2011

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Teachers. Leaders. Worldwide

Teachers Without Borders is a 501c3 non-profit organization (EIN# 91-2023723).

86% of all donations are directed toward programs.TWB.orgCONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Founder’s  Letter  

2011  At  a  Glance  

New  Advisory  Board

Teacher  Leaders

Measurable  Impacts

TWB  Worldwide

Regional  Highlights

Reaching  Classrooms

Partnerships  and  Networks

TWB  2.0  for  2012

Financials

It has been 2 years since the earthquake in Haiti. 316,000 dead. 1,000,000 homeless. And yet, as I write this, there is enough concrete debris strewn about in the streets of Port-au-Prince to build a four-lane highway from the capital to Los Angeles.

But they shall prevail...through education.

It has been 1 year since the uprising in Tahrir Square. A dictator was forced to flee and the Egyptian people have begun to construct their future. To some, the obstacles are insurmountable.

But they shall prevail because they believe in education.

Today, worldwide, teachers are in grave danger.

The indiscriminate bombing in Homs, Syria and wanton killing by the Boko Haram (translated as “western education is sacrilege”) threaten the very pillars of society. When education is attacked, we all suffer.

And so we must carry on. For Teachers Without Borders, education is nothing short of our moral obligation to the future.

Federico Mayor, the former head of UNESCO once wrote: “Hay una pedagogia, la pedagogia de amor.” There is only one pedagogy, the pedagogy of love.”

Our 2011 Annual Report describes our effort to serve the world’s teachers—with love.

Together, we will prevail.

Dr. Fred Mednick, Founder

We reinvented ourselves, established a world-class Advisory Board, deepened our partnerships, absorbed Bridges to Understanding, and developed a sustainability plan

2011

At a

Gla

nce

TWB 2.0When TWB began in 2000, very few NGOs would consider themselves to be global entities. A dozen years later, the international development field is huge.

In order to ensure that we provided measurable value, we took a good, hard look at our strengths, weaknesses, opportunities, and threats in 2011. As a result, we conceived and introduced TWB 2.0.

Though strong proponents of open education in order to remove barriers to education, we also opened up our organizational borders in order to become a nimble, responsive, generous engine of change. We are already making great progress.

New Advisory BoardOur work, like great teaching, is driven by a passion for the subject and compassion for our colleagues. Our new Advisory Board ensures that our educational mission is supported by rigorous research and integrity.

We are proud to introduce a world-class Advisory Board: The Director of Global Education at Harvard, the Senior Advisor to the Ministry of Education in Haiti, a leader of African education at USAID, the President and CEO of the Institute for International Education (in charge of managing the Fulbright program). Educational leaders. Worldwide.

Large-Scale, Strategic PartnershipsBuilding deep relationships by reaching the people who reach the people, we have extended our reach by orders of magnitude. Ivy-League universities, international agencies, Ministries of Education. TWB is no longer a destination or a walled garden. It’s a vital hub.

Bridges to Understanding In 2011, TWB absorbed an award-winning, classroom-to-classroom non-profit with a 9-year history of digital storytelling, media literacy, and problem solving, collaboration, and cultural exchange. In 2012, TWB shall repurpose the Bridges assets to connect global education with measurable academic achievement. No longer a program at the periphery, our re-design is built around learning from and with distant friends.

SustainabilityTWB was not immune to the global financial crisis, and though we executed our multi-year grants well, we were far less successful in our efforts to garner new grants. Our public campaigns were directed toward raising money for others, particularly for disaster relief. Private giving stalled. In 2012, our goal is to reduce dependence on grant funding and increase contracts, fees for mentor-driven courses, and enlist greater support for public giving to ensure TWB’s long-term capacity.

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394Nimble, focused, practical

FLAVIO  OLIVEIRA,  Ph.D.  focuses  on  increasing  access  

to  informa/on  and  to  educa/onal  tools  in  

underserved  communi/es.  Dr.  Oliveira  is  a  former  Educa/on  Pioneers  Fellow  and  holds  a  Ph.D.  in  

Psychology  and  Neuroscience  from  the  University  of  California.  

TWB  Advisory  Board  Head:    at  Facebook

Global visionaries who defend education and support teachersA

dviso

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oard

ALAN  GOODMAN,  Ph.D.  Dr.  Goodman  is  the  sixth  President  of  IIE,  the  leading  not-­‐for-­‐profit  organizaRon  in  the  field  of  internaRonal  educaRonal  exchange  and  development  training.  IIE  administers  the  Fulbright  program,  sponsored  by  the  United  States  Department  of  State,  and  200  other  corporate,  government  and  privately  sponsored  programs.

President  and  CEO  Ins:tute  of  Interna:onal  Educa:on;  administers  Fulbright  Program

FERNANDO  REIMERS,  Ph.D.  focuses  research  and  teaching  on  idenRfying  educaRon  policies  that  support  teachers  in  helping  low-­‐income  and  marginalized  children  succeed  academically.    Dr.  Reimers  is  internaRonally  known  for  his  seminal  work  on  the  vital  connecRon  between  educaRon  and  development.

Ford  Foundation  Professor  of  International        Education;    Director  of  the  International  Education

                                                                         Policy  Program:  Harvard  Graduate  School  of                                                                          Education

YOLANDE  MILLER-­‐GANDVAUX,  Ph.D.  advocates  for  coordinated,  cohesive,  and  collaboraRve  relaRonship  between  USAID  and  the  non-­‐governmental  organizaRon  community.  Of  parRcular  importance  is  her  work  in  Emergency  EducaRon.  

USAID:    Senior  EducaRon  Advisor  -­‐  Africa

SHARON  RAVITCH,  Ph.D.    creates  research  and  acRon  paths  across  fields  of  qualitaRve  research,  educaRon,  cultural  anthropology,  psychology  and  applied  development.  

Senior  InternaRonal  Advisor,  Hai:an  Ministry  of  Educa:on;  Senior  Lecturer,  University  of  Pennsylvania  Graduate  School  of  EducaRon

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Representing universities, consortia, international agencies, and companies

IBRAHIM OYEKANMI: KANO, NIGERIASince completing the Certificate of Teaching Mastery Program, Ibrahim volunteers as an e-mentor, always providing timely and meaningful feedback to the participants. As a result of his volunteer work, Ibrahim was awarded the United Nations Online Volunteering Award.

HEMA SONI: ZURICH, SWITZERLANDAn exemplary online mentor in TWB’s Online Certificate of Teaching Mastery Program, Hema shares her vast experience in math education with colleagues in Zimbabwe as part of TWB’s peer-support program with ASAP Africa, a self-help assistance program based in Zimbabwe.

MATHIAS OSIMBO: NAIROBI, KENYAAs TWB’s In-Country Representative in Kenya, Mathias has facilitated numerous teacher professional development workshops, secured endorsements, and established partnerships with local institutions, including the Catholic University of East Africa. Mathias never gives up until he knows that teachers are being served.

FENEL PIERRE: PORT-AU-PRINCE, HAITI

Fenel facilitates TWB’s onsite teacher development program in Haiti, delivered in partnership with the Organization of American States. A Fulbright Scholar and an experienced teacher educator and translator, Fenel is a supportive and engaging facilitator and mentor.

RONG MEI ZHENG: CHENGDU, CHINA

Rong Mei Zheng is a teaching advisor on physics from Qing Yang Teacher Learning and Resource Center. She assists physics teachers in science inquiry methodology and organizes science competitions for students in the region, reaching about 600 teachers and 13,000 students.

SAMEENA NAZIR: RAWALPINDI, PAKISTANAs founder of Potohar Organization for Development Advocacy (PODA), Sameena has fought for human rights and education in Pakistan. Sameena has led our efforts to support education and emergency services. She was a hero in our effort to support child-friendly spaces after Pakistan’s devastating 2010 floods.

Teac

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33,000+ members, mentors, volunteers, colleagues, and friends

... aren’t born or made, they just show up. See how they walked the talk in 2011.

MARTHA ALICIA MEDORIO CRUZ QUERÉTARO, MEXICO

An untiring supporter of TWB’s projects in Mexico since 2009, Martha Alicia has been a community facilitator for our online and onsite programs in Central Mexico and then worked as TWB’s In-Country Representative. With her support, TWB secured partnerships and endorsements for our Certificate of Teaching Mastery Program.

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Mea

sura

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Impa

cts

Safer classrooms, richer teaching, stronger roots

CERTIFICATE of TEACHING MASTERYTeachers reached: 4,482; Onsite workshops worldwide: 65; Online workshops: 41; Number of students benefitting from TWB teachers: 134,000

PEACE EDUCATIONTeachers reached: 1,686; Offline workshops: 14; Offline teachers reached: 870; Online workshops: 6; Online teachers reached: 816; Number of students benefitting from TWB teachers: 49,000

EMERGENCY EDUCATIONTeachers reached: 392; Workshops/lectures worldwide: 47; 41 participants trained on psychosocial counseling following the floods in Pakistan; 102 psychological consultations in Chengdu, China; 6 psychological clinics established in Chengdu, China; 1,000 teachers and 10,000 students in Dujiangyan participated in psychosocial research by TWB/Chengdu University, Educational Psychology Department.

CONFERENCES AND WEBINARSTeachers reached: 2,435; Number of conferences/webinars: 9

A Testimonial“I have learned a lot from my colleagues, their working styles, their approaches. We discussed the importance of creativity, innovation, experimentation, and active and creative mind that we will have to stimulate in every student. The facilitator was very experienced, thorough, and competent.

I have been waiting for a moment like this for a long time. As a learner, I went back to the basics of pedagogy designed for better learning. I also learned to take time to reflect and understand before acting.

A teacher remains throughout his career a researcher. It is imperative that he participates in workshops related to his profession. That way he will have the tools to deal with certain problems pertaining to technology, pedagogy, and teaching in general. I also learned that group work is really important when it comes to learning.

In addition, as a teacher I have to establish a good relationship between the learner and the teacher. Finally, the teacher has to create an atmosphere that will help students love each subject matter.”

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Sample Online PortfoliosEliana (Italy), Ibrahim (Nigeria), Jasmina (Macedonia),

Alicia (Mexico), Ngalim (Cameroon)

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South AfricaNew partnership with the South Africa National Peace Project, a local NGO committed to helping South Africans create a more peaceful, non-racist and non-violent society. Endorsement from the Eastern Cape Department of Education in Port Elizabeth; reached 90 teachers through peace education workshops. TWB has been asked to assist in creating and providing teacher development for school-based Peace Clubs.

Central AsiaWith support from the PARSA Community Foundation and the Cisco Foundation, the TWB projects in Central Asia employed a strategy similar to that used successfully in China in response to the Sichuan 2008 earthquake: build a global network of teachers to support local teacher-training efforts, and engage local teachers and school administrators in the process of educating students that can understand and respond to earthquakes. In June 2011, TWB conducted Train-the-Trainer workshops on Earthquake Science and Preparedness for schools in Tajikistan, Afghanistan, and Kyrgyzstan.

These workshops were implemented in collaboration with the Aga Khan Development Network’s Disaster Risk Management Initiative and the Tajik Institute of Teacher Professional Development in Dushanbe. The purpose of the training was to improve seismic safety consciousness.

The overarching goal of the workshops was to bridge the communication gap between the scientific and local communities about seismic risk, in order to save lives. The content covered the causes of earthquakes, hazards associated with earthquakes, and preparedness activities and drills. TWB trained a total of 55 teacher leaders and also distributed earthquake education kits amongst workshop attendees. These kits contained all of the educational materials required for independent implementations of the workshop.

In Pakistan, TWB worked with a local partner, Potohar Organization for Development Assistance (PODA), to provide training on psychosocial support in some of the areas affected by the 2010 flooding. PODA established a counseling center, child-friendly spaces, and a women-friendly space to provide physical and psychological support to residents of the Kemari Internally Displaced Persons Camp in southern Pakistan.

Resources and expertise provided by TWB and a partner from China – the Educational Psychology Department at Chengdu University – were used to offer psychosocial training and support in the facilities built by PODA. TWB and PODA organized a 4-day workshop on psychosocial research and support practices, based on our experiences after the 2008 earthquake in China.

— 2011 Highlights —Going Deeper Online and On the Ground

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394High-Tech, High-Touch, High-Teach

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More 2011 Highlights

HaitiIn partnership with the Organization of American States (OAS) and the Ministry of Education, TWB started a three-year program to provide teacher professional development workshops to teachers in Port-au-Prince. This is an innovative blended program, offered in French through onsite workshops and an online community of practice created specifically for this project. To complete the program, teachers carried out a classroom implementation project based on course content or organized a school-based workshop for their colleagues.

Over the course of the program, TWB will reach over 300 middle and high school teachers in Haiti, and prepare them to be program facilitators. The online community is open to all program participants upon course completion. The online component of the course helps Haitian teachers acquire 21st century literacy skills through active participation in the community. Graduates are now working with TWB to create the first French-language online teacher professional development platform designed for Haitian teachers—by Haitian teachers.

In 2012, program graduates will continue to be involved in subsequent workshops as mentors and facilitators. The graduation for our first cohort was attended by representatives of the Haitian Ministries of Education and Planning, OAS member and observer states, the private sector, and the media.

MexicoTeachers reached: 2,121; Students impacted: 56,000; Online workshops: 24; Onsite workshops: 25.

Our work in Mexico impacted direct teaching practice in three areas:

(1) We provided professional development to help teachers implement the educational reform and the competencies-based model. All our programs in Mexico have been localized to address this need and we have offered online resources and forums to help teachers move to a self-driven and technology-supported professional development practice, as mandated by the Ministry;

(2) ICT Integration in the classroom: Our programs made it possible for teachers to learn about and start using practical online tools both for their own professional development and classroom instruction;

(3) Peace Education: Given the impact of drug violence and gang culture on schools in Mexico, our program is giving teachers a way to counteract these forces and use research-based practices and tools to create peaceful and supportive learning environments. Partnerships and endorsements, including our work with Universidad Contemporánea, have inspired local officials to work with us to create undergraduate and graduate degree programs for teachers.

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394The power of partnerships

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Digital Storytelling, Global Citizenry, Standards-Focused Curriculum, and Teacher Support

ABOUT BRIDGES

Bridges to Understanding focuses on teaching students how to tell digital stories about issues in their communities. These students can then share and discuss their stories online with other participating classrooms around the world. The program develops students' cross-cultural understanding as they discover differences and similarities in the challenges faced by their peers in other countries.

After deciding to dissolve, Bridges to Understanding reached out to a number of well-respected organizations to secure a home for their work and trademarked name. TWB was selected to be that home.

We spent the rest of the year organizing a treasure-trove of assets so that we can launch a new program in 2012.

WHAT’S NEXT

Most classroom-to-classroom exchange programs are exciting at first, then fade quickly for several reasons. Often, they are not connected to the curriculum or standards. Teachers feel disconnected from the outcomes and do not feel as if they have enough support or training. Finally, programs do not go beyond meet and greet or the allure of technology.

In 2012, Teachers Without Borders will connect our program with large-scale partners, dovetail content with curriculum, and problem-solving with standards.

Supported by a donation of Flip video cameras, participating communities will be able to show that global education is not an afterthought, but a necessity.

2010 Award Top K-12 Education

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Partn

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Net

wor

ksAgencies

Consortia

Foundations

Media Companies

NGOs

Technologists

Schools

Universities

Strengthening networks, adding value, sharing assets, building trust, reaching far more

FEATURED REGIONAL PARTNER AGA KHAN DEVELOPMENT NETWORK Led by Solmaz Mohadjer, TWB’s Director of Emergency Education, and Zach Adam, a TWB Fellow, Teachers Without Borders launched Parsquake, an earthquake emergency education teacher training program in Tajikistan, and created a network of Persian-speaking teachers and school administrators in order to help students understand and respond

to earthquakes.

TWB’s Teacher’s Guide to Earthquake Education has been translated into Russian by TWB members, and into Tajik courtesy of the Aga Khan Development Network. The Guide will soon be available in Dari and Farsi.

FEATURED AGENCY PARTNER ORGANIZATION OF AMERICAN STATES

The Organization of American States comprises 35 independent states in the Americas. Its purpose is to strengthen security, settle disputes, and foster the social, political and economic development of its member states.

TWB partnered with the OAS to contribute to its new online teacher development initiative, the Inter-American Teacher

Education Network (ITEN).

Thanks to this partnership, Teachers Without Borders established a three-year program in Haiti to offer ongoing teacher development workshops onsite and online.

NEW: Aga Khan Foundation

Chengdu University

Cisco Public Investment Group

Connexions

Fundacion Televisa

Global Autism Project

Harvard University

Inter-Agency Network for Education in Emergencies

NEW: National Center for Learning Disabilities

NEW: Nat. Institute for Tech. in Liberal Education

Organization of American States

NEW: Parsquake

Potohar Organization for Development Advocacy

Progress International

NEW: South Africa National Peace Project

Qing Yang Bureau of Education

Student Success Collaborative

NEW: Universidad Contemporánea

NEW: University of Pennsylvania

Webex

William and Flora Hewlett Foundation

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Teachers Without Borders has never charged fees for our services as a fiscal sponsor because we believe that non-profits should set an example of service, including with each other. Unfortunately, new regulations and a flood of requests have made it impossible for us to continue this policy.

TWB

2.0

for 2

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Partnerships, Fees, Professional Services, Board Giving, and Public

Support

A  new  model  so  that  Teachers  Without  Borders  can  realize  our  vision,  meet  our  high  demand,  ensure  our  own  

sustainability,  and  create  an  innova;ve  model  of  social  entrepreneurship.  

It’s  paying  off.

LARGE-SCALE PARTNERSHIPS: ADDING VALUE Rather than focus on what we do exclusively, we focus on what we can do to support large-scale teacher initiatives. We walk the talk of adding value.

TRANSFORMED BOARD: WORK, WEALTH, WISDOMWe move away from a passive Founder’s Board to one that takes on the active challenge of financial stability, transparency, and accelerated growth to meet our demand.

PUBLIC CAMPAIGNS: YOU ARE A TEACHER, TOOA society is as good as its teachers. We developed a plan so that we can make it easier for you to connect as a teacher. Connect the teachers you know. Donate to our efforts to build Teachers Without Borders’ capacity.

PROFESSIONAL SERVICES: FEES and CONTRACTSIn 2011, Teachers Without Borders introduced a fee-based system for our professional development courses that include direct mentorship. We use the funds to support stipends and certification. Our content, however, remains free, open-source, and governed by a Creative Commons 3.0 license. MEASUREMENT is CREDIBILITY: NUMBERS MATTERIt is one thing to execute on programs or launch new ones. It is quite another for teachers to be able to demonstrate a connection between teacher professional development and concrete change in the classroom. We are focusing on stories AND numbers through external evaluation and crowd-sourced community input into their own professional growth. We want to show, not just tell.

CONTACT US: www.TWB.org | info@twb.org | 206 623 0394

Active Donors & Active Grants 2011 Profit & Loss Statement

Though Teachers Without Borders submits a full 990, CPA-prepared tax return every year, the

organization does not have an audited financial statement for 2011. As a 501(c)(3) organization

in Washington State, TWB is not required by law to have an audit completed annually.

Only organizations with the average gross revenue of more than $3 million over the last three years are required to have an audited financial statement prepared by a Certified

Public Accountant.

Avie Consulting, Inc 3,000.00Cascade High School 711.02

CFC - 2010 4,143.97Cisco 398,438.00

Cisco - Give a Click Campaign 1,465.67Cisco Support Community 20,000.00

Colegio Mexico Nuevo 868.32Community Medical Center 500.00

Donaldson, Colleen 490.00Elsberg Family 2,500.00Entspire, LLC 2,500.00

Feldon, Arthur & Stella 15,000.00Hans & Elizabeth Wolf Foundation 2,000.00

Hewlett Foundation 35,000.00iNET Interactive 481.00

Johnson, T. 750.00Knights of Pythias 1,500.00Knox, Charles G. 875.42

Mace, Frank 500.00Millhon, Jerry 1,000.00

Nat. Center for Learning Disabilities 31,727.00RSF Social Finance 1,000.00

Fina

ncia

lsINCOMEFiscal Sponsorship 520.00Nixty Online Course Income 4,408.32 Contributions Income Restricted - Project Specific 1,536.00 Unrestricted - Capacity 37,428.76 Speaking Tour 364.40 Total Contributions Income $39,329.16Grants Restricted - Project Specific 528,040.00 Total Grants $528,040.00Total Income $572,297.48

EXPENSES Program Expenses 181,634.90 Program Personnel 272,683.81 Fundraising Expenses 963.80 Overhead Expenses 248,532.28 Meals/Entertainment 1,838.54 Speaking Tour -372.50 TWB SA - FS Expense -1,500.00Total Expenses $703,780.83Net Operating Income -$131,483.35Total Other Income -$162.89Total Other Expenses -$0.10Net Other Income -$162.79

Net Operating Income -$131,646.14

CONTACT US: www.TWB.org |

info@twb.org | 206 623 0394