ANNUAL REPORT 2019 ANNUAL REPORT2 | ANNUAL 2019 MESSAGE FROM THE REPORT3 | ANNUAL 2019 CHIEF EXECUTIVE OFFICER

2019 marked the ten-year anniversary of Teach For . The past decade 49% of these teaching Alumni are in leadership roles in their And we can’t lose sight of why we’re all in this work. Up until Looking back to those early days, I can vividly remember Nearly 1,000 Associates have put their hands up to teach, in schools – 16 are now principal class leaders. now, adults have been making decisions for kids – but we need more young voices and student leadership guiding what the criss-crossing the country, talking to anyone who would listen more than 14,500 classrooms within over 200 schools across Over the years, we’ve refined our approach to the formalised system should look like. We need to be flexible and we need to – from the politician who would become Prime Minister to the Victoria, Tasmania, Western Australia, the ACT and the Northern education our participants receive in partnership with be creative. We need a new level of commitment to the ultimate unsuspecting individual who might sit beside me on the plane – Territory. We’ve reached nearly 300,000 students. universities. Now in 2019, with the shared value of social justice about something that I had seen first-hand through my work in reason why we’re here: kids deserve better than we’re currently We have proven that not only are high-calibre graduates that characterises the partnership with ACU, we have together Cape York, and the opportunities that existed to address it. giving them. enthusiastic about teaching and leadership in education, but embarked on the design and accreditation of a new degree that I’d witnessed how lucky Australia is in many ways, a beautiful so too are people who are already established in their careers will allow us to harness what we’ve learned so far to provide Next year, we deepen our commitment. We are looking forward and spirited land of diverse cultures and vivacious people, but it who wish to share their skills in classrooms where they are most a better scaffolded learning experience for the contexts we to launching our first Reconciliation Action Plan (Reflect), was impossible to ignore the deep divides that are incongruous needed. serve. It will be a twelve- to eighteen-month process, but will making a public pledge to working towards equity for our with Australia’s potential. And to bridge those inequity gaps, the place us at the forefront of teacher education, especially in nation’s Indigenous young people. We also are excited to launch While Teach For Australia started by recruiting, training and idea was to bring more people into the work of teaching. disadvantaged contexts. a new program aimed at developing school leaders in regional developing beginning teachers, our programs have extended and remote communities across Australia. At that point in time, with no alternative pathways in existence, to developing schools’ existing staff: Teach To Lead accelerates In Western Australia, we welcomed a multi-year partnership the number one question everyone asked me was, “Are you sure the development of emerging leaders within schools serving with Woodside, which will empower communities in the Pilbara, We are all dedicated to this work, and we will not stop until that people who haven’t already chosen teaching would change low socioeconomic communities, and our Mentor Development West Kimberley and beyond. The Commonwealth Government every child in Australia has access to an excellent education. It their minds?” I thought it was worth a shot. Program builds best-practice skills and knowledge in practiced has continued its support for our work, by allocating funding to is, for all of us, a lifelong commitment. We look forward to the teachers, so they can in turn nurture new teachers in the early Teach For Australia as part of its new High Achieving Teachers year ahead. The fact that we’re here ten years later is a testament to so stages of their professional growth. Program. The Coalition also announced additional funding for many who believed in that gamble. That’s from people who Teach For Australia to develop a new program to strengthen the put their hands up to do the program, to students, parents and pipeline of school leaders in regional and remote schools. principals who welcomed those new teachers into their schools This year and communities, to our university partners who were excited In 2019 in particular, we have witnessed the continued What’s next to develop a program with us that would train exceptional strength of this movement we’ve built. We welcomed 20 teachers, to the Commonwealth Government and increasing new school partners, and 132 Cohort 2020 Associates were While we have much to celebrate in this past year and the past number of jurisdictions who saw this as a way to complement placed as teachers. When we asked our new teachers why decade, we also acknowledge that there is so much more to do. their workforce in education. they applied for the Leadership Development Program, We know from the latest PISA results that our collective work and mission matters now more than ever. The forces holding We’ve always been committed to the fact that teaching is an act their foremost motivation was a belief that all children, educational inequity in place have deep roots. Australia, and of leadership. We have never lost sight of the bigger objective: to regardless of background, should attain an excellent most OECD countries, are overall making limited if any progress Melodie Potts Rosevear develop and support a community of teachers and leaders who education. in closing gaps and improving excellence, despite on average Founder and Chief Executive Officer could enact fundamental changes to the education system in We also now know the depth of this commitment: 88% of spending 15% more on education than we were a decade ago. Australia, and truly make this a society that offered everyone the our most recent graduating cohort have decided to continue opportunity to live a good, fulfilling life. It’s my pleasure to share teaching for a third year. Of all of our Alumni, 84% continue We need a richer ecosystem of education actors that aren’t a bit of what the past decade has yielded. working in education, with 69% still teaching in classrooms. recycling the same old ideas – we need to break new ground. 5 | ANNUAL REPORT 2019 We operate with excellence and and excellence with We operate efficiency. We are a valued partner of our schools, partner a valued We are and the wider our communities sector. education Our impact on students, schools, on students, Our impact recognised is proven, and systems and ever-improving.

OUR 2020 GOALS 2020 OUR We are sustainably funded by funded by sustainably We are organisations corporate governments, and philanthropy. place as a great recognised We are work. to We partner with schools in all with We partner and territories. states We are nationally renowned for for renowned nationally We are and in classrooms developing leaders sector. the education schools and across

OUR PRIORITIES OUR PEOPLE AND CULTURE PEOPLE AND CULTURE that systems and robust culture A strong engagement maximise the satisfaction, of all staff. and empowerment SUSTAINABILITY SUSTAINABILITY our diversify our brand, Strengthen our operations and ensure funding base well as effective. efficient as are Associates and Alumni are highly and Alumni are Associates achieving and leaders, teachers effective and outcomes student transformative and school, community, increasing capacity. system IMPACT GROWTH we number of students Increasing the while scale growing in empower by footprint. deepening our existing OUR STRATEGY OUR Our 2019 Annual Report will reflect on our achievements through the lens of these four strategic priorities. strategic the lens of these four on our achievements through will reflect Our 2019 Annual Report In pursuit of our vision, our activity is driven by four byIn pursuit our activity is driven of our vision, four underpin our five-year priorities that strategy: organisational and people and culture. impact, sustainability growth,

4 | ANNUAL REPORT 2019 7 | ANNUAL REPORT 2019 PARTNER PARTNER SCHOOLS 295K+ STUDENTS 295K+ 202 of Associates teach for at least two years two years least at for 93% of Associates teach of Alumni (Cohort 2018) cohort recent 88% of the most year a third for in teaching have remained schools, with half of in teaching still 69% of all Alumni are roles them in school leadership the education working in currently 84% of all Alumni are schools, working or leading teaching that’s whether sector, an education- or at policy and government with education or social enterprise. not-for-profit focused A lifetime of action A lifetime the Leadership having completed With nine cohorts of Alumni the end of 2019, our network at Development Program We know that: grow. to continues and leaders as teachers • • • • COHORTS 12K+ APPLICATIONS 12K+ 11 968 PLACEMENTS 968 STATES AND STATES TERRITORIES 5 IMPACT Celebrating a decade of impact Celebrating anniversary our ten-year with two special In 2019, we celebrated summarised our impact Report Impact our TFA10 publications: Timeline Year Ten and an interactive decade, over the past year. each from and stories milestones highlighted needed teachers are Where rural in regional, schools were In 2019, 62% of all of our partner over 2018. than 10% increase — a more locations and remote multiple AssociatesWe try in the same place to possible where which another, school or schools within a close drive of one together. live and study able to many Associates are means buzzing Associate and Alumni communities This has created Gippsland Horsham, Shepparton, from Australia; right across Springs Alice Katherine, to in Victoria, Coast and the South West and the Kalgoorlie in the Northern Territory, Creek and Tennant north coast. Tasmania’s and across Australia, in Western Pilbara 57 Cohort 2020 Associates in VIC at 28 schools 545 placements to date We also directed our efforts to recruiting STEM (science, STEM (science, recruiting to efforts our We also directed in particular candidates engineering and maths) technology, across teachers of shortage a critical suffer which — subjects subjects. STEM teach of Cohort 2020 is eligible to 40% Australia. 20 Cohort 2018 Associates in TAS at 11 schools 63 placements to date

COHORT 2020 ASSOCIATES WILL TEACH ACROSS 74 SCHOOLS: 2020 ASSOCIATES COHORT 19 Cohort 2020 Associates in the NT at 12 schools 91 placements to date 36 Cohort 2020 Associates in WA at 23 schools 209 placements to date GROWTH In 2019, we embarked on new strategies to increase our to increase strategies In 2019, we embarked on new and footprint our geographical broaden Cohort size, overall build our sustainability. This year, we welcomed 132 Associates as well as 20 new welcomed we partner This year, community. Australia For the Teach schools into our Leadership for processes our selection We updated as virtual screening introducing this year, Development Program well as Alumni Assessors who have completed — so individuals Associates. assess future helping to are the program

6 | ANNUAL REPORT 2019 9 | ANNUAL REPORT 2019 The Hansen Little Foundation The Hansen Little Foundation The Howarth Tasmania Hydro JTM Foundation Jock Clough Grumman Northrop Perpetual Partners Pacific Platinum PwC Partners TDM Growth Philanthropic organisations Philanthropic $750,000 partnership a multi-year, announce to pleased We were the to a mutual commitment deepens with Woodside that The partnership Australia. Western of young people in potential West in the Pilbara, together helps empower communities and leaders teachers, Kimberley and beyond with outstanding Development Program. our Leadership through mentors

Colin and Angie Carter John Wylie and Myriam Boisbouvier-Wylie Stewart Jon and Caro and Lady Young Eddington Sir Rod Sook Eddington Foundation Family The Brasher Foundation The Kamener Family and Jenny O’Hoy Trevor Supporters order In alphabetical Australia ATCO Foundation Amgen Foundation Atlassian Communities Foundation Australian BCG Charles David Fund Corrs Chambers Westgarth David Mack Foundation Charitable Euroz Property FJM ACU with Cohort starting 2018, partner academic our been has ACU together. training teacher innovate to continuing and we are design to have started we and ACU Australia For Teach This year, to of experience on our decade based a new degree and accredit contexts for the experience learning scaffolded a better provide of teacher the forefront we serve. us at will place This new degree contexts. especially in disadvantaged education,

THE BAKERTHE FOUNDATION

State and Territory Governments State and Territory governments and Territory with State Our close partnerships of Associate teachers. of hundreds has enabled the placement need of greatest identify areas to work together to We continue in some of the most placements for opportunities and explore of Australia. and unique regions isolated bodies in regulatory with the respective we work Additionally, support our teachers. to state each Major partners

SUSTAINABILITY University Partner University Government Partners Government

We are a joint effort of governments, schools, parents, parents, schools, of governments, joint effort a We are and and corporate universities Associates, Alumni, students, a commitment to who all share organisations philanthropic Australia. across equity in education OUR SUPPORTERS OUR We don’t do this work alone. Thank you to our partners and supporters: We don’t This year, Teach For Australia welcomed the Commonwealth the Commonwealth welcomed Australia For Teach This year, teacher employment-based expand decision to Government’s the High Achieving through Teachers programs education further have received to grateful We are process. tender Program this through work alongside ACU our important funding for exploring the universities see other to pleased and are program, of these models as well. benefits The Australian Government The Australian

8 | ANNUAL REPORT 2019 11 | ANNUAL REPORT 2019 People at AFL, Australia Post, NAB and BHP Post, AFL, Australia at People Dorothy Hisgrove | Board Member Hisgrove Dorothy Alyce Cleary | Board Member Alumna (Cohort 2010) Australia For Teach High School State Beach-Currumbin Palm at Principal at PwC Partner and Officer Chief People and Experience Customer and Marketing, of Brand Head Former Elana Rubin | Board Member & Gordon Touch and Slater of Mirvac, Afterpay Director Non-Executive QLD, ME Bank and VMIA of Transurban Director who retired members Board the following to Thank you 2019: in September the Board from AM | Board Member Schwartz, Steven 2013 - 2019

OUR GLOBAL NETWORK GLOBAL OUR Teach For Australia is proud to be a member of is proud Australia For Teach All, a global network of 53 independent, For Teach with a partner organisations locally-led and -funded educational opportunityexpanded vision for shared in their countries. knowledge of the public sector knowledge and Leadership Policy Limited OUR BOARD OUR Larry Kamenar | Chair with specialist Consulting Group Boston senior partner, Former Officer Chief Executive | Founder, Rosevear Melodie Potts and Board Member Consulting Group the Boston at Consultant Former for Institute the Cape York at Coordinator Think Tank Former Member AICD | Board Member Brasher Paul Club of Essendon Football Vice-President Pivot Chair of Incitec Former and Perpetual Limited of Amcor Director Non-Executive Former of PwC Board Chairman of the Global Former Foundation Chairman of Reach Former NETWORK PARTNER NETWORK ARE ALUMNI OF TEACH FOR AUSTRALIA OR ANOTHER 26% Innovation everything to We bring energy We are and creativity we do. do things that new to and look for ways by new ideas excited the We embrace achievingwill bring us closer to our goals. to as a chance zone our comfort outside operate opportunity to and innovate. grow Resilience by the and undaunted with obstacles when faced resilient We are and never we seek. the challenge of the change We rise to scale we do. why we do what forget Humility and learning we serve the communities from and learn and seek to We respect of our the limits the people with whom we work. We recognise to and seek diverse perspectives ask questions own experience, our views.inform and resourcefulness, We work with curiosity to ways and look for self-reflection in honest engage improve. continuously ARE QUALIFIED ARE QUALIFIED TEACHERS

54%

PART-TIME FULL- AND STAFF

74

PEOPLE & CULTURE & PEOPLE OUR VALUES OUR Collaboration and within relationships professional build effective, to We strive opens us to that mindset We have a collaborative sectors. across We partnerships. through the opportunities and expertise available with Associates and with - within the organisation, work together we seek. changes achieve to the individual and systemic partners, We are inspired by ambitious goals and pursue them with and pursue them with by ambitious goals inspired We are about think critically to data use fact-based We determination. for personal responsibility and solutions. We take problems within timeframes impact measurable delivering meaningful, challenging and motivating. are that Outcome driven We see great possibilities and strive to bring them to life. We life. bring them to to and strive possibilities We see great in ourselves, change for agents and are by example lead seek to learning empowering create We and in our society. in students excel. to enable others that environments Empowering greatness Empowering Headquartered in with teams based across Australia,we are passionate, professional and ambitious. Our team works works Our team and ambitious. professional passionate, are Australia,we across based with teams in Melbourne Headquartered Territory, Capital Australian Tasmania, the Northern Territory, Australia, Western Victoria, including and Territories six States across of our Melbourne headquarters. outside of our people based – with 36% and

10 | ANNUAL REPORT 2019 13 | ANNUAL REPORT 2019 2018 2018 1,725,446 1,001,260 9,165,750 4,433,824 (1,297,786) (5,787,948) 13,566,364 11,892,456 11,519,558 (7,085,734) 2019 2019 533,003 1,593,983 1,268,500 5,092,099 4,433,824 4,966,827 10,519,331 (4,396,109) 15,563,966 13,381,814 TOTAL REVENUE TOTAL TOTAL EXPENSES TOTAL Administration Fundraising Income Expenses Program costs Program BEGINNING OF PERIOD CASH AT activities operating from (absorbed)/provided cash Net Net cash used in investing activities used in investing cash Net NET INCREASE/(DECREASE) IN CASH HELD END OF YEAR/PERIOD CASH AT . teachforaustralia.org/financial-reports at is available financial report extensive A more STATEMENT OF PROFIT AND LOSS AND OTHER COMPREHENSIVE INCOME OTHER OF PROFIT AND LOSS AND STATEMENT the year ending 31 December 2019 For OF CASH FLOW STATEMENT the year ending 31 December 2019 For - - – 2018 30,275 30,275 733,567 110,430 443,953 110,430 7,664,925 4,123,932 6,872,271 7,664,925 8,080,066 7,664,925 8,049,791 11,510,629 15,774,991 15,634,561 2019 38,949 548,235 572,503 166,654 463,840 358,477 397,426 9,847,080 1,257,612 6,850,965 3,743,340 9,847,080 8,427,120 9,847,080 8,029,694 4,315,843 12,700,745 18,274,200 13,958,357

NET ASSETS NET TOTAL LIABILITIES TOTAL TOTAL ASSETS TOTAL TOTAL ACCUMULATED FUNDS ACCUMULATED TOTAL Accumulated Reserves Liabilities Assets Accumulated reserves Accumulated Trade & other payables & other Trade Trade and other receivables and other Trade in advance Funding Cash and cash equivalents Cash and cash TOTAL CURRENT ASSETS CURRENT TOTAL plant and equipment Property, liabilities Lease provisions Short term Investments LIABILITIES CURRENT TOTAL liabilities Lease provisions term Long TOTAL NON-CURRENT ASSETS NON-CURRENT TOTAL LIABILITIES NON-CURRENT TOTAL

STATEMENT OF FINANCIAL POSITION STATEMENT As at 31 December 2019 FINANCIAL REPORT FINANCIAL

12 | ANNUAL REPORT 2019 Level 1, 103 Flinders Lane MELBOURNE VIC 3000 +61 3 8640 4500 teachforaustralia.org

The Leadership Development Program is delivered as part of the High Achieving Teachers Program with the support of the Australian Government Department of Education, Skills and Employment.

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