2009 TWB Annual Report

8/7/2019 2009 TWB Annual Report

1/21

advances human welfarthrough teacher profession

developmen

TEACHERSWITHOUT BORDERS

2009 Annual Report


2/21

Table of Contents

Letterfromthe founder..................................................................

2009 ata GLance .........................................................................

missionand Vision..........................................................................

our team......................................................................................Where We Work ............................................................................

ProGrams .....................................................................................

tWB tooLset: neW deVeLoPments ......................................................

sPeciaL feature - teacher PuLsefor 2010: ParticiPatory eVaLuation.......

focusinGon memBers ......................................................................

PartnershiPs .................................................................................

foundation heroes ........................................................................

oPerations ...................................................................................

our 2010+ strateGic PLan .............................................................

financiaLs ....................................................................................

suPPort our Work .........................................................................

3

4

5

6

7

8

11

12

14

16

17

18

19

20

21

Teachers Without Borders | Annual Report 2009 |


3/21

Letter from the Founder

Teachers. Leaders. Worldwide. We believed in them when we began in 2000, and we believe ihem now, in 2010 our tenth anniversary.

With a small sta, thousands of members, world-class programs, and a state-of-the-art collabation and content platform, TWB has innovated in the eld of international development, openource technology and open educational resources. We have published in a peer-reviewed journ

and are on the verge of making quality earthquake science education available to 104,000 teacers and 1.6 million students in China alone.

TWB is in high demand and as vital as ever. At the same time, as we enter 2010, the eld iscrowded. From 2000 to today, we have relied upon the largess and foresight of a few founda-ions. Today, we recognize the necessity for multiple revenue streams and a substantially large

base of support and security.

This Annual Report does not stop at a description of our 2009 programs and our nancial statuWe have good news to report. Despite the global economic downturn, 2009 was a very good yeor TWB. Perhaps foundations have decided to go deep and wide with known and proven quanties.

Nevertheless, we are implementing a new model of sustainability that ensures multiple revenuetreams, greater visibility, and more profound impacts. Along with this 2009 Annual Report, wnvite you to read our Strategic Plan, which we shall post on our site and on selected websites teport on non-prot transparency and accountability.

Teachers Without Borders supports the worlds teachers and removes barriers in order for themo do their jobs. We invite you to read this Annual Report carefully. We invite your questions acomments, too.

t would be our pleasure.

Dr. Fred Mednick, Founder

Dr. Fred Mednick, Founde



4/21

2009 at a Glance

Program HighlightsCerticate of Teaching Mastery

3,500 teachers served oine in SubSaharanAfrica a record number

1,000 teachers attended a Teachers Congressin Mexico City where TWB launched Maestros

sin Fronteras (a Spanish language platform) andthe CTM was translated into Spanish On-Demand e-mentoring program established

to support the online CTM 5 countries addedto the expansion of the CTM: Nigeria, Benin,Mexico, Kenya, Rwanda

Emergency Education TWBs Teachers Guide to Earthquake Educat

nalized, translated into Chinese and embraby our partners as the cornerstone of our Emgency Education training eorts in China

3 Teacher-training workshops conducted inChina, reaching 1660 students and teachers Published article on earthquake emergency

education in peer-reviewed Journal of Geoscence Education.

Millennium Development Ambassadors4 countries added to the expansion of the MDAprogram: Nigeria, Kenya, Mexico, Rwanda1.6 million listeners per week reached throughthe Voice of Teachers radio show (16 episodes)

Participatory Evaluation Program Piloted SMS-enabled evaluation technology i

Nigeria, Rwanda and Kenya Secured 100k in grant funding for developm

and implementation of TeacherPulse

Finances TechnologyTotal Revenue decreased 16% from 2008. De-

creased grant revenue by 18% (percentagesreect timing matters)

Total Expenses decreased 4% from 2008. De-creased program expenses by 35% (percentagesreect timing matters)

Received an A+ on our rst full nancial audit Implemented research on diversication of rev-

enue streams

Stabilized new plans to create multilingual gro

spaces Advanced partnership with providers of cours

ware technology Begun work towards News Without Borders -

News aggregation network and backend Created backend that will enable instant launc

es of new sites without tech expertise Tested new Evaluation platform - TeacherPuls

Organizational Growth 2009 Awards Developed 8-stage partnership process

Developed a Strategic Plan focusing on visibil-ity, accelerated membership, multiple revenuestreams, programmatic depth and impacts, stra-tegic partnerships, and technological innovation

Expanded organizations personnel amidst eco-nomic downturn

Nurtured major partnerships, including guidingScholastic Magazines Open Educational portalTeacher Share, and an ocial partnership withConnexions Consortium

Raphael Oko, TWB Africa Regional Coordinato

wins Champions of Quality Education in Africaby Ashokas Changemakers

TWB wins Blogging for Education campaign TWB-supported Literacy at Motor Parks pro-

gram in Nigeria was selected as one of the 20100 Davis Projects for Peace by the Davis Foudation.



5/21

Mission and Vision

Mission

Teachers Without Bordersadvances human welfarethrough teacher profes-

sional development.n order for children to be success-ul in the community, teachers must

have the tools they need to fulllheir important role. Teachers of-en lack the resources, support, and

mentorship they need to be eec-ive. Teacher training, however, is

often impractical, spotty, or missingentirely, compounded by a worldwideeacher shortage.

TWB recognizes that teachers are rarely included in educational policy change or signicant decion-making. Teachers are not just a resource for our children; they are the key to internationa

development on all levels.

As an international non-prot organization, TWBs programs have always been designed and leby our members. Teachers Without Borders helps these educational catalysts address demand-driven needs; supports free and open educational resources; empowers the voices of innovativeand compassionate teachers and community leaders; and nurtures partnerships that range from

he village to the government.

Teachers Without Borders depends upon local expertise. The organization is its collective wis-dom; every member represents teachers everywhere. We are therefore able to work in emergencies, as part of national reform eorts, and with relief organization or charities precisely becauswe rely on local expertise. That expertise, in turn, is a resource for others.

If education is an essential component of human welfare, theteachers are key change agents. As the largest single groupof trained professionals in the world, teachers are multipliersThey know who is sick, missing, or orphaned by AIDS. Theyare the pulse and promise of a healthy society. We know, toothat brains are evenly distributed around the world but accesto vital information is not. Teachers Without Borders works tremove barriers so that teachers can have access to informatand most of all to each other.

We have witnessed the power of local teacher leaders to maka vital contribution to their communities and it is our vision thelp close the educational divide by supporting those leaderson a global scale.



6/21

Our Team

nternational SpokespersonDr. Jane Goodall United Nations Messenger of Peace Founder, The Jane Goodall Institute

Board of TrusteesChair Laurie Racine: Startl; Creative CommonsDavid Gutelius Ph.D: Stanford UniversityReed Hansen: Reed Hansen & AssociatesGary Howlett: Edmonds School DistrictSteven Starr: Citizen GlobalPeter Tavernise: Cisco Foundation/Cisco Public Benet Investment Group

Advisory Board

Yogi Agrawal, Ph.D: Founder: Vishal Himalaya FoundationArthur Ammann, M.D: President: Global Strategies for HIV Prevention - UCSFManny C. Aniebonam, Ph.D: Director: Nigerian IT Professionals of the AmericasAkhtar Badshah, Ph.D: Senior Director: Microsoft Community Aairsihad El-Sana, Ph.D: Professor, Ben Gurion UniversityAshok Khosla, Ph.D: President: Development Alternatives/Tarahaat.comYutaka Okamoto: Founder and Chairman: Virtual Foundation of JapanC. C. Wan, Ph.D: Director: Asian Association for Life-Long Learning China

Chief Ocers

Dr. Fred Mednick, Founder & PresidentDr. Konrad Glogowski, Program DirectorAmy Haverland, Director of Operations

StaDeyanira Castilleja, Mexico Country Coordinatoressica Clark, Administrative AssistantDr. Shamsah Ebrahim, Director of Evaluation and Impact Assessmentennifer Hamann, Personal Assistant to the FounderMichael Moran, Membership DirectorSolmaz Mohadjer, Director of Emergency EducationRaphael Ogar Oko, Africa Regional Coordinator, Nigeria Country CoordinatorBrandon Waterman, Director of Technology and Creative DirectorLi Hong Xu, China Country Coordinator



7/21

Where We Work


AfghanistanEmergency EducationTraining

Burkina FasoCTM Online and In-structor Led

CameroonClinton Global Initia-tive

ChinaEmergency/Earth-quake Education &Science Inquiry Work-shops

EthiopiaClinton Global Inititive

GhanaTeacher ProfessionalDevelopment Confer-ence

HaitiEmergency/Earth-quake Education

KenyaCTM Training Work-shops & MDA

KyrgystanEmergency EducationTraining

MexicoTWB Toolset, CTMTraining, Fiscal Sposorships

Nigeria

CTM Training work-shops, Voice ofTeachers

Oman

TWB Toolset

Pakistan

Emergency Education,Fiscal Sponsorships

Peru

Fiscal Sponsorships

Republic of

BeninCTM Training Workshops

RwandaCTM Training Work-shops

South AfricaMath & ScienceTeachers TrainingWorkshops

TajikistanEmergency EducationTraining

UgandaCTM Training Work-shops & MDA

United StatesOnline CTM Trainin


8/21

Programs (1 of 3)

Teachers Without Borders core programs are designed and created to address global educationneeds; they champion the initiative of TWB members and respond to gaps in worldwide teacherprofessional development. Our core programs have been solidied and made portable so thatthey can be of even greater impact.

Our agship program, the Certicate of Teach-ng Mastery (CTM), is a free, self-paced, peerand mentor-supported teacher professionaldevelopment program. It consists of ve cours-es designed by and for primary and secondaryeducators. The program helps teachers improveheir professional knowledge and classroom

practice, become mentors and leaders in theirchools and communities, and interact globallyhrough the online Teachers Without Bordersocial network. The CTM is oered both online

and oine. Read also about Open EducationalResources.

Certicate of Teaching Mastery

The ONLINE CTM Program in 2009: Self-paced Oers ongoing enrollment 278 registered teachers 60 currently active participantsTeachers who enroll in the program progresshrough the content and document their progress

using the TWB social network where they use their

personal blog to post their assignments and reec-ions

The OFFLINE CTM Program in 2009: Consists of a 3-4 day workshop introducing

teachers and community leaders to TeachersWithout Borders and the Certicate of TeachingMastery program

Includes a second component of 13 weeks of tentire CTM program followed by Certicates ofCompletion.

3,400 oine CTM participants 5-country expansion in 2009: Nigeria, Kenya,Mexico, Benin,

TWB On Campus is a framework, network andsupport system for college students to make adierence for teachers, schools and educationalprograms in their communities. TWB On Campuclubs advocate for the value of education in theilocal community, volunteer in schools and for lo

cal educational programs, and organize a varietyof activities for their college campus (discussionpanels, awareness of educational injustice, documentary lms, etc.) Those interested in starting club must attend an accredited university/collegand must complete the Starter Kit, available onlifor download.

3 TWB On Campus programs added in 2009: University of Washington, University of Torontoand University of Colorado Boulder

4 On Campus programs preparing to join in 2010: University of Queensland (Australia), Ari-zona State University, SUNY-Oswego, and University of Victoria (Canada).

TWB On Campus



9/21

Programs - (2 of 3)

Launched in 2009, Voice of Teachers is a rad

based teacher professional development pro-gram (reaching 1.6 million listeners per weekconnecting teachers and community memberto educational news and resources in their comunities.

Voice of Teachers (Nigeria)

This face-to-face, online, and SMS-enabledprogram is designed to inform teachers how to

ake local, practical steps to work towards theeight United Nations Millennium DevelopmentGoals:

1. Eradicate extreme poverty and hunger2. Achieve universal primary education3. Promote gender equality and empower

women4. Reduce child mortality5. Improve maternal health6. Combat HIV/AIDS, malaria and other dis-

eases7. Ensure environmental sustainability8. Develop a Global Partnership for Develop-

ment

n 2009, TWB expanded our reach of theMDA to 4 countries: Nigeria, Kenya, Mexicoand Rwanda.

Millennium Development Ambassadors Program (MDA)



10/21

Programs - (3 of 3)

TWBs Emergency Education program is a com-prehensive science-based program that pro-vides educational logistics support (e.g., pro-viding school supplies), content developmente.g., teachers guide to earthquake education),eacher training and professional developmente.g., HIV/AIDS seminars), and the establish-

ment of partnerships dedicated to physical andemotional safety of school communities (e.g.,NEE, Psychology Dept. at Chengdu University).

The programs priority is to work with schoolcommunities on preparedness and planning toavoid crises, or to lessen their impacts (e.g.,earthquake hazards mitigation and planning in

anticipation of an earthquake). When needed,TWB can also support emergency relief, recon-truction, and recovery eorts (e.g., help to

provide or distribute water, food, tents, etc., orhelp to rebuild schools).

Emergency Education

Activity Impact

Teacher & Student Training 1660 teachers and students trained in emergency education 100 student participants in bookmaking workshops

Partnerships & Endorsements 10 formal partnerships established in China 3 formal partnerships established in the United States

Workshops & Conferences 3 Teacher Professional Development workshops in Dujiangyan, Ch 2 Student Psychosocial Education (Art/Literacy Bookmaking) Projec

in Dujiangyan, China 4 Presentations at International Conferences (2 in Istanbul, Turkey

in Chengdu, China, 1 in Barcelona, Spain)

Materials & Resources Created 12 Earthquake Emergency Education Lesson Plans 10 Science Education Videos 3 Space Science Lesson Plans 2 Research Papers Peer-Reviewed and Published 1 MIT BLOSSOMS Video

Online Resources Created 1 Earthquake Education Course (12 lessons) 5 TWB Group Pages (Emergency Education, Science Inquiry,

Character Education, Space Education, Museum Education.)



11/21

TWB Toolset: New Developments

The evidence is clear: despite limited time avail-ability, teachers still ache to learn best practicesfrom each other and deserve to be heard on aglobal scale.

We are particularly excited about the TWB Toolset,a major 2009 initiative, ready for launch in mid-2010.

The TWB Toolset is a free, open-source platformthat addresses fundamental issues facing teacherleaders today.

Legions of teacher leaders help their communities, even if the electricity is o. At the sameime, without technology, whole populations would be marginalized and scale would be out ofhe question.

Teachers Without Borders has created a toolset for our own use as a global professional devel-opment platform. We have also designed it to meet the needs of a wide variety of learning envonments. Small NGOs and large corporations alike may now enable and disable instant, robuseatures that meet their needs. This extensibility is instrumental to stickiness and scale.

Connect Create Collaborate

Connect Create Collaborate One sign-on. Everything connected. All

aspects of the site are connected, so usersonly have to sign in once and can even use

a congured OpenID so that they can reg-ister using Gmail, MySpace, Yahoo, or otherpopular social networks.

Its your space, not buried in someoneelses. Organizations no longer have to digaround to nd their group. Its your ownversion, supported by a back-end that al-lows for content management and control.Beyond thin social networks, organizationscan create and display the information theycare about.

Its clear and organized. An instance ofthe platform can be congured to showactivity from other site areas and to connectall tools seamlessly.

Content and collaboration - together.People gather for a reason. Here, users cancreate groups, share information/links, andcollaborate on projects and documents withpeople from around the world in multiplelanguages.

Courseware that connects. TWB is able toprovide attractive, easy-to-use, and user-driven distance learning that can compete

feature by feature with many univer-sity platforms that often cost ten times asmuch. Based upon how people learn, TWBTools integrate the ability to create andaccess content (including video) with thelearners themselves: discussion, access tomentors, IM without having to jump fromone program to the other.

News aggregation, crowd-sourcing anddiscussion. This new tool was developedto enable people to view and understandany subject, issue, or event by rating, cat-egorizing and discussing news from orga-nizations and media agencies around theworld. Member-driven resources are showngraphically.

Tracking and supporting the most im-portant asset: Users. By utilizing toolssuch as Google Analytics and Various CRMsorganizations can connect with users.



12/21Teachers Without Borders | Annual Report 2009 | 1

Special Feature - TeacherPulse for 2010: Participatory Evaluation (1 of 2)

I can rate and provide feedback on a restaurant;why cant I rate or report on projects in my community?

Program evaluations are often top-down ap-proaches that are disconnected from the in-dividuals, the community and the projects.Evaluations can consist of inconsequential ormissing data, produce results that are delayedand expensive, and most signicantly, lackaccountability, transparency, and connection

o real change. Questions around communityeedback must not continue to be ignored.

The reality is that the evaluation of commu-nity programs is often an issue of control, onehat tiptoes around the status quo of program

developers, funders, and those who indirectlybenet from a positive evaluation report.

The educational community must be involvedthe evaluation ofits own programs. We focuon developing programs and supporting locainitiatives and organizations that enable community members to share their own voices,expertise and resources. If people cannot mesure and review the impacts of a program, it

absolutely unsustainable.

TWBs newest initiative planned for 2010 rollis a community-based formative assessmenteducation program designed to help individuand communities develop their skills in con-structive, ongoing evaluation of educational ainternational development eorts taking placin their local areas.

SMS and Online Access. Organizations canincrease transparency and the ability torespond to needs more eciently by us-ing SMS and web input that is analyzed anddisplayed in a way that is easy to view, un-derstand, and respond to. This is the rst ofits kind.

Transparency. These tools enable organi-zations to know what people are thinkingabout and if their programs are working.Imagine that we could apply the work ofour partner, Development Seed, to evalua-tion projects of all kinds. Heres an examfrom the recent elections in Afghanistan.

TeacherPulse will enable par-

ticipants to express themselvesanonymously via SMS text mes-saging and/or online -- for publicverication and community-basedproblem solving. The educationalprogram and evaluation tool, to-gether, address a substantial needfor accountability and transpar-ency in the global development

community.

Why TeacherPulse?


13/21

Honest community-based program evaluations both a moral obligation and a huge gap innternational development work. We have toknow that what we do matters. We know thatf you cant measure it, its as if it never hap-pened. With TeacherPulse and other evaluationools, we hope to revolutionize the eld, dem-

onstrate real impacts, and lower costs.

ts no longer enough to simply have good in-entions -- we need to raise the bar by stimu-ating global, yet personal, involvement in pro-

gram outcomes. Most importantly, we want tohow that education is, truly, the key to devel-

opment.

Participatory Evaluation Program: 2009 Piloted SMS-enabled evaluation technolog

in Nigeria, Rwanda and Kenya. Secured 100K in grant funding for develop

ment and implementation of this technolo Identied and engaged two key players in

the software-for-development arena (De-velopment Gateway; Development Seed) toimprove and enhance our Evaluation 2.0capabilities

Conducted program evaluations on TWB-rworkshops on Earthquake Preparedness a

Planning, and Emergency Education throuScience Inquiry

Worked closely with Bureaus of EducationTeacher Training Institutes, and their communities in Sichuan Province, China, to design sustainable evaluation plans and apppriate metrics for ongoing and forthcominprograms

Special Feature - Teacher Pulse for 2010: Participatory Evaluation (2 of 2)


Why is community evaluation important to TWB?


14/21

Focusing on Members

Membership EngagementTWB hired a new Membership Director in 2009 with a goal of tak-ing our membership engagement to a higher level and prioritizing thneeds of membership. Data tracking tools were essential and membeship communication needed recharging. Plans for strategic partner-

ships, created to increase membership, will be actualized in 2010.

I have seen many positive changes over the last year and a half.

The Helium writing contest really grabbed my attention and I havebeen visiting TWB a lot more frequently as a result. But I am a newteacher, so Im still guring out how to manage the day-to-day as-pect of that. I think once Ive found more of a balance for myself in mteaching practice, Ill become more active member of TWB of my ownaccord.

Total Members

8,153 worldwide

I can only say that TWB is a greatmovement. I love being here and greatlyappreciate the enthusiasm of the peoplewho are steering this movement.


As of December 31, 2009


15/21

Featured Members

Raphael OgarOkoRaphael graduated in1990 from the Universityof Port Harcourt, RiversState, Nigeria where heobtained a B.Ed degreein Curriculum Studiesand Educational Tech-nology/ Mathematics.

Pursuing his call as ateacher, Raphael taughtmathematics at the high

chool level. He also completed the Nigeria NationalYouth Service Corps program, where he taught athe Federal College of Education, Yola, Adamawa

State, Nigeria. Raphael has also worked with sevenonprot organizations, gaining experience in chacter and peace education, family life education, aeducational reform strategies.

Raphael is the recipient of the Ambassador for PeAward given out by the Universal Peace Federation

in Nigeria, which honored him for his unrelentingeorts to strengthen the education system in hiscountry. In August, 2009, Raphael was named threcipient of the Champions of Quality Education bthe William and Flora Hewlett Foundation & AshokChangemakers competition for working to closethe education divide through teacher mobilizationprofessional development, connecting teachers toinformation and each other, and inspiring teacherto take initiatives that address community needs.

Soa NazalyaBorn in Singapore and currently living in the UnitedStates, Soa has always been active in online vol-unteering. Her tireless work with Teachers WithoutBorders began when she found an Idealist.org bookdrive for one of our Community Teaching and Learn-ng Centers in Nigeria. Without hesitation, Soa tookon this book drive as her own, and from there, hasnever looked back.

Now, Soa is involved with the sourcing of materialselated to the Millennium Development Goals (MDGs)or use in the Community Learning and Teach-ng Centers (CLTCs) for TWB Nigeria. She has also

prompted UN Organiza-tions to assist her eortsby sending educationalmaterials to TeachersWithout Borders pro-grams in Nigeria. Soa isan excellent example ofthe power of online net-working and volunteering.Online volunteering is agreat way to contribute time and eort to someththat would otherwise be dicult to be involved w

and I gain great personal satisfaction knowing thaam able to be part of this important work, she sa

Deyanira CastillejaDeyanira Castilleja has beenin the teaching profession forthirteen years and a Teach-ers Without Borders memberfor eight. She completed theCourse of Instruction in theTeaching of English to Chil-

dren, oered by the BritishCouncil in Mexico in 2001. She also holds a Bachelorof Arts degree in Preschool Education. In 2001, Deyaparticipated in the Mexico - United States TeacherExchange Program in Beaumont, Texas, where sheollaborated on the design of strategies to provide

educational services to the migrant population. In2004, Deya founded a non-prot organization,nstituto Mejores Nios, in Saltillo, Mexico, whichpromotes and provides early childhood education toeconomically disadvantaged families.

In 2008, upon presenting her research on MultiplIntelligences in the Latin American Classroom, Deobtained the Australian Certicate in Academic Enlish. She has been involved in teacher training sin2005. Deya translated TWBs Certicate of Teach-ing Mastery to Spanish and led a workshop on theCerticate program and the new, Spanish-languaplatform, Maestros Sin Fronteras, at the Formand

Formadores Conference in Mexico City, in Septem2009. Thanks to her eorts, Teachers Without Boders was recently invited to join the Mexican Na-tional Network for Inclusion and Quality of Educat(Red ICAE). Deya was also instrumental in establising a partnership with Servicios a la Juventud (SERa non-prot organization dedicated to youth deveopment and inclusive education.



16/21

Partnerships

Teachers Without Borders supports its mission by build-ng a global network of action-oriented teachers andpartnerships that promote quality programs, accelerateprogress, expand reach, and increase eectiveness. Weoster a variety of partnerships including:

Content Partnerships Technology Partnerships

Network Partnerships Program Partnerships

Foundation Heroes

In 2009, we created and executed a comprehensive panership process to expand our reach, nuture our partnand increase our membership. We paved the way forpartnership growth by:

1. Solidifying a process for maintaining and monitoripartnerships online and oine

2. Prioritizing partnerhips based on TWB strengths an

strategic goals

Key Partners in 2009In 2009, TWB put new resources in program develop-ment. Because managing partnerships as a formal process was a new venture for TWB, we began to create opartnership portfolio by selecting low-risk partnership

Partner Partner Focus What We Accomplished Togethe

Cisco Webex Systems Online meeting and communication tools. Connected with members, volun-teers, and educators worldwide.

Scholastic: Teacher-Share

Online, open-educational resource armof the largest K-12 school publisher inthe United States.

Worked with TWB to ensure accessto high-quality OER content.

Ushahidi Online platform allowing anyone to gath-er distributed data via SMS, email or weband visualize it on a map or timeline.

Launched online SMS-enabled spafor the MDA program.

Helium Online community where writers publishand read articles that members submiton Heliums website.

Launched Teacher Connectionswriting contest on the Helium website.

My Teacher My Hero Online space for students to thank theirteachers, both past and present, by up-loading videos.

Supported teachers by sending thethe message that teachers can maa memorable dierence.

The Pipeline Project Connects University of Washington un-dergraduates with educational and ser-vice opportunities in K-12 schools.

Partnered to host a seminar on in-ternational development and eduction at the University of Washingto

Inter-Agency Net-work for Education InEmergencies (INEE)

Open global network of representativesfrom NGOs, UN agencies, donor agen-cies, governments, academic institutions,schools and aected populations working

together to ensure all persons the rightto quality and safe education in emer-gencies and post-crisis recovery.

TWBs activities in the eld of emegency education have prepared uscontribute to INEEs work around tworld.

National Center forLearning Disabilities(NCLD)

A partnership formed by the Student Suc-cess Collaborative working to provideopen educational resources for the suc-cess of students.

Teachers Without Borders is a content contributing member of thiscollaborative.

Connexions Consor-tium

A group of organizations and individualsworking together to advance open sourceeducational technology and open accesseducational content.

Worked together on the promotionof collaborative, open source codesoftware and open access to educational content.



17/21

Foundation Heroes


Teachers Without Borders partners with foundations in order to develop and implement programTWB relies on the expertise, resources, and generosity of foundations to craft innovative and freprograms that can be used all around the world. We would like to sincerely thank all of our foudation heroes that help to make our work possible.

The Cisco Public Benet Investment Group sup-ports a range of TWB programs including the TWToolset and the Certicate of Teaching Mastery,and has played a vital role in developing some oTWBs core regional programs in China and Sub-Saharan Africa. Want to learn more? Watch thisvideo created by Cisco that examines the partneship between Teachers Without Borders and Cis-co. Dr. Fred Mednick describes how the missionof Teachers Without Borders has been supportedby Cisco on a large scale.

The William and Flora Hewlett Foundation sup-ports and contributes to our work with OpenEducation Resources as well as Teachers WithouBorders emergency education activities in Sich-uan, China.

The Agilent Foundation has contributed to TWBprograms in science inquiry and has supportedour eorts to provide earthquake educationthrough science inquiry.

The Davis Projects for Peace provides nancialsupport for TWBs Wall-less Classroom in Nigeria.


18/21

Operations


n 2009, TWB enlisted the services of a con-ultant whose analysis of some of Teachers

Without Borders internal processes led to aGap Analysis report and a set of recommenda-ions. The report was based upon interviews

with sta and members, TWB Board membersand TWB partners. From this report, we wereable to identify and addresse areas requiringattention and implement solutions as shown the following chart:

GapsIdentified SolutionsImplementedValuesandassumptionsaboutorganizationalcultureand

structureinconsistentacrossstaffmembersEstablishmentofperiodicstaffretreats,

includingatwo-dayretreatinNovember2009PartnershipandProjectmanagementprocessneeded

Partnerstrategicalignmentanddilemmasmanagement

Inter-officetaskskillsandworkprocedures

Systems,Processes,Procedures

SwitchfromSalesforcetoZohoforcontact,partnership,

organizationandprojectmanagement

EstablishmentofprojectworkflowsandtheCRM/PartnerManagementsystem

Establishmentofapartnershipportfoliosystem

DecisiontocoordinateprogramsunderasingleProfessionalDevelopmentroof

ClearunderstandingofTWBspurpose,

visionandobjectivesbystaffandothers

Re-writingofourMissionstatement

LeadershipandManagement

Staffdefinedbypositions

Cross-functionalinteraction

Organizationalskills

Horizontalcoordinatingmechanisms

Additionofalayerofsupervisiontoourhorizontal/flat

structure

Assessmentofindividualstrengthsandgrowthplans

SolidifiedHRpolicies

Productoutputs

ReassessmentofourCorePrograms

Establishmentofawebsitearchitecturedesignedaroundmembershipdata

Creationofafull-timepositionofDirectorofEvaluationandMetricstoestablish

programmetrics


19/21

Our 2010+ Strategic Plan


A: Scale our Programs and Impacts B: Expand our VisibilityOUR HIGH-TECH, HIGH-TOUCH, HIGH-TEACH BLEND LeVeraGe GLoBaL channeLs and our rePutation

ONGOING AND GLOBAL Certicate of Teaching Mastery Conferences Emergency Education TWB Toolset Teacher Pulse Voice of Teachers Radio Show Millennium Development Ambassadors Program

New website Print: articles, book, newspaper coverage Public Campaigns Marquee Board Members Corporate CSR Initiatives Wide posting of content, announcements on other sit Leverage powerful networks: Cisco, BBC, National Ge

graphic, Carnegie

C: Innovate Technologically D: Diversify RevenueStreams/ProspectMEET NEEDS ON A GLOBAL SCALE from feW Grantors to a sustainaBLe modeL

TWB TOOLSET FEATURE SET Multi-faceted communities of practice Multilingual functionality Instant visualization of news and data

Advanced media functionality

EMERGING REVENUES Federal Grants Speaking Engagements Public campaigns

Toolset licensing Consulting

PROSPECTIVE FOUNDATIONS

Gates: emergency education Ford: teacher preparation Mellon: professional development Qatar: professional development Allen: teacher support networks

E: Build our Infrastructure F: Accelerate Membership/PartnershipLOWER COSTS, EXPAND OUR REACH, SCALE OUR SUC-CESS

siZe matters and so, By GroWinG, We Get Better

FORM A STRATEGIC PARTNERSHIP TO ENSUREAN INSTITUTIONAL PILLAR University network or international agency Membership organization Corporate CSR initiative Blend of all three

Expand our capacity to fund-raise as a globalnon-prot

MEMBERSHIP Schools, Districts, Non- Prots, Subject-matter orgs,NGOs, agencies, unions

PARTNERSHIPSContent, Technology, Distribution, Training, Research,Marketing, Publicity, Universities, Ministries of Education


20/21

Financials


Revenue & Expenses

2009

REVENUE

Unrestricted - Capacity 38,497.18

Grants and restricted donations 1,529,896.00

Total Revenue $ 1,568,393.18

EXPENSES

PROGRAM TRAVEL $ 72,251.79

IN-COUNTRY PROGRAMS $ 10,812.00

CONTENT CREATION $ 17,910.65

EQUIPMENT $ 128.82

PROGRAM STAFFING $ 425,667.94

PROGRAM IMPLEMENTATION $ 296,107.05

ACCRUED PROGRAM EXPENSES $ 524,998.85

Total Program Expenses $ 1,347,877.10

OVERHEAD EXPENSES:

PERSONNEL EXPENSES $ 105,322.08

WEBSITE $ 6,390.00

OFFICE EXPENSES $ 78,027.00

INSURANCE $ 3,914.00

PROFESSIONAL FEES $ 20,720.00

MARKETING SUPPLIES $ 585.00

TRAVEL $ 5,558.00

Total Overhead $ 220,516.08

Interest Income $ 17,511.19

Net Revenue $ 17,511.19

Teachers Without Borders fnancial statements are available on both our website and Guidestar.

Audit ReportIn 2009, Teachers Without Borders experienceour rst full nancial audit. While this audit wanot required by Washington State nor our gran

ors, we believed that, after establishing rmnancial standards and creating a GAAP systemwe would benet from the analysis and exper-tise of a professional audit. The audit coveredthe 2008 tax year and any control concernsidentied in the audit had been remedied in2009. Following is the report from the audit:

NAME AMOUNT

Cisco 745,988.00

W.F.HewlettFoundation 500,000.00

AgilentTechnologiesFoundation 100,000.00

KwokCharitableTrust 80,000.00

NCLD 13,000.00

DaphneyFoundation 10,000.00

Metz,James 3500.00

IngFamilyFoundation 3500.00

FosterFamilyPrivateFoundation 3500.00

Fukunaga,Mark 3000.00

Dykes,Ralph 3000.00

PunahouSchool 2742.55

RotaryClubofMetropolitanHonolulu 2700.00

Major Grantors And Donors In 2009


21/21

Support our Work

Teachers Without Borders is a non-prot, non-denominational, non-governmental 501 (cU.S. organization. Our EIN# is: 91-2023723, and we are registered in all 50 U.S. States.

Teachers Without Borders is supported by grants and individual donations. We allocate 87.5cents of every dollar received to our programs and services. Therefore, we welcome general gifto support our capacity to deliver our teacher professional programs and to support our partne

with tools, content, and resources. Your donation will make a dierence!

By Credit Card:Donate online through our website www.teacherswithoutborders.org

By Check:Teachers Without Borders321 Third Ave., S #304, Seattle, WA 98104.

For more information, please contact our Director of Operations:Amy [email protected]+1 (206) 623-0394 x3

Date post:	08-Apr-2018
Category:	Documents
Upload:	teachers-without-borders
View:	219 times
Download:	0 times

2009 TWB Annual Report

Documents