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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 SchoolsSchoolsSchools thatthat that FamilyFamilyHealthcare SupportSupport AdvocatesAdvocates inin && meetmeetmeet their theirtheir needsneeds needs && engagementengagement& nutrition outsideoutside ofof schoolschool EarlyEarly childhoodchildhood 21st21st21st centurycentury Family HealthcareHealthcare support educationeducation centuryskillsskills skills & &&engagement nutritionnutrition 4 TO TRANSFORM THE SYSTEMS THAT HOLD CHILDREN BACK, WE NEED COLLECTIVE LEADERSHIP We need many people pioneering many solutions and working together at all levels — in schools, in government, and in communities. We need leadership that is collaborative and that inspires others to act and lead. 5 TEACH FOR ALL IS DEVELOPING COLLECTIVE LEADERSHIP TO ENSURE ALL CHILDREN CAN FULFILL THEIR POTENTIAL We are a growing network of independent partner organizations, and a global organization that works to accelerate the network’s progress and impact Strong, independent organizations united by a shared purpose and approach and innovating in diverse contexts + A global organization facilitating connections, sharing solutions, and building capacity = A thriving network working to ensure all children fulfill their potential 6 OUR APPROACH IS DESIGNED FOR IMMEDIATE IMPACT IN CLASSROOMS AND LONG - T E R M COLLECTIVE IMPACT IN COMMUNITIES 1. RECRUIT 2. PLACE 3. SUPPORT & DEVELOP Network organizations recruit These organizations work Partner organizations support & develop and select their nations’ diverse, with local governments to participants to work together with promising future leaders place participants as teachers community members, families, and local to channel their energy into for at least two years in their leaders towards a shared vision for expanding opportunity for children nations’ under-resourced schools student success & to gain the foundation in their countries and communities for a lifetime of leadership for children 4. CUTIVATE LEADERSHIP 5. SHARE SOLUTIONS 6. COMMUNITIES SUPPORTING CHILDREN TO THRIVE Network partners cultivate long-term The global organization provides collective leadership among alumni, a platform for staff, teachers, Communities all over the world allies, and community members in alumni and allies around the provide all children the education, pursuit of progress towards the vision world to share solutions to support, and opportunity to fulfill for student success accelerate progress their potential 7 WE ARE DEVELOPING A NEW GENERATION OF CHANGEMAKERS FOLAWE OMIKUNLE RICHARD WILSON & JUSTIN MATTHYS CEO, Teach For Nigeria Alumni, Teach For Australia Co-founders, Maths Pathway Named among the 100 Most Influential Young Nigerians in 2016 Created a data-driven model to help teachers differentiate math instruction for the needs In its second year, Teach For Nigeria: of their students • Generated 68,000 applications • Used in more than 250 schools by more • Placed 200 teachers across than 50,000 students across Australia three states • Students progress ~1.25 curriculum levels per year, compared to the traditional ~.54 TARUN CHERUKURI MAJA LASIC Alumnus, Teach For India Alumna, Teach First Deutschland Founder, Indus Action Member of Berlin’s House of Representatives Founded Indus Action to raise awareness An elected member of Berlin’s House among low-income families of the Right to of Representatives, Maja is the state’s Education Act, which requires private spokesperson for educational issues schools to reserve 25% of seats for children • Arrived in Germany as a refugee from disadvantaged communities at age 14 and taught migrant and • In just five years, Indus Action has refugee students as a TFD Fellow enrolled 90,000 low-income students • Committed to ensuring students from in high-quality private schools across disadvantaged communities have access 11 states to high quality schools and teachers • By 2020 aims to enroll 1 million 8 AROUND THE WORLD, THESE PIONEERING LEADER S WORK WITH MANY OTHERS TO EXPAND OUTCOMES FOR CHILDREN NEDGINE PAUL DEROLY CHARLES OBORE CEO, Anseye Pou Ayiti (Haiti) Teacher, Teach For Uganda Co-founded and leads Anseye Pou Charles Obore grew up in a refugee camp and overcame Ayiti, a Haitian-led movement of enormous odds to graduate from one of Uganda’s most civic leaders to spread prestigious universities as student body president educational equity • Turned down lucrative job offers from companies • One of 20 inaugural Obama such as PwC to join Teach For Uganda Foundation Fellows • Has increased enrollment in his school • Forbes “30 under 30” social from 80 to 300 students through parent and entrepreneur in 2016 community engagement QUIM SABRIA MARCIA RIVAS Alumnus, Empieza por Educar Alumna, Enseña Perú (Spain), Founder EdPuzzle Director of Special Education, Ministry of Education in Peru Launched a tech platform that enables teachers to create Trained as a lawyer, Marcia’s experiences as a engaging interactive video content teacher with Enseña Perú led her to understand the and track student progress barriers children with disabilities face Since launching in 2013, EdPuzzle • Began working for Peru’s Ministry of Education in 2015 to ensure schools provide the support and • Has been used by 1 million+ opportunities students with special needs deserve teachers in 150+ countries • Named the Ministry’s Director of Special • Is used in more than 50% Education in 2017 of US schools 9 WE’VE SEEN THE EXTRAORDINARY ROLE OUR FOUNDING PARTNERS HAVE PLAYED IN EXPANDING OPPORTUNITIES WITHIN COMMUNITIES DENVER, COLORADO RIO GRANDE VALLEY, TEXAS WASHINGTON, D.C. Est. 2000, 180 current teachers, Est. 1991, 64 current teachers, Est. 1992, 110 current teachers, 1800 Alumni 175 Alumni 3000 alumni Outcomes have improved: Outcomes have improved: Outcomes have improved: The on-time graduation rate has Since 2001, the graduation rate in the Enrollment, graduation rates, and increased from 38% in 2007 to 68% RGV has climbed from 78% to 91%. proficiency levels have all increased today, and the percentage of students 32% of these graduates are now college since 2005. Three times as many 4th scoring proficient or advanced on the ready vs. the state average of 25% for graders are proficient in reading and state test has grown from 4% to 49% disadvantaged students math today based on the National Assessment of Education Progress Alumni have played a critical role: Alumni have played a critical role: Alumni have played a critical role • One in nine teachers in Denver is a TFA • Founded by TFA alumni, IDEA Public corps member or alumnus, and one in Schools has grown to 39 schools in the • Teach For America alumni make up six school leaders is an alumnus RGV. 100% of IDEA’s graduating seniors 20% of D.C.’s principals, were the last have been accepted to college five teachers of the year, and lead • 65% of the highest-performing schools numerous local education non-profits are led by alumni and/or include many • Alumni work as teachers, principals, and corps members and alumni on faculty district leaders, They help lead a • Alumni have led the school system collective impact organization, serve on as Chancellors, Deputy Mayors of • The majority of senior leaders in the school boards, lead teacher training Education, and Superintendents of school district are alumni, and most organizations, and serve in leadership Education for 11+ years significant education legislation in the roles with the Sate Dept. of Education last 10 years was authored by alumni 10 WE’VE SEEN THE EXTRAORDINARY ROLE OUR FOUNDING PARTNERS HAVE PLAYED IN EXPANDING OPPORTUNITIES WITHIN COMMUNITIES LONDON, U.K. “[T]here is evidence Est. 2003, 1125 current teachers, 2640 alumni to suggest that Teach First made a Outcomes have improved: Between 2002 and 2013, the disproportionate percentage of inner London students contribution to the gaining 5 GCSEs grew from 22% to 48% Alumni have played a critical role: transformation of • Teach First has placed more than 5,000 teachers in the capital, and today its London schools.”
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