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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 worlds teacherswith love. Together, we will prevail.
Founders 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
TWB.org
Teachers Without Borders is a 501c3 non-profit organization (EIN# 91-2023723). 86% of all donations are directed toward programs. CONTACT US: www.TWB.org | info@twb.org | 206 623 0394
2011 At a Glance
TWB 2.0
We reinvented ourselves, established a world-class Advisory Board, deepened our partnerships, absorbed Bridges to Understanding, and developed a sustainability plan
When 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.
Bridges to Understanding
In 2011, TWB absorbed an award-winning, classroom-to-classroom non-prot 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.
Sustainability
TWB 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 TWBs long-term capacity.
Advisory Board
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.
ALAN GOODMAN, Ph.D. Dr. Goodman is the sixth President of IIE, the leading not-for-prot organizaRon in the eld 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 SHARON RAVITCH, Ph.D. creates research and acRon paths across elds 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
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
Teacher Leaders
... arent born or made, they just show up. See how they walked the talk in 2011.
Measurable
Impacts
Teachers reached: 4,482; Onsite workshops worldwide: 65; Online workshops: 41; Number of students benefitting from TWB teachers: 134,000
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.
PEACE EDUCATION
Teachers 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 EDUCATION
Teachers 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.
TWB Worldwide
South Africa
New 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 schoolbased Peace Clubs.
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.
Central Asia
With 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 Networks 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.
Regional Highlights
Haiti
In 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 teachersby 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.
Mexico
Teachers 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 technologysupported 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 Contempornea, have inspired local officials to work with us to create undergraduate and graduate degree programs for teachers.
Reaching Classrooms
Digital Storytelling, Global Citizenry, StandardsFocused 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.
WHATS 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.
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 Contempornea NEW: University of Pennsylvania Webex William and Flora Hewlett Foundation
Strengthening networks, adding value, sharing assets, building trust, reaching far more
FEATURED REGIONAL PARTNER AGA KHAN DEVELOPMENT NETWORK
Led by Solmaz Mohadjer, TWBs 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 Persianspeaking teachers and school administrators in order to help students understand and respond to earthquakes. TWBs Teachers 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.
Teachers Without Borders has never charged fees for our services as a fiscal sponsor because we believe that nonprofits 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. CONTACT US: www.TWB.org | info@twb.org | 206 623 0394
TWB 2.0
for 2012
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.
Its
paying
o.
Avie Consulting, Inc 3,000.00 Cascade High School 711.02 CFC - 2010 4,143.97 Cisco 398,438.00 Cisco - Give a Click Campaign 1,465.67 Cisco Support Community 20,000.00 Colegio Mexico Nuevo 868.32 Community Medical Center 500.00 Donaldson, Colleen 490.00 Elsberg Family 2,500.00 Entspire, LLC 2,500.00 Feldon, Arthur & Stella 15,000.00 Hans & Elizabeth Wolf Foundation 2,000.00 Hewlett Foundation 35,000.00 iNET Interactive 481.00 Johnson, T. 750.00 Knights of Pythias 1,500.00 Knox, Charles G. 875.42 Mace, Frank 500.00 Millhon, Jerry 1,000.00 Nat. Center for Learning Disabilities 31,727.00 RSF Social Finance 1,000.00
Financials
181,634.90 272,683.81 963.80 248,532.28 1,838.54 -372.50 -1,500.00 $703,780.83 -$131,483.35 -$162.89 -$0.10 -$162.79 -$131,646.14
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.