schools enjoyable and productive. Thanks are also due to our ACER colleagues who spent time in the field and made an important contribution to this report: Sarah Buckley, Gerry White and Jenny Wilkinson, and to our former colleagues for their leadership and groundwork in the first year: Stephen Dinham and Catherine Scott. -
Curriculum Framework
Curriculum Framework Education for Sustainable A contribution to the UNESCO Global Action Programme Development »Education for Sustainable Development« KMK / BMZ – Curriculum Framework Curriculum – BMZ / KMK Development Sustainable for Education ISBN 978-3-06-230062-2 ,!7ID0G2-daagcc! _218GW_9783062300622 U1+U4_SIV Benutzerdefiniert V 28.11.16 12:14 Curriculum Framework Education for Sustainable Development 2nd updated and extended edition, 2016 edited by Jörg-Robert Schreiber and Hannes Siege A contribution to the Global Action Programme Education for Sustainable Development Result of the joint project of the Standing Conference of the German Ministers of Education and Culture (KMK) and the German Federal Ministry of Economic Cooperation and Development (BMZ) Imprint On behalf of: KMK (Standing Conference of the Ministers of Education and Cultural Affairs) www.kmk.org, E-Mail: [email protected] Taubenstraße 10, D-10117 Berlin Postfach 11 03 42, D-10833 Berlin phone number: +49 (0) 30 254 18-499 Fax +49 (0) 30 254 18-450 BMZ (German Federal Ministry of Economic Cooperation and Development) www.bmz.de, E-Mail: [email protected] Work location Bonn Postfach 12 03 22, D-53045 Bonn phone number: +49 (0) 228 99 535-0 Fax +49 (0) 228 99 535-2500 Work location Berlin Stresemannstraße 94, D-10963 Berlin phone number: +49 (0) 30 18 535-0 Fax +49 (0) 30 18 535-2501 Executed by: ENGAGEMENT GLOBAL gGmbH Service für Entwicklungsinitiativen Tulpenfeld 7, D-53113 Bonn phone number: +49 (0) 228 20717-0 Fax +49 (0) 228 20717-150 www.engagement-global.de -
As a Dispositif: Towards a Critical Ontology of Policy and Power
"Tea~h First" as a Dispositif: Towards a critical ontology of policy and power Patrick L.J. Bailey veL Institute of Education, London PhD Thesis June 2015 . 1 Declaration I, Patrick Bailey, hereby declare that, except where explicit attribution is made, the work presented in this thesis is entirely my own. Word Count 99,854 words Copyright The copyright of this thesis rests with the author and no quotation from it or information derived from it may be published without the proper acknowledgement of the author. 2 Abstract This thesis is a study of power. More specifically, it is a study of some of the myriad forms and operations of power which animate and condition the present, and which can be observed in the governing of education policy. A material post-structural approach to policy sociology is developed and then deployed in exploring the ontology of the education state and the teacher. The thesis puts to work the 'methods' and 'sensibilities' of Foucauldian genealogy and critical ethnography, and in doing so attends to some of the history of power and its insinuations in the governing and administering of education. Drawing on Michel Foucault's methodological and analytical concept of the dispositif, education policy is conceptualised as an historical and contingent formation of material objects, discourses and practices - a policy dispositij. At the same time, dispositifis applied as an analytical device for investigating the 'micro-physics' and 'immanence' of power, or the different ways in which power operates in minute and molecular ways in individual and heterogeneous encounters. Dispositifis also applied as a critical tool for exposing the ways in which the present is conditioned and fabricated within, and by, multiple forces of enablement and constraint. -
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 -
Student Achievement
5PQPGUIF$MBTT .BLJOHUIFNPTUPG 8FTUFSO"VTUSBMJBT TDIPPMTZTUFN .BUUIFX3ZBO *OTUJUVUFPG1VCMJD"òBJST .BOOLBM&DPOPNJD&EVDBUJPO'PVOEBUJPO 1SPKFDU8FTUFSO"VTUSBMJB%JTDVTTJPO1BQFS 'FCSVBSZ Executive summary The state of our schools is one of the hot policy issues—not just for Western Australia, but right around the developed world. Policy makers now have a deeper awareness of the importance of good schools in underpinning economic prosperity. Western Australian schools enjoy a relatively high level of public funding support. On the other hand, WA has higher cost pressures related to a relatively large proportion of indigenous and/or remote area students. The proportion of WA youngsters completing their education through to year 12 had risen to close to the national level—but the mining boom has driven a recent decline. Western Australian students are amongst Australia’s—and the developed world’s—top per- formers in science, reading and maths. In terms of student performance compared to public dollars spent, WA school system gets good value for money by comparison with the rest of Australia and the developed world. Australia’s institutions play an important part in ensuring that Western Australians remain near the top of the class. • Competition between state education systems is healthy • Competition between government and non-government school systems is healthy • Competition between schools is healthy • Competition between teachers to succeed at their careers is healthy Of all the things that influence student outcomes and that we can do something about, the qual- ity of teaching is the most important. If we have to make a choice between improving student outcomes and keeping teachers happy—it shouldn’t be controversial to state that students must come first. -
National Symposium on Japanese Language Education Proceedings
2014/ LOCAL CONNECTIONS, GLOBAL VISIONS NATIONAL SYMPOSIUM ON JAPANESE LANGUAGE EDUCATION PROCEEDINGS EDITED BY CHIHIRO KINOSHITA THOMSON ISSN 2203-5230 (PRINT) ISSN 2207-0184 (ONLINE) 2 EDITOR The views expressed in this publication are those of the authors, Professor Chihiro Kinoshita Thomson, UNSW Australia and do not necessarily coincide with those of the editors, the members of the Peer Review Committee or The Japan Foundation, Sydney. PEER REVIEW COMMITTEE The papers in this publication were presented at the second biennial Dr William Armour, UNSW Australia National Symposium on Japanese Language Education, held at the Ms Kayoko Enomoto, University of Adelaide University of Technology, Sydney on 10–11 July 2014. They have been Dr Belinda Kennett, University of Queensland peer-reviewed and each appears in these proceedings by permission Dr Leigh Kirwan, Griffith University of the author(s), who retains copyright. The papers may be reproduced Dr Robyn Maloney, Macquarie University for fair use under the Copyright Act 1968, its later amendments and Dr Ikuko Nakane, University of Melbourne other relevant legislation. Dr Robyn Spence-Brown, Monash University Japanese names are written in first name / surname order, in TEXT EDITOR accordance with English-language convention. David Kelly, Japanese Studies journal October 2016 EDITORIAL ASSISTANCE © The Japan Foundation, Sydney 2016. Matthew Todd, The Japan Foundation, Sydney All material in this publication is copyright. Copyright of each paper Benjamin Trumbull, The Japan Foundation, Sydney belongs to the author. Copyright of the collection belongs to The Japan SERIES EDITOR Foundation, Sydney. All copyrighted images have been reproduced with Yutaka Nakajima, The Japan Foundation, Sydney permission and copyright remains with the original copyright holders. -
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. -
Blackboard Bodhisattvas
! ! BLACKBOARD BODHISATTVAS: ! NARRATIVES OF NEW YORK CITY TEACHING FELLOWS ! ! ! ! ! ! ! ! A DISSERTATION ! SUBMITTED TO THE GRADUATE SCHOOL OF EDUCATION ! AND THE COMMITTEE ON GRADUATE STUDIES ! OF STANFORD UNIVERSITY ! IN PARTIAL REQUIREMENTS FOR THE DEGREE OF ! DOCTOR OF PHILOSOPHY ! ! ! ! ! ! ! ! ! ! ! ! Brian D. Edgar June, !2014 © 2014 by Brian Douglas Edgar. All Rights Reserved. Re-distributed by Stanford University under license with the author. This work is licensed under a Creative Commons Attribution- Noncommercial 3.0 United States License. http://creativecommons.org/licenses/by-nc/3.0/us/ This dissertation is online at: http://purl.stanford.edu/kw411by1694 ii I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. John Willinsky, Primary Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. David Labaree, Co-Adviser I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Ari Kelman I certify that I have read this dissertation and that, in my opinion, it is fully adequate in scope and quality as a dissertation for the degree of Doctor of Philosophy. Raymond McDermott Approved for the Stanford University Committee on Graduate Studies. Patricia J. Gumport, Vice Provost for Graduate Education This signature page was generated electronically upon submission of this dissertation in electronic format. -
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.