2008 TWB Annual Report

8/7/2019 2008 TWB Annual Report

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TEACHERSWITHOUT BORDERS

ANNUAL REPORT

2008


2/21Teachers Without Borders | Annual Report 2

3 - A LETTER FROM THE FOUNDER

4 - VISION AND MISSION

5 - OUR VALUE AND APPROACH: FOCUS

ON THE TEACHERS

6 - WHERE WE WORKED: 2008

7 - TWB CORE PROGRAMS: HIGH-TECH,

HIGH-TOUCH, HIGH-TEACH

8 - 2008: A MILESTONE FOR TWBS

CAPACITY

9 - SPECIAL FEATURE: TWB TOOLSET

1 - 2008 IN ACTION: CORE PROGRAMS &

NEW INITIATIVES

3 - STRENGTHENING OUR OUTREACH

MEMBERS IN 144 COUNTRIES

4 - IN THEIR OWN WORDS

7 - IMPACTS: REACHING TEACHERS

7 - NEW PARTNERS: REACHING OUT

7 - NEW SYSTEMS, STRATEGIC

PLANNING

8 - THE FINANCIALS

8 - GETTING INVOLVED

TEACHERSWITHOUTBORDERSSUPPORTS TEACHERLEADERS, WORLDWIDE,SO THAT THEY MAY PLAYA VITAL ROLE IN THEIRCOMMUNITIES.


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f you had the ability to thank one or more of your teachersor sparking in you a sense of curiosity, encouraging you toeach higher, planting and watering in you the seeds ofope, how would you go about it? What would you do or

ay or build to honor the teachers? What if you were able toupport teachers you dont even know anywhere

whether they are crowded into a converted warehouse inhe South Bronx or sitting cross-legged under a tree in Swa-

iland? What if you could do something tangible to supporthose who feel that powerful and inexorable tug to do greathings for children and the teaching profession and the

uture?

For me, 2008 was the year in which Teachers WithoutBorders reached further than ever to water those seeds of

ope, honor those teachers, enable local communities tonleash their curiosity and creativity in the service of educa-on.

Eight years earlier, I imagined that the day would comewhen the worlds children would enjoy fabulous teachers. Its inconceivable that a single organization can accomplish

his most vital task, though we know that, in MargaretMeads words, one should never underestimate a smallgroup of dedicated people who can change the world.

academic excellence, problem-solving, creativity, initiative, aense of community, a sense of humor, and a sense ofope.

umbers, strengthened the TWB Toolset in order to reach

more teachers with state-of-the-art tools traditionallyeserved only for the wealthy; we introduced the Millennium

Development Ambassadors program, whereby local teach-ers can provide tangible proof of their impacts on the major

global issues of our time (poverty, lack of universal educa-on, gender inequity, child mortality, HIV-AIDS, maternalealth, environmental degradation, lack of connection to the

global community); we supported Scholastic Magazines

effort to open its resources to every teacher in the K-8 com-

Ciscos commitment to the Clinton Global Initiative.

We also suffered an inestimable, numbing loss from theearthquake in Dujiangyan, China this past May, levelingommunities with whom we had been working for the past

wo years. Thanks to the Agilent Foundation, the Cisco

Hewlett Foundation, we are now able to return to the rewith more robust science inquiry programs, emergeeducation for teachers, and psychosocial services for teachers and students.

As I write this Annual Report in early 2009, the economy has plummeted. We do not expect that

tions alone. At the same time, as we develop alternarevenue streams, we remain optimistic. For one, with

ers Without Borders has risen and so contributions funnel to organizations such ours who have become kn

quantities.

We know, too, that a good idea and hard work, as well clear vision and a clear conscience, are the fuel we nee

and thrived.We approach 2009 with optimism, a groundswesupport, and a team.

hospitality and end it in gratitude, we invite you to read

Annual Report in that same spirit. Welcome. Ccelebrate. Participate. Invite your friends to join TTogether, we can make a difference where it really mattefor the teachers.

Dr. Fred Mednick, Founder

Teachers Without Borders | Annual Report 3

hoto by bukinamino

photo by Rocco Stec



photo by bukinamino

OUR VISION:At over 59 million, teachers are the largest single group of trained professionals in the world anthe key to human welfare. They know who is sick, who is missing, and who is orphaned AIDS. They often administer the polio drops, protect their students from danger, and ident

teacher leaders, worldwide those with the special spark and initiative to rely on a global com

munity to create and sustain positive change in their own back yard and, in turn, to be of sevice to their global colleagues.

OUR MISSION:Teachers Without Borders supports teacher leaders, worldwide, with professional developmeopportunities, content, and connection to each other in order that they may play a more vitrole in their communities. We focus on teachers with initiative, who are passionate about thesubjects and compassionate towards children.

photo by Rocco Stec



photo by bukinamino

n order for children to be successful in the community,-ant role. Teachers often lack the resources, support, and

mentorship they need to be effective. Teacher training, how-ever, is often impractical, spotty, or missing entirely, com-pounded by a worldwide teacher shortage.

One constant expressed need from the global communityof teachers is teacher professional development. In addi-ion, over 100 million children do not go to school at all.Despite recent gains, girls are often left behind. Indeed, thegap between the education haves and have-nots is deep.TWB recognizes that teachers are rarely included in educa- -

ers are not just a resource for our children; they are the key

o international development on all levels.

The practice of effective professional development isoften, uneven, protracted, unsupported, or missingentirely. In addition, teachers are rarely included in educa-

cannot emphasis enough that teachers are not just aesource for our children; they are the key to development.

Education is unevenly distributed throughout the world;ntelligence is not. Therefore, Teachers Without Bordersacilitates the free and open use of collective wisdom gener-

ated by teacher leaders from every culture to help all teach-ers work more effectively.

Bridging the digital divide will create access to moreopportunities and information. The digital divide now isnot so much west vs. east or urban vs. rural, but betweenhose that have platforms, content and knowledgenetworks, and those that do not. The marginalized have noability to create and share content, build communities, anddetermine their own fate. One of the most importantobstacles to overcome involves the ability to educateoneself, localize content, and solve problems.

The education of girls (and retention in school) acceates social welfare, and so any teachers organizamust consider girls education as a priority. Each ational year of schooling for girls positively correlatedeclines in infant mortality, fewer children, increased heand family income. But one more year is not enough. Thabout social justice and equity.

Culture matters. Elliot Eisner of Stanford University dont change. In the latter case, culture is a kind of Pdish, which grows and adapts to modern conditions. Itdelicate balance. Mistakes are made when those who sto preserve culture provide no tools to help communaddress contemporary challenges. Those pushing groand change often strip away culture and identity. TW

focus on human integrity and agency ensure that cultucelebrated, along with positive change.

Teachers Without Borders depends upon local exptise. The organization IS its collective wisdom; emember represents teachers everywhere. We are thereable to work in emergencies, as part of national refefforts, and with relief organization or charities precbecause we rely on local expertise. That expertise, in tis a resource for others.

Generosity matters. We want to be known as hospita

gracious, and generous - qualities we believe are insmental to successful development endeavors and momentum of human agency. We realize that generosiand engaging communities. A healthy society and a gl

Focus on TeachersVALUE &

APRAOCH

photo by Rocco Stecher


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WHERE WE

WORKED


Countries of Focus in 2008

Cameroon

China

India

Kenya

Nigeria

Pakistan

Rwanda

Turkey

South Africa


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TWB COREPROGRAMS


photo by bukinamino

Teachers Without Borders TWB recognizes thateacher professional development cannot be

TWBs activities stemming from our values and

ophisticated blend of high-tech, high-touch, and

Technology is promising, but without human support and

world-class content, hopes are dashed. Face-to-face

upport without technology or content cannot scale and

herefore marginalizes huge swaths of the population.

Excellent content without a means of delivery technologi-

al and human withers away, unnoticed.

TWB views teachers as multipliers, technology as accelera-

ors, and quality content as illuminators.

rofessional development program designed to help teach-

rs become mentors and leaders. This teacher-driven and

-Portfolio, allowing graduates to obtain course credit from

niversities, apply for more advanced positions or higher

ay, and offer services for Teachers Without Borders' global

rojects.

Courseware created by TWB members and partners whoare building toward a global teachers university. As a TWB

member, you can also create your own courses. Currently,

Teachers Without Borders is requesting courses in literacy,

isability education, practical/marketable skills, youth lead-

rship, and entrepreneurship and business development.

Subject Conferences focus on subject-matter, themes,and pedagogy skills. In China and South Africa, for

xample, Teachers Without Borders has provided continu-

us training in science-inquiry methods, mathematics

TWB has also convened several conferences of teachers

ndia

(CTLCs) are

hysical sites that serve as gathering places for teachers

and provide opportunities for local communities to educate

hemselves. These centers have offered health and HIV-

AIDS workshops, job-announcements and training,

disabled access to computers, and local teacher pro

sional development initiatives

brings togetheglobal alliance of local educators and institutions dedic

to building a world without borders and the realization o

tive is designed in such a manner that the global deve

ment divide can be overcome, and a new world emerge

which everyone can live in freedom, harmony, coopera

and co-prosperity.

TWB Tools connect teacher leaders to information each other in order to scale and share their efforts. Fun

based tools provide purpose and direction by connec

networks of teachers to courses, content, and groups.

intention is to provide a comprehensive, easy-to-

culturally-accessible platform that can allow legions

teachers to make change at the local level. Beyond its ef

tiveness as a catalyst for our own members, TWB T

have made it possible for our partner organization

connect, create, and collaborate. Examples of TWB Too

Mediterranean Youth Technology C

and Youth for Habitat

High-Tech, High-Touch, High-Teach



photo by bukinamino

2008: A Milestone for TWBCAPACITY

The selection of key staff in: leadership, content, evaluation, and systems

Partnership and CRM procedures, enabling us to expand our reach and stay in touch

Regional coordination

Consultant support in PR and fundraising

Strengthening of the TWB Toolset for scalability and replicability

Large-scale projects: Sub-Saharan Africa, China, Middle-East, and U.S. (eScholastic )

In our public and private moments as an organization, we must act sincerely as the most generous

- Dr. Fred Mednick, Founder



The evidence is clear: teachers do not have time, learn best

rom each other, and deserve to be heard on a global scale.

We are particularly excited about the TWB Toolset: a free,

open-source platform we developed that addresses funda-mental issues facing teacher leaders. Major components

accessible with a single sign-in) and trackable in Salesforce

nclude:

A global teacher network allowing teachers to connectacross borders and enhancing the dignity of the profession

Action groups designed to accomplish TWB programs andreative solutions on the ground

Coursewareprofessional development, along with a full learning management

ystem that ensures collaboration and metrics for evaluation

TOOLS FOR TWB AND ANY NON-PROFIT

The toolset was designed with our organizations goals in

mind, but is not limited to a teachers platform. The inter-

partnerships with other organizations allow access to

esson-plan tools and content repositories. We would

ather focus on something extensible, scalable, and adapt-

able.

Our approach is, indeed, differentbecause it is demand-

driven. If the objective of a great classroom is to empower

he students, so too are we able to deploy the tools for

our own members and create a generic, white-label version

available to partner organizations for their own purposes

and needs, at low cost. Why reinvent the wheel? Besides,

he world.

Available now are the major components of netwogroups, and courses. Soon, we shall integrate:

DotSub (an extraordinary multilingual subtitling program allo

borders relying on an open-source community). We shal

DotSub to teach courses, connect classrooms, and engage

public in connecting teacher professional training with inte

tional development.

Ushahidi (a geo-location, crowd-sourcing program allo

teachers with cell phones or those with low bandwidth to swhere they are and what theyre doing). In short, ever

matters, and cell phones are another avenue for being cou

and making a difference.

Webex: (extensive, state-of-the-art web conferencing breakthrough collaboration solutions). Owned by Cisco but

made available for integration into the TWB Toolset for 2

Webexs elearning and conferencing components will bolster

accelerate our group space, ensuring an environment for g

learning second to none.

Our partners help us create and connect tools with teache

Connect - Create - Collaboration: TWB ToolsetSPECIAL

FEATURE



photo by bukinamino

Legions of teacher leaders help their communities, even if

he electricity is off. At the same time, without technology,

whole populations would be marginalized and scale would

be out of the question.

with those teachers in India who convened the Shall We

Stay the Same? workshops in Gujurat (2001) that launched

would not have met Sister Donata (2005) - the Rwandan

nun - who helped us organize our Hutu and Tutsi teacher

gatherings. We could not have found our members, gained

raction, nor enabled any real distribution or capability for

ocalization.

Though not tech-centric, TWB is tech-savvy. Our real values the blend of high-tech, high-touch, and high-teach

approaches. High-tech enables members to connect,

collaborate, and create curricula that enhance members

oles as educators and accelerates the indisputable power

of high-touch (face-to-face human interaction and

community-building) and high-teach (content that meets

practical needs and respects the dignity of culture and edu-

cation for its own inherent value).

We are also addressing the issue of obstacles. A segment

of our members have also experienced a dizzying array ofechnology solutions that often feel more invasive than

pervasive, more intimidating than liberating. We under-

stand, too, that technology is also culturally bound. What

may be hailed as openness may be perceived as an in

sion into privacy; what may be celebrated as the powe

the individual may be dismissed as western narcissism.

work, therefore, is more community-development than e

cational delivery, more program than platform.

All of these issues inform the core of TWB Tools. Its a

sharing education, which should know no border. Its a

removing those obstacles. Its about enhancing access

ity, availability, acceptability, and adaptability so that te

ers can do this most essential job. Ultimately, its ab

student achievement and hope and participation.

We wish to offer such tools to our members and

colleagues. In doing so, everyone wins.

TWB Toolset (continued)SPECIAL

FEATURE



CONFERENCES AND WORKSHOPSTeachers Without Borders conducted workshops in teacher

professional development in Nigeria, Cameroon, Kenya,

China, and South Africa. Our partner organizations

conducted similar trainings in India and Pakistan.

We focused on science and IT training, allowing unprec-

edented access to content, colleagues, and tools. Unfortu-

nately, our science-inquiry trainings in China were

suspended, due to the tragic earthquake of May 2008.

A particularly proud moment took place when our African

Regional Coordinator, Raphael Oko, launched a 2008

Teaching Tour, culminating in the Gombe Teachers Confer-

ence. The Gombe State Ministry of Education provided

-

ery to train the 25,000 Nigerian youth service core mem-bers.

TWB TOOLSET DEVELOPMENTOne might initially consider the TWB Toolset a means to an

end. However, in 2008, TWB Tools also became a program

and a core offering. Teachers Without Borders spent a

-

odology for communities to embrace, focusing on gathering

equirements and clarifying objectives in order to facilitate

heir own deployment of the toolset. Such efforts resulted

n the development of the Mediterranean Youth TechnologyClub and Youth for Habitat projects (described below). We

created a curriculum (TWB Cookbook) for users, and in

2009 (Q1) shall create a clean version of the toolset for rapid

adoption and use by like-minded non-governmental organi-

zations around the world, thereby expanding our own scale

and strengthening our sustainability.

CERTIFICATE OF TEACHING MASTERY

new platform, allowing for scalability and reach. Thecontent can be hand or machine translated and content can

be downloaded, remixed, and reused.

In 2008, the CTM was used to train 4,666 teachers from

around the world with emphasis in West and East Africa.

CTM Program expanded to allow for localization in Brazil,

Nigeria, Cameroon and Rwanda

CTM was adopted by Ministries of Education in Zambia,

Nigeria and China

COMMUNITY TEACHING AND LEARNING CENTERIn 2008, Teachers Without Borders decided to focus

attention on the development of bricks and mortar Com

nity Teaching and Learning Centers, preferring to add v

to existing sites that offer internet access and a gathe

place for teachers. Nevertheless, we grew. As a resu

efforts by TWB-Canada, we opened 7 computer labs, s

ing 4000 learners

ONGOING (FROM 2007): CLINTON GLOBAL INITIATIn 2008, TWB received a grant on behalf of the Cisco C

mitment to the Clinton Global Initiative to Sub- Saha

Africa in order to introduce and extend our core progra

(supported by face-to-face training, content, and supp

Rwanda, Nigeria, Kenya, and Cameroon. This high-t

high-touch, high-teach approach has been embraced

educators in Sub-Saharan Africa because it is resear

In these countries over 3,000 teachers have been tra

on the CTM online or face-to-face.

ONGOING (FROM 2007): MEDITERRANEAN YOUTECHNOLOGY CLUB (MYTECC)MYTecC is a bridge-building initiative that aims to fost

culture of peace amongst youth within the MediterranBasin, the Middle East, and the Arab world. Coun

involved: Cyprus, Egypt, Israel, Jordan, Morocco, Pa

tine, Portugal, Turkey, and Yemen. An overriding pilla

MYTecC is the community website, developed as a part

ship between Cisco Systems and Teachers Wit

Borders. It is a human network using Web 2.0 technolo

for the sake of providing the participating students w

fertile platform to come together and communicate

their peers across borders. By April 2008, two months a

the start-up of MYTecC, more than 300 youth participa

in the program had already posted over 850 photos andvideos, and are still active, nurtured by a diverse grou

instructors at Cisco Networking Academies and commu

centers.

NEW: MILLENNIUM DEVELOPMENT AMBASSADOPROGRAMIn 2008, Teachers Without Borders launched the Millenn

Development Ambassadors program in Nigeria by pro

ing face-to-face workshops for leaders who are, in t

obligated to train others. To date, Millennium Develop

Core Programs & New Initiatives2008

IN ACTION



Ambassadors (MDA) program reached 98 teachers in 17

states in Nigeria, thus accelerating the Millennium Develop-

ment work of the United Nations. TWB's MDA program has

since spread to both Cameroon and Kenya, with Ghana,

Rwanda, Benin and the Philippines waiting to pilot this

program.

NEW: CHINA EARTHQUAKE RELIEFThe May 12th, 2008 earthquake devastated the very com-

munity in which Teachers Without Borders had been

conducting science-inquiry training for Middle-School

eachers since 2006. Teachers Without Borders responded

quickly by working with a newly formed organization com-

posed of University of Washington study-abroad students

at Sichuan University China Earthquake Aid. Together,

with the Chinese American International School in SanFrancisco, we provided a school back-pack distribution

program, arranged for 4,000 books and school supplies for

delivery to a Qiang-minority population in Aba Prefecture,

assembled earthquake science and safety materials (with

he help of Cisco employees now translated into Chinese),

distributed cards from students around the world, and

strengthened our ties with government agencies. Our work

Technologies, the William and Flora Hewlett Foundation,

NEW: YOUTH FOR HABITAT (YFH)Teachers Without Borders (TWB) worked with Youth for

Habitat (YFH) to customize the TWB Toolset in order to

connect the organizations youth to extensive and inclusive

online network throughout Turkey. These tools allow YFH

participants to connect, collaborate, and cohere as a coali-

on of partners that share best practices and programs.

ssues include: Information and Communication Technol-

ogy, Sexual Health and Reproductive Health, Communica-

on Skills, and Leadership. Our partner, Youth Association

or Habitat, the parent organization of YFH, is implementingseveral social development projects on different issues,

designed to reach more than 100,000 young people. The

arget for Teachers Without Borders for 2008 was to train

,000 young people to use the tools, but the anticipated

potential of the TWB tools is to reach the 100,000 youth in

he Youth for Habitat network.

NEW: LITERACY FOR MOTOR PARKSn Nigeria, lack of adequate education by road transporters

response to this major issue, Teachers Without Bor

(TWB) team in Nigeria has recently launched a pilot pro

in Jabi Motor Park in Nigerias national capital, Abuja

bring education to the under-served population at

motor park. In West Africa as well as East and Ce

Africa, motor parks are the hub for transportation and b

ness transactions. On a weekly basis, TWB volunteer

Abuja travel to the Jabi Motor Park to provide lite

courses, hygiene education and character-building clas

for the workers.

ONGOING (FROM 2007): SCHOLASTIC MAGAZINEIn partnership with the William and Flora Hewlett Foun

tion, Teachers Without Borders and Scholastic Maga

joined forces to connect Scholastic Magazines 2.5 m

members, per month, with free open-educatiresources, designed to support K-8 teachers in the Un

educational resource project of its kind, combing the lar

publisher of school-related materials (in every classroo

Without Borders). Teachers Without Borders will inte

tionalize the program throughout 2009.

Core Programs & New Initiatives Continued2008

IN ACTION


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STRENGTHENINGOUR REACH


In 2008, Teachers Without Borders established a for

database of membership. All prior lists of members w

merged into a new customer relationship managem

(CRM) database: Salesforce. We have prepared a sys

We continue to work with our TWB Regional leadershi

gather membership lists and post monthly total mem

ship updates.

With development of the new website and social netw

membership registration has been designed to seamle

sync data to our CRM. When a new member regis

online their information is immediately accessible by T

staff, allowing for selective search of skills and intere

demographics and contact information. In addition, s

can track communication with members, organize fu

campaigns and report statistical information for grants

Board member requests. As of September 2008, T

members have had access to our TWB social network

convenience. Members also have the ability to choose

level of privacy of their information.

Our membership program is grounded in the philoso

that TWB empowers our members to pursue TWB oppo

nities that best match their professional interests and ex

rience. 2008 was our year for establishing the functio

fundamentals for a successful membership system and

see 2009 as the year to put these new technological adv

tages to good use. TWB members now have a sec

online community to create, connect and collaborate w

the common purpose to improve global education.

online members participating in active programs. In

past year, successful membership outreach campai

have included Cameroon, Kenya, and Rwanda. As we p

for 2009, we see regional expansion for membership

and regional leadership development.

TWB Members in 144 Countries



I would love to be a part of helping to empower peoplethrough education. I also believe that those who havethrough no fault of their own deprived of a basic right,South Africa

I would like to help the most disadvantaged sections of favorecidos.Spain

I am a teacher here in Iowa. I teach High Schoolstudents and would love to teach abroad within the nextof the culture and the people of others countries. Livingamong them is far better than reading in a book!United StatesI am an English teacher who looks forward to widen her process of the new generation. TWB will just spice up

Morocco exchange skills and improve our best profession.Rwanda organization and I need all the help I can get!! ChinaI think teachers can change the world. Turkey children. I feel I could do more as I do have some freetime.France

social.ArgentinaI joined TWB because I want a total eradication andNigeria

Brazilthrough enhanced teacher training opportunities. ThanEl SalvadorAustraliaThe potential for both learning and teaching is innate

institution and in this sense it is the unconditional right oproject that recognizes this fundamental fact.Canada tion through sharing experiences among the membersIndonesia

To make a difference in the most vulnerable lives.Kenya

A key component of membership registration is asking new members to share why they chose to join

Teachers Without Borders. The following is a small sampling of our TWB members in their own words.

IN THEIR

OWN WORDS



IN THEIR

OWN WORDS In Depth With Our Members

balances her volunteer time between Operation Smile and Teachers Without Borders. She is currently participatin

ponent in achieving sustainable development and peace around the world.

to provide leadership in the region.

give students and community members the opportunity to learn from volunteers as well as local teachers.

impact.

emergency education program can best save lives and anguish when scientists accept a personal responsibilitycommunicating the results of their work to teachers and students.

community educators here and in the great beyond.



IN THEIR

OWN WORDS In Depth With Our Members (CONT)

Konrad Glowgoski, Ph.D (TWB CA Network, Canada)Konrad holds a Ph.D. degree in Curriculum Studies from the Ontario Institute for Studies in Education of the Unive

Konrad has worked closely with TWB Canadas President Noble Kelly to develop and expand TWB Canadas inte

tional projects and online social network. Konrad and the TWB Canada team travelled to South Africa and Kenya whthey lead workshops on ICT integration and teacher curriculum training in English, Science, and Math. In 2009, Kon

will co-lead a TWB Canada team in Kenya, he states, I am committed to global equity and education for all.

Yogi Agrawal, Ph.D (India)Yogi is an atmospheric scientist deeply devoted to his hometown village. His organization, Vishal Himalaya Founda(VHF), works closely with Teachers Without Borders. A VHF-TWB Teachers Center has been created in Akola, Marashtra State, donated by local authorities. Yogi and VHF have provided essential rsources to the neediest school

over 10,000 students.

Yunus Peer (South Africa, China)Yunus has made it possible for hundreds of teachers and thousands of students, in two continents, to study Maematics, Science, English, and teaching methods; and he has made it possible for schools and a prison to acctechnology; developed plans for a TWB Sabbatical Institute in South Africa, where teachers from around the world

meet, share ideas, and make a difference. In his vision, by day, this diverse group of educators will work in a commnity school; the evening shall be open for community education and a health clinic.

Noble Kelly, (Teachers Without Borders Canada President )Noble has worked tirelessly to lead program development in Kenya and South Africa as well as create a TWB Can

orphaned boys cared for by a friend in Durban. After incorporation in March 2007, receiving charitable status in A

2007, developing an infrastructure that sees provincial liaisons in multiple provinces and territories across Canada, a membership list in the hundreds, TWB-Canada was able to initiate and implement projects in Kenya and South Af

in 2008.


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IMPACTS


Reaching Teachers

PROGRAM NUMBERS NOTES

TWB Conferences and Workshops 31334

Workshops in Sub-Saharan Africa# of participants

TWB Toolset 1,3422,142

# of members in 2008 after NEW launch# using toolset (+MYTecc, YFH)

4,666 Globally: special focus Africa

Millennium Development Ambassadors 1,321 Current program in: Nigeria (piloted), Kenya, and Camero

Community Teaching and Learning Centers(Kenya)

74,000

Labs# of students

China Earthquake Relief 400 Children served

Mediterranean Youth Technology Club 300 Youth using online tools

Youth for Habitat 500 Youth IT training with the online tools

Literacy at Motor Parks 40 Target: Drives and Service HackersScholastic Magazine Launching in Spring 2009

NEWPARTNERS

One Global Economy:

Providing community development and portals forCiscos commitment to the Clinton Global Initiative

TESSA:Teacher Education for Sub-Saharan Africa (UK)

University of Washington:

Particular attention on China Earthquake Aid

Ministries of Education:China, Nigeria, Kenya

NEWSYSTEMS Strategic Planning

Teachers Without Borders has experienced dramatic growth in 2008. Such a process has necessitated an entirely neway of conducting our business. We have integrated Salesforces Customer Relations Management into our toolset fracking our members, and have invested time and money into additional applications designed to track our projects, o

echnology, our partnerships, and our impacts.

ncreased capacity and visibility, along with an expectation of even greater impacts has required the development of anew Strategic Plan which will require Board approval by Q2, 2009 and bring us to March 23, 2010 Teachers Withou

Borders 10th Anniversary. The Strategic Plan outlines a set of targets and processes for programs; an exponentialncrease in membership; Board development; consistent organizational procedures and communications systems; ana concrete plan for diverse revenue streams that reduce dramatically our dependence upon grants.

Reaching Out


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FINANCIALS Financial Statement

ASSETS Dec 31, 2008

Total Assets 1,754,658.62

Liabilities & Equity

Total Liabilities 504,440.97

EQUITY

3900 Retained Earnings 802,487.21

Net Income 447,730.44

Total Equity 1,250,217.65

TOTAL LIABILITIES &EQUITY 1,250,217.65

2008INCOME STATEMENT

REVENUE:

Donations 141,079.79

Grants 1,289,353.00

In-kind donations 311,640.00

TOTAL REVENUE 1,742,072.79

EXPENSES:

Program Expenses 819,959.03

Overhead Expenses 489,267.77

TOTAL EXPENSES 1,309,226.80

Net Revenue 432,845.99

Total Other Income 14,884.45

END OF YEAR SURPLUS* 447,730.44


which will be implemented in 2009

Beginning Balanace at 1/1/07: 110,451.57

Total Ending Balance 558,182.01


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FINANCIALS Financials Continued


The following charts show the categories of funding received and how those funds were spent. Although

Teachers Without Borders makes every effort to spend 87.5% of all funds received on program

expenses, 2008 proved to be a year in which a great deal of resources were used developing our website

and social network to lay the groundwork to support all of our programs moving forward. Therefore, an

increased amount of funding was allocated to that area in 2008 as shown on the chart below.

$226,092.21

$934,772.09

$148,362.50

How funding was spent in 2008

Operang Expenses Program Expenses Website development

$141,079.79,8%

$1,289,353.00,74%

$311,640.00, 18%

2008 Funding

Donons Grants In-Kind


20/21

FINANCIALS Financials Continued


MAJOR GRANTORS AND DONORS IN 2008. THANK YOU!

Hewlett Foundation

Cisco

Agilent Technologies Foundation

Kwok Charitable Trust

Microsoft Matching Gifts Program

Cushman, Buffy

Gates Foundation Matching Gifts Program

Wheeler, Carl

Foster Family Private Foundation

Ing Family Foundation, Ltd.

Heimerdinger, Paul

Berg, Lyla

Metz, James

Knights of Pythias

Rotary Club of Metropolitan Honolulu

1,482,000.00

890,000.00

149,703.00

67,650.00

11,254.36

7,300.00

6,000.00

5,000.00

4,000.00

3,500.00

3,450.00

2,800.00

2,500.00

1,500.00

1,000.00

Name Amount


21/21

GETTINGINVOLVED

Teachers Without Borders is supported by grants and individual donations. We allocate 87.5 cents of every dollar recei

o our programs and services. Therefore, we welcome general gifts to support our capacity to deliver our teacher prof

sional programs and to support our partners with tools, content, and resources. Your donation will make a difference

BY CREDIT CARD:

Donations online via Paypal through our website www.teacherswithoutborders.org

BY CHECK:

Teachers Without Borders

321 Third Ave., S #304, Seattle, WA 98104.

For more information, please contact our Business Operations and Financial Director, Amy Haverla

[email protected] and 206-623-0394 extension 3

photo by Rocco Stec

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2008 TWB Annual Report

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