Network Organization Snapshots - 2011 Teach For All Global Conference - Mumbai

Network Organization Snapshot
Argentina Ense por Argentina

Australia Teach For Australia
Austria Teach For Austria
Brazil Ensina!
Bulgaria Zaedno V Chas (Teach For Bulgaria)
Chile Ensea Chile
China Teach For China
Colombia Ensea por Colombia
Estonia Noored Kooli
Germ any Teach First Deutschland
India Teach For India
Israel Teach First Israel (Chotam )
Latv ia Iespjam Misija
Lebanon Teach For Lebanon
Malaysia Teach For Malay sia
Mex ico Ensea por Mxico
New Zealand Teach First New Zealand
Pakistan Teach For Pakistan
Per - EnseaPer
Spain Em pieza por Educar
United Arab Emirates Teach For UAE
United Kingdom Teach First
United States Teach For America
Argentina
Ense por Argentina
COUNT RY SNAPSHOT *
Population (million): 40
GDP per capita (International$ PPP): 14,866
% population liv ing below the poverty line** : 30%
Gini index *** : 45.8
Public spending on education (% of GDP): 5%
PISA Ranking (Math/Literacy) **** : 50/51
Total number of primary & secondary teachers: 424,000
Avg. total number of years in education (primary to tertiary ): 1 6
ORGANIZATIONAL SNAPSHOT
CEO: Oscar Ghillione

Date of first cohort: March 2011
Number of staff: 11
Budget for current fiscal year (International $ PPP): $417 ,ooo USD
PROGRAM SNAPSHOT
Number of cohorts placed: 1

Number of teachers in most recent cohort: 14
# of applications for current cohort: 2,400
Total number of teachers active: 11
Total number of alumni: 0
Number of placement schools and regions: 1 3 schools in two regions (City of Buenos A ires and
Greater Buenos A ires)
Source: World Bank, CIA World Factbook, UNESCO, OECD, 2000-10; most recent available data shown here
Based on nationally defined measure of poverty
*** The Gini index measures the degree of inequality in the distribution of family income in a country. Worldwide, the Gini index
ranges from approximately 20 (lowest inequality) to 70 (highest inequality)
**** The Programme for International Student Assessment (PISA) is an international education survey that measures the knowledge
and skill of 15 year-olds in more than 60 countries
**
Argentina
Ense por Argentina
HISTORY
In 2009, a group of entrepreneurs with a passion for improv ing educational opportunity in
Argentina came together around a v ision for addressing educational need and civ ic action.
Knowing about the success of Teach For America and the initiatives started in neighboring
countries Chile and Peru, the Argentine team contacted Teach For A ll and shared their vision
for what has become Ense por A rgentina (EpA ).
VISION
One day all children in A rgentina will have access to an excellent education.
Ense por A rgentina believes that all students are capable of learning at high levels and can
be motivated to max imize their own potential. EpA views the teacher as the most critical
factor in motivating and enabling students to achieve at high levels.
THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS
50% of all students in A rgentina do not finish high school.

Out of all participating PISA countries, Argentina ranks in the bottom four for math, reading,
and science.
The achievement gap between wealthy and poor students in Argentina is growing, not
shrinking.
KEY SUCCESSES IN 2011
In their v ery first year, participants (PExA s) are making a positive impact in their schools.
More than 90% of principal surveys mid-year indicated high satisfaction for PExA s skills in
teaching and leading. The team is eager to measure student impact on assessments in
December.
EpA developed a strong senior board this year. Board members contributed over $55K in
their first three months together.
KEY CHALLENGES
The team is challenged by organizational development issues. In response, they are executing
a leadership and org dev action plan to address issues around staff turn-over, strategic clarity,
outcome tracking, and decision making.
Teachers in A rgentina do not typically teach at only one school. Rather, they collect hours at
several schools to patch together a full-time schedule. In addition, there are no alternative
routes into teaching in public schools. In response, EpA is placing many participants in lowincome parochial schools and developing strong relationships with a smaller number of
champion school directors to get more teaching time at fewer schools to show student impact.
Argentinas philanthropic community is still nascent (there are no tax incentiv es for
corporations). In response, EpA developed a new funding strategy leveraging their boards
and US/UK Embassies to make the case for larger investments in fewer organizations.
WHERE WE AIM TO BE IN FIVE YEARS
EpA plays a key role in establishing alternative routes to teaching in public schools.
EpA has a stable funding base, made up of a diverse group of multiple-year funders.
The team has ex panded to at least two new regions in the country with over 150 participants.
There are measureable results showing PExA s ability to increase achievement at significant
levels.
Australia
Teach For Australia
COUNT RY SNAPSHOT *
Population (million): 22.8

GDP per capita (International$ PPP): $41,000
Public spending on education (% of GDP): 4.4%
Avg. total number of years in education (primary to tertiary ): 21
CEO:
Melodie Potts Rosevear
Date of first cohort:

Number of staff:
January 2010
26
Budget for current fiscal year (International $ PPP): $3.7 million
PROGRAM SNAPSHOT

# of applications for current cohort: 7 30
Total number of alumni: n/a
Number of placement schools and regions: 29 schools in 2 states
**
Australia
Teach For Australia
HISTORY
The original business plan for Teach For A ustralia (TFA ) was written in 2007 /8 by CEO and
founder, Melodie Potts, while completing her Masters at the Harvard Kennedy School of
Gov ernment
In 2008, the V ictorian government was keen to ex plore a Teach First-sty le model to operate
in disadvantaged government schools and the Commonwealth government was increasingly
interested in the Teach For A merica-style model.
In early 2009, TFA secured ~A $14 Million in Commonwealth Government funding to start
the program on a national scale, in partnership with the Melbourne Graduate School of
Education (MGSE) and State education departments
The first cohort of 45 TFA A ssociates started teaching in V ictorian government schools in
January 2010
VISION
TFA s v ision is of an A ustralia where all children hav e excellent education opportunities
The gap. In Australia, many people dont believ e educational inequity exists, but there are
pockets of v ery real disadvantage. For ex ample:
The gap between students in the highest and lowest socioeconomic quartiles is equivalent to
almost 3 y ears of schooling
7 /10 Indigenous students fail basic literacy tests
Only 15% of univ ersity students come from the lowest socioeconomic quartile
If y ou live in a very remote region, more than half (51 %) of your classmates wont meet
minimum Yr 9 reading standards
Ex pansion to 2 new additional States (the Northern Territory and Western A ustralia)
Successful new recruitment campaign and partnership with creative agency A mbition meet
Conscience campaign
Making clear and definite in-roads into the most educationally disadvantaged schools
Dev elopment of a robust and individualized Leadership Development Framework to support
our Leadership program and the work of the A ssociates in our schools
KEY CHALLENGES
Finding appropriate placements for successful candidates, in a contex t of strict regulation

around subject areas
Managing the complex ity of stakeholder relationships to enable effectiv e program delivery for
impact particularly thinking around possible alternative university brokerage models
Securing funding for future cohorts both from government and corporate partners
Student progress Students taught by TFA A ssociates can make ambitious choices about
their futures and be equipped to create those futures
Scale To maximize the scale and distribution of TFA A ssociates in areas of greatest need,
with no compromise on A ssociate quality
A lumni leadership TFA A lumni will be leaders in addressing educational and social
disadvantage
Organisational strength TFA will be a sustainable organisation built to max imize impact for
our goal
Austria
Teach For Austria
COUNT RY SNAPSHOT *

% population liv ing below the poverty line** : (2008)
Gini index *** : 26
PISA Ranking (Math/Literacy) **** : 1 8/31
Total number of primary & secondary teachers: 1 24, 382
Avg. total number of years in education (primary to tertiary ): 15 years
CEO: Walter Emberger
President: n/a
Date of first cohort: September 2012

Number of staff: 3
PROGRAM SNAPSHOT
Number of cohorts placed: n/a

Anticipated number of teachers in first cohort: 40
# of applications for current cohort: n/a
Total number of teachers active: n/a
Number of placement schools and regions: n/a
**
Austria
Teach For Austria
HISTORY
Walter Emberger (CEO) completed his business plan, founded Teach For A ustria and became
a partner of the network in 2011. Walter was originally inspired in 2009 by an article in the
Economist about Teach First and was fully conv inced by the model after v isits to Teach First,
Teach For A merica and Teach First Deutschland.
Support and funding from the Federation of A ustrian Industries and the Boston Consultancy
Group enabled the launch of Teach For Austria.
VISION
A ll children in A ustria - regardless of their background will have the opportunity for an
excellent education and can improve their own and A ustrias future.
The performance gap between A ustrias best (top quartile) and worst performing (fourth
quartile) students is the fifth-widest of 35 OECD countries (2006).
Children and young people with socio-economic disadvantages achieve in 1 02 points less than
those that are socio-economically well off. This corresponds to the performance of two school
years.
Only 5% of the students are "resilient", which means that they perform well despite the poor
circumstances.
Recruiting 3 full time staff to work on all programmatic areas of Teach For A ustria
Securing three founding sponsors and establishing a board with representation from
industry, business and the education authorities.
KEY CHALLENGES
We have to nav igate a complex educational and political environment to secure placement for
teachers. Creative and diverse approaches need to be taken to ensure that Teach For Austria
teachers are not seen as taking places away from qualified teachers.
Certification seems unlikely in the early years as there is no alternative route to certification
in A ustria aside from a 4 y ear degree.
A delayed recruitment season will make meeting the target of 40 teachers challenging.
Teach For A ustria fellows and ambassadors will be beginning to play a major role in
reforming the education system: One third of the ca. 250 ambassadors will still be in
education bringing fresh ideas and energy into the sy stem. The other two thirds of the TFA
ambassadors will be in junior management positions in business and some in the public
sector. Because of their expertise they will take an active part in increasing social justice
through education.
Brazil
Ensina!
COUNT RY SNAPSHOT *
Population (million): 1 92.0

GDP per capita (International $ PPP): 10,304
Gini index *** : 55
Total number of primary & secondary teachers: 2,148,7 38
CEO: Maira Pimentel

Date of first cohort: January 2011
Number of staff: 9 FTEs
Budget for current fiscal year (International $ PPP): $3.4 MM
PROGRAM SNAPSHOT

# of applications for current cohort: 2,400 completed applications for 2011 cohort; 7 82 completed
applications for 2012 cohort
Number of placement schools and regions: 1 3 schools in 1 region (Rio de Janeiro city)
**
Brazil
Ensina!
HISTORY
Board members Duda Falao and A na Gabriela Pessoa learned about Teach For A merica after
studying in the states. Upon returning to Brazil, they began conversations about how to bring
a similar program to their home country . A fter researching various options, an initiative
within the Office of the Municipal Secretary of Education presented a unique window of
opportunity to place teachers in an ex tended school day model in low-income schools in Rio
de Janeiro under the Schools of Tomorrow program.
A na Gabriela, a former Lehman Fellow, secured $1 MM in from entrepreneur Jorge Paulo
Lemann to launch Ensina! in July 2010.
In January 2011, the first cohort of 30 teachers completed their summer training institute and
started teaching in 13 schools in the Municipal Education Sy stem of Rio de Janeiro.
VISION
Ensinas vision is that one day, all children in Brazil will receive an excellent education.
Ensina believes that the transformative power of the classroom experience can change the
social structure of Brazil by collapsing long-ex isting class barriers and sewing disparate
factions of Brazilian society together, thus achieving both a unifying and equalizing effect.
Currently, students in Rio attend school for only 3.5 hours a day. The Schools of Tomorrow
program lengthens the school day by adding an additional 3 hours, during which participants
will teach academic reinforcement classes to students in the 6th -9th grades. Programs like the
Schools of Tomorrow are ground-breaking efforts of the school sy stem to increase its
engagement in isolated and marginalized communities
In the communities where Ensinas will teach, roughly 7 4% of students who begin primary
education drop out before beginning high school. By targeting students in the 6th -9th grades,
participants have the opportunity to directly influence the number of students who pursue
secondary education.
Both y ear 1 and year 2 recruitment seasons have y ielded strong results. In year 1 , Ensina
accepted only the top 1 .3% of applicants, ensuring a high-quality cohort with a strong
background of leadership and achievement.
Ensina raised ov er $2.3MM in private funding alone in their first y ear and a half.
KEY CHALLENGES
Giv en significant political and legal barriers, there is currently not a path to alternative
teacher certification in Rio de Janeiro. Ensina is pursuing negotiations with potential
government partners to seek a financially sustainable and high-impact placement model.
The only route to alternative teaching certification in the country ex ists in So Paulo, where
Ensina is currently researching expansion options to launch a cohort in 2013.
To grow to scale, Ensina must secure a sustainable path to funding involving significant
government contributions. A government landscape complicated by union politics, coupled
with a lack of a philanthropic tradition in Brazil, poses considerable challenges.
In the Schools of Tomorrow extended school day model, student attendance is not
mandatory. A s a result, Ensina has prioritized relationship-building at the school and
community level in order to increase student enrollment.
Three to fiv e years from now, Ensina will officially be a national movement, having a presence
in at least 3 major cities in Brazil, first starting with So Paulo in 2013 and Pernambuco in the
northwest of the country by 2015. In the near future, Ensinas main priority is securing a
multi-year partnership that will ensure government funding as well as an alternative path to
teacher certification.
Bulgaria
Zaedno V Chas (Teach For
Bulgaria)
COUNT RY SNAPSHOT *
Population (million): 7 .6
GDP per capita (International$ PPP): 11,7 92
Gini index *** : 29
CEO:
Ev genia Peev a

Number of staff: 11
Budget for current fiscal year (International $ PPP): $909,97 8 USD
PROGRAM SNAPSHOT

# of applications for current cohort: 380
Number of placement schools and regions: 1 2 schools in 4 regions
**
10
Bulgaria
Zaedno V Chas (Teach For
Bulgaria)
HISTORY
The idea for Zaedno V Chas (Teach For Bulgaria) came from the America For Bulgaria
foundation, who learned about it from members of Teach For A mericas board. They have
generously provided funding for the initiative for the first 3 y ears.
The America for Bulgaria Foundation recruited Evgenia Peeva, the CEO and prov ided office
space, legal support and guidance during the founding stages of the organization
From the start, Zaedno v chas has been an independent non-profit organization.
VISION
Teach For Bulgarias mission is to encourage and prepare outstanding young people to
become inspiring teachers and leaders in order to facilitate the access to quality education for
ev ery Bulgarian child.
PROGRAM DESIGN HIGHLIGHTS
Bulgaria seeks to close the gap in achievement and opportunity that currently ex ists in the
country and, in doing so, to improve the overall quality of education in Bulgaria.
Less than half of the 15-year-olds in Bulgaria manage to meet the critical threshold in reading
and math skills defined by the Organization for Economic Cooperation and Development
(OECD) (World Bank).
Students from linguistic minorities and low-income families consistently score lower than
their peers from more affluent families on state subject exams. (World Bank).
During the 2008-2009 school year 15,500 students left school prematurely for a variety of
reasons. (NSI)
We recruited and selected our first cohort of 21 teachers, and in doing so, maintained a high
bar for quality.
We successfully ran our first ever summer institute, which included creating a 4 week
summer school for ov er 100 children in Sofia. Our teachers emerged energized for the y ear to
come, and we saw dramatic gains in student learning even in that short period of time.
We secured placements for all 21 of our teachers prior to the start of the institute, and all 21
began teaching in those placements on September 15th .
KEY CHALLENGES
It has been challenging to attract talented Bulgarian graduates to our program, and we missed
our recruitment scale goal for this year.
Our teachers have struggled as they enter schools and are confronted with how far behind the
students are and with the negative attitudes of some of the other teachers in schools.
WHERE WE AIM TO BE IN 5 YEARS
We are in the midst of creating a 10-year v ision for our organization. What we know now is
that in 10 years, we want to have a new cohort of 200 teachers starting, and we want those
teachers to reach over 2,000 students. A s an organization, we hope to figure out by
December the implications on a 5-year horizon.
11
Chile
Ensea Chile
COUNT RY SNAPSHOT *
% population liv ing below the poverty line** : 11.5%
Gini index *** : 52
Public spending on education (% of GDP): 4 %
Total number of primary & secondary teachers: 1 41,1 84
Avg. total number of years in education (primary to tertiary ): 9.7
CEO:
Toms Recart
Date of first cohort: March, 2009

Number of staff: 33 FTE
Budget for current fiscal year (International $ PPP): $ 1 ,404,77 4
PROGRAM SNAPSHOT
Number of cohorts placed: 3 (in process of placing the 4th)

Total number of teachers active: 7 8
Number of placement schools and regions: 39 schools in 3 regions
**
12
Chile
Ensea Chile
HISTORY
Ensea Chile began with a business plan that was drafted in October of 2007 after a group of
close friends, while completing their graduate studies, united around the idea of adapting the
Teach For A merica model in their home country of Chile
By June of 2008, the team of six founders had all returned to Chile to begin implementing
their plan and by March of 2009 the first Profesionales Ensea Chile (PeCh) entered some of
Chiles highest need classrooms in Santiago and the southern region of Araucana
VISION
Ensea Chiles v ision is that One day, all children in Chile will receive an excellent
education. Its mission is to generate a critical mass of leaders and protagonists of education
reform in Chile
Chile is far behind in terms of overall quality and equity of our educational sy stem.
40% of Chileans who complete 8th grade do not comprehend what they read (MINEDUC)
Only 5% of Chileans students perform at the top two levels of achievement (PISA 2000)
This pattern of inequity and low quality has been the center of recent social conflict. Ov er the
past four months and for a large part of this past y ear, massive strikes have occurred and
stirred up heated debate about the state of education in Chile.
In 2011 we increased our applications by 15% while also more tightly targeting a higher
quality profile. For example, during eChs first year of operating (2009) we didnt attract a
single applicant from the top business school in the country (this is the talent pool that
perceives the greatest opportunity cost), however this year Ensea Chile was able to target
and get 1 4 applicants from this pool of top talent .
Built and grew to a team of 30 FTE while also continuing to build our strong culture of
achievement
Closing our fiscal y ear with a funding surplus of $100,000 USD
KEY CHALLENGES
Our biggest challenge is that by 2014 we plan to bring in 300 new participants who have the
core competencies required and who can truly get the adequate support they need to become
a force of transformational teachers.
A n ongoing challenge we face is in ensuring we have the culture and the systems in place to
transform classrooms in a dramatic way.
The largest graduate recruiter in Chile

Show that every kid can learn, independent of his/her background
To have a force of A lumni who are fully committed to educational reform, impacting different
lay ers of society
In a position where we are able to communicate and showcase our impact in an adequate way
that effects greater education reform
13
China
Teach For China
COUNT RY SNAPSHOT *
Population (million): 1,338

GDP per capita (International$ PPP): 7 ,600
Total number of primary & secondary teachers: 1 2,37 9,293
Co-CEOs: A ndrea Pasinetti and Rachel Wasser

Number of staff: 36
Budget for current fiscal year (International $ PPP): $3,500,000 USD
PROGRAM SNAPSHOT

# of applications for current cohort: 1 ,07 5
Total number of alumni: 1 8
Source: World Bank, CIA World Factbook, UNESCO, OECD, 2000-10; Reuters; most recent available data shown here
and skill of 15 year-olds in more than 60 countries. In China, only students in the city of Shanghai participated in PISA in 2009.
**
14
China
Teach For China
HISTORY
A ndrea Pasinetti focused on education in Chinese rural reform policies during his studies at the
Woodrow Wilson School at Princeton Univ ersity. During his research on this topic, he was inspired to
found Teach For China (formerly China Education Initiative) to aid in China's ongoing effort to rectify
educational inequality.
VISION
A t Teach For China, we are committed to a cross-cultural solution to ensure that all children receive
the excellent education they deserve.
One of the greatest social inequities affecting Chinas low-income populations today is that fact that
where a child is born determines his or her educational prospects, and, therefore, life opportunities.
Tens of millions of children growing up in Chinas high-poverty rural communities do not have access
to a quality education. These children face many challenges that prevent them from attending college
in the same numbers as their urban peers, including pronounced poverty, a lack of early education
opportunities, and low levels of engagement from parents and the community. Rural students can
overcome these daunting challenges with the help of exceptional educators who inspire and lead them
to succeed. Unfortunately, the children who most need excellent teachers are those who are least
likely to be afforded access to them. Teach For China seeks to bring inspired educators to
underserved students, and develop a cohort of lifelong leaders committed to adv ancing the cause of
educational equity.
TFC engaged in a strategic planning process this past spring and summer that enabled the
organization to gain more clarity on its intended impact, theory of change, and strategic
priorities in the short- and medium-term
In Fall 2011, TFC ex panded placements into a new province, Guangdong, with enthusiastic
support from the local government and the Li Ka Shing Foundation
The Training and Support team has continued to invest in staff development, evolve its
approach to incorporate and localize the Teaching A s Leadership principles, and work more
closely with local partners in supporting Fellows
KEY CHALLENGES
TFC continues to nav igate a complex educational and political landscape, while pursuing
national level nonprofit registration to facilitate ex pansion
TFC needs to overcome challenges in sourcing and hiring high-caliber staff given ambitious
growth plans over the coming y ears
TFC must continue to adapt and integrate its model and approach within the local context in
order to build a lasting movement
Five years from now, TFC aspires to become a national organization and to see its first cohorts of
alumni in leadership positions across different sectors lay ing the foundations for systemic change.
We hope to build alignment between national, local, and organizational expectations of student
achievement through demonstrating that every child, regardless of circumstances, can achieve.
15
Colombia
Ensea por Colombia
COUNT RY SNAPSHOT *
% population liv ing below the poverty line** : 37 .2%
Gini index *** : 58
Public spending on education (% of GDP): 4.7 %
Avg. total number of years in education (primary to tertiary ): 7 .4
CEO: V eronica Puech

President: N/A
Date of first cohort: January 201 2
Number of staff: 5
Budget for current fiscal year (International $ PPP): $ 300,000.00 USD
PROGRAM SNAPSHOT
Number of cohorts placed: 36 (Projected and on-track, January 201 2)

Number of teachers in most recent cohort: N/A (Projected and on-track, January 2012)
Total number of teachers active: N/A
Total number of alumni: None
Number of placement schools and regions: 1 2 schools in 1 region
16
Colombia
Ensea por Colombia
HISTORY
Ensea por Colom bia was founded by three local entrepreneurs who approached Teach For All in 2 010
about the possibility of joining the network. After creating a business plan and developing their
TOP/TOC, they hired Vernica Puech to serve as the organizations CEO in November 2010. By mid2011, the PED was already on the ground, the organization had a Board of Directors, had hired a Head
of Recruitm ent & Selection as well as a Head of Training & Support and two T&S sfaff members.
Enseas recruitm ent season began in early July and their selection process ended in late October. The
organizations first cohort of 30 participants is currently in their first week of institute as the Mum bai
Conference takes place, and they will be in classroom s in January 2012.
VISION
One day, all children in Colombia will have the opportunity to attain an excellent education.
Student learning outcom es in Colom bia are low. According to the 5th grade Math Saber National Test,
65% of the children in public schools are scoring insufficient or low. Moreov er the current education
sy stem is not providing to all children the required com petences they need in order to succeed in life
and the gap in terms of access and quality is still very big (MEN 2011). Moreover, according to the PISA
2009 test, the distribution of Colombian students in term s of levels of achievement shows a worrying
situation: alm ost half (47,1%) is below level 2, when for the OCDE countries such percentage reaches
only 18.8%.
Ensea por Colom bia seeks to address these issues by building a m ovement through the creation of a
diverse and highly selective national network of the best recent graduates from the leading universities
of the country. These participants will teach for two years in high need schools in Colom bia and would
then becom e lifelong leaders committed to ensuring educational opportunities for all.
Received over 900 applications for first cohort, three tim es the number originally projected.
Exceeded its available school placement sites goal by 50%
Consolidated a diverse and high profile board of directors with influential m embers from the private and
non-profit sectors.
Consolidated a solid team and developed a significant network of allies.
KEY CHALLENGES
Financial Sustainability, define a diverse funding strategy.

Measure im pact, scale up the program and ensure long term sustainability.
Interpreting current legislation and understanding the im plications of relevant laws and how they affect
ExCs ability to place teachers in public schools.
Building a pipeline to attaining teacher certification to be able to place participants in public schools through
partnerships with local school districts (Secretaras de Educacin).
Dev eloping and building relationships with key stakeholders in outgoing and incom ing administrations in
the public sector during an election year.
By the end of 2015, Ensea por Colom bias staff will double, and the organization aim s to place close to
240 teachers in three regions of the country. As the 2013 cohort com pletes the their two year
comm itment, ExC will have over 180 alumni who will begin to set the context for staying profound and
significant changes in the Colombian educational sy stem., thus becoming a well-positioned and
recognized organization in that area.
17
Estonia
Noored Kooli
COUNT RY SNAPSHOT *
Gini index *** : 36
Total number of primary & secondary teachers: 17 ,413
CEO: Kaire Kroos

Number of staff: 5.5
Budget for current fiscal year (International $ PPP): 267 ,441
PROGRAM SNAPSHOT

Total number of teachers active: 37 (+50 alumni)
Number of placement schools and regions: 27 schools
**
18
Estonia
Noored Kooli
HISTORY
Noored Kooli was set up by Swedbank, the biggest bank in Estonia and Good Deed
Foundation, an Estonian incubator of non-profits, in 2007
The first cohort of 11 participants entered schools throughout Estonia in September 2007 and
Noored Koolis fifth cohort was placed in September 2011
The first three cohorts are now alumni, with the vast majority still in the classroom
CEO Kaire Kroos joined the organisation in January 2009
VISION
Noored Koolis vision is that every child in Estonia gets excellent education which helps to
open everybody 's potential so that they have broadest possible choices in life
Drop outs: each year, almost 500 students drop out of the school system before they graduate
from 9th grade (two out of three are boys)
Low levels of attainment in Russian-speaking schools: in 2010, state ex am results for
Russian-speaking students were 15% lower than those of Estonian graduates
Lack of confidence (for both teachers and students): lack of confidence stops teachers and
students from setting higher goals for themselves
Noored Kooli recruited their largest cohort to date, placing 25 participants in schools in
September 2011, representing a 53% growth over their 4th cohort
Hav ing kids present for part of institute for the second year has revolutionized Noored Koolis
approach to training & has increased the focus of participants dramatically
The first Noored Kooli alumni was appointed a school headmaster; two more are working as
deputy heads
KEY CHALLENGES
Placement is a difficult challenge, both in terms of finding enough schools and in participants
flex ibility to move to other parts of the country
Noored Kooli is largely dependent on a small number of funders and the lack of large
businesses/giving culture is making it difficult to grow this pool. Changing the fundraising to
be more differentiated & gaining support from the state budget in particular continue to be
priorities
Ensuring that all our teachers are hav ing a transformational impact on their students seems
like an ever-lasting challenge
Noored Kooli will expand its presence in schools that are achiev ing the lowest results on state
ex ams, paying particular attention to expanding presence in Russian-speaking schools
Noored Kooli will support more participants to become excellent teachers with a
transformational impact on students lives
Noored Kooli alumni will have significant impact in making changes to the Estonian
education system, aligned with the Noored Kooli vision
19
Germany
Teach First Deutschland
COUNT RY SNAPSHOT *
Gini index *** : 27
Total number of primary & secondary teachers: 837 ,030
Avg. total number of years in education (primary to tertiary ): 1 6 years
Co-CEOs: A rist von Hehn, Kaija Landsberg, Ulf Matysiak

Number of staff: 28 (25.3 FTE)
Budget for current fiscal year (International $ PPP): 2.1 M
PROGRAM SNAPSHOT

Number of placement schools and regions: currently 55 schools in 5 regions
**
20
Germany
Teach First Deutschland
HISTORY
Teach First Deutschland was founded in June 2007 as a result of a masters thesis written by
Kaija Landsberg and Michael Okrob on the adaptability of the Teach For A merica / Teach
First model to Germany.
Two y ears of building up the organization and generating support followed, and the first
cohort of 66 Fellows was placed in three regions of Germany in September 2009.
In September 2011, the third cohort of 25 Fellows was placed in four regions across the
country (with an additional approx. 24 participants joining them in February 2012).
TFD has secured the support of many major corporations and foundations, such as Deutsche
Post DHL, Bosch, Siemens, Lanxess, Lufthansa, McKinsey and Company and Vodafone
VISION
We want to win the leaders of tomorrow for today s schools so that educational equity
becomes reality
In Germany a childs social background determines its educational success and opportunities
more than any other factor.
In June 2011 TFD graduated their first cohort of 59 alumni. One alumnus became the alumni
officer for TFD, contributing to the development of a rigorous alumni v ision and the
beginnings of a strategic plan; 3 additional alumni also joined staff.
A lthough placement continues to be a key challenge, TFD was successful in their negotiations
with the German state of North-Rhine Westphalia, the result of which is a mid-year
placement of approx imately 24 participants in February 2012.
Establishment of 3 regional offices (1 staff member in each office at the moment) in NorthRhine Westphalia, Hessen and Hamburg
KEY CHALLENGES
Placement is TFDs greatest challenge both in terms of finding enough schools with the
financial means to employ a Fellow and in terms of generating sufficient political momentum
to overcome union opposition
Ov er the last two y ears, recruiting enough suitable candidates and getting the selected
applicants to accept job offers has increasingly become a challenge; many applicants pull back
their application and accept other offers (which are better paid or where they receive a faster
answer on their application)
A route for Fellows to stay in the classroom beyond two years has been secured
A presence in all major German states has been established
Placements are secured over a longer period of time (especially in terms of financing) and do
not have to be negotiated every year anew
21
India
Teach For India
COUNT RY SNAPSHOT *
Population (billion): 1 .18

Gini index *** : 37
PISA Ranking (Math/Literacy) **** : not ranked
Total number of primary & secondary teachers: 5,97 4,116
CEO: Shaheen Mistri

Date of first cohort: June 2009
Date of partnership with Teach For A ll: July 2009
Number of staff: 100
Budget for current fiscal year (International $ PPP): 3,7 81,914
PROGRAM SNAPSHOT

# of applications for current cohort: 4,7 34
Total number of teachers active: 37 3
Number of placement schools and regions: 1 22 schools in 3 regions
**
22
India
Teach For India
HISTORY
In 2006, a group of young leaders working to reform education in India came together to seek
an innovative solution to end educational inequity in the country. During this time, the group
met with Wendy Kopp to discuss the feasibility of Teach For Americas Theory of Change
working in India
The outcome of this meeting and the subsequent feasibility study by McKinsey led to the
creation of Teach to Lead in 2008 and the first batch of 87 Fellows being successfully placed
in 2009
VISION
To build the national movement of leaders who will eliminate inequity in education
30% of India is illiterate

Our classrooms are understaffed (1 in 4 teachers will be absent on any giv en day )
Our teachers could be more engaged (Only 50% are likely to be teaching at any given time)
Our drop-out rate is unusually high (More than 1 in 3 children who begin primary school will
drop out before reaching 5th grade)
Our education spend is relatively low (India spends only 3.3 percent of its GDP on education,
compared to an average 5.8 percent in developed countries)
Ex pansion into new city (Delhi)

The successful transition of Fellows into A lumni
InspirED and TEDx conferences
Able to measure student growth across English and Maths
A lumni have joined staff
KEY CHALLENGES
Ex pansion into two new cities, Chennai and Hy derabad

Sustainable funding to meet ambitious growth needs
Accreditation of Teach For India Fellows as Teachers
Five years from now, TFI will be successfully established in approximately twelve cities,
placing around 1,000 new Fellows each y ear and transforming the lives of over 65,000
children
23
Israel
Teach First Israel- Chotam
COUNT RY SNAPSHOT *
Gini index *** : 39
Total number of primary & secondary teachers: 11 6,130
CEO:
A saf Banner
Chairwoman:
Shlomit Amichai

Number of staff: 13
Budget for current fiscal year (International $ PPP): $6,157 ,612 (USD)
PROGRAM SNAPSHOT

# of applications for current cohort: 1 ,37 4
Number of placement schools and regions: 33 schools
**
24
Israel
Teach First Israel- Chotam
HISTORY
In 2006-07 Tal Cohen attempted to launch a similar program in Israel but was unable to
secure Ministry of Education approval
A saf Banner, current CEO, re-launched this initiative in Dec 2008. He garnered key strategic
partners including HaKol Chinuch, the Joint Distribution Committee and Shlomit A michai
(former Deputy Director at the Ministry of Education)
A saf and Shlomit secured MOE approval in Nov 2009 and joined the network in May 2010
VISION
A ll children will receive an excellent education that will enable them to choose their own future.
Teach First Israel seeks to address educational inequity

Children from low socioeconomic status scored 94 points lower than their high-income
counterparts in reading and 95 points lower in math on the 2009 PISA .
85% of students from Shoham earn their matriculation certificate while only 35% receive it
from the nearby town of Lod
and education quality in Israel
Israel ranks below the OECD av erage on both literacy and math
Not enough of Israels best students are entering the teaching profession

Many of the first cohort teachers had significant impact on their students and their schools
and overall principal satisfaction was high (93% of principals were satisfied or very satisfied).
Ex ecuted a strong training and support program that enabled the first cohort to earn their
teaching certificate and better prepared the second cohort during our summer institute. We
also added a practical component to summer institute which proved to be critical to the
teachers professional development.
Teach First Israel surpassed its recruitment goal for its second cohort and received over 1,37 4
applicants with 89 institute starters.
The team has become more aligned on the organizational v ision, rewrote its mission and
created 3 year organizational priorities.
KEY CHALLENGES

This y ear we will be focusing on developing a strong alumni program to support our first
group of alumni as they continue their impact.
We want to place more teachers deeper in the geographic periphery but it may require us to
scale more slowly as many of our applicants want to remain in the center of the country.
We need to better understand the implications of placing teachers in elementary schools.
We want to increase the number of our teachers who have a dramatic impact on their
students access, aspirations and achievement and need to align all of our partners around this
and constantly improve our training program to achieve this.

We will hav e alumni in key leadership positions several school principals and in
management positions, 50% stay ing in teaching and the remaining still engaged with our
mission
We will hav e an annual intake of 200 chotamistim
25
Latvia
Iespjam Misija
COUNT RY SNAPSHOT *

GDP per capita (International$ PPP): 15,1 48.7 4
% population liv ing below the poverty line** : 5.9% (2004)
Gini index *** : 36
PISA Ranking (Math/Literacy) **** : 27 /24
CEO:
Kristne Mrmane

Number of staff: 7
Budget for current fiscal year (International $ PPP): ~ 400,000USD
PROGRAM SNAPSHOT

Number of teachers in most recent cohort: 1 8
**
26
Latvia
Iespjam Misija
HISTORY
Mission Possible is an initiative hatched by local businesses wanting to make a long-term

contribution to improv ing the quality of education in Latvia.
One of the key initiators was the former CEO of Swedbank in Latvia who was looking to start
an educational charity programme after stepping down as CEO of the bank. She heard about
the scheme from her friend at Swedbank Estonia, which had begun supporting a similar
programme in Tallinn a year earlier (Noored Kooli). A newly established venture
philanthropy foundation, Partners in Ideas Fund, helped her attract initial donors and
prepare for the launch in 2007 .
Current CEO, Kristne Mrmane, joined Mission Possible in November 2011.
VISION
Mission Possible ex ists to foster education as a v alue in Latv ia by helping talented graduates
become inspirational teachers and future leaders
The Latv ian education system is currently not able satisfy the requirements of a rapidly
changing modern society, and evolving economic and labour markets. Schools still put too
great an emphasis on academic knowledge without any clear application of this knowledge.
Life-long learning, creative thinking, and initiativ e are being insufficiently developed. Only a
small percentage of students are interested in mathematics and technological sciences and
they are not prepared to choose a career in these fields.
The team recruited their largest cohort to date selecting 1 8 participants (from 27 6
applications) who were placed in September 2011.
The Mission Possible alumni group grew to 25 with the graduation of the second cohort, and
the group now includes the programs first deputy principal.
KEY CHALLENGES
Dev eloping a sustainable and diverse funding base

Recruiting a sufficient number of high-quality candidates on a yearly basis
We aim to expand the number of recruited participants by 25 people every year until 2018. If
this is met Mission Possible would represent 5% of teachers (of all teachers, not just new
teachers) in each of the largest Latvian schools currently serving about 7 0% of pupils.
27
Lebanon
Teach For Lebanon
COUNT RY SNAPSHOT *

Gini index *** : NA
PISA Ranking (Math/Literacy) **** : Not ranked
Total number of primary & secondary teachers: 7 5,040
CEO: A li Dimashkieh
Date of first cohort: October 2009
Number of staff: 2
Budget for current fiscal year (International $ PPP): NA
PROGRAM SNAPSHOT

# of applications for current cohort: NA
Total number of alumni: 1 3
**
28
Lebanon
Teach For Lebanon
HISTORY
In a drive to reduce education inequality in Lebanon, Teach For Lebanon was officially
launched in A ug 2008 based on successful ex periences by Teach For A merica and Teach First
By September 2009, the first cohort of Fellows was placed in schools in deprived rural areas
in the North, West Bekaa and South of Lebanon
VISION
Teach For Lebanon believes that the foundation of a strong society is good education, and
that a good education demands excellent teachers. Its mission is to eliminate educational
inequality in Lebanon while fostering youth leadership and promoting civic engagement.
One of the main reasons children in rural areas do not have the same opportunities as
children in Beirut and Mount Lebanon, is that ambitious and competent teachers do not stay
in remote areas. The Fellows therefore teach in cycle one, with the main problem being the
high rate of drop out in grades 5 to 8.
In Lebanon around half of all students complete secondary education.
In hard to staff schools, unqualified and unmotivated teachers have low expectations for
students and prov ide students with limited opportunity for achievement and advancement.
Providing ongoing support for the 2010 cohort of fellows

Continued development and thinking on transformational teaching in the Lebanese context
and refining the organizations theory of change and theory of problem
Initial planning and development of leadership pathways for alumni
KEY CHALLENGES
Building a sustainable organization by hiring and retaining highly qualified and motiv ated
staff
Securing funding to support renewed programmatic activ ity in 2012
Supporting current fellows and maximizing opportunities for alumni engagement
Scale: Kick-start recruitment and selection efforts to recruit a strong cohort in 2012 and grow
sustainably toward goals from this base
Student Achievement: Decreasing student attrition rates by prov iding students with the skills
and mindsets that will set them up for success in secondary school and beyond
A lumni: A lumni leveraging their experience in the education, advocacy, non-profit, and
private sectors.
Institution: A fully staffed, highly functional organization that recruits, selects, and supports
education leaders.
29
Malaysia
Teach For Malaysia
COUNT RY SNAPSHOT *
Population (million): 28,7 28,607

GDP per capita (International$ PPP): $1 4,7 00
Gini index *** : 46.2 (2009)
Public spending on education (% of GDP): 4.1 % of GDP (2008)
PISA Ranking (Math/Literacy) **** : not ranked
Avg. total number of years in education (primary to tertiary ): 1 2.5
CEO: Keeran Siv arajah

Number of staff: 16 (full-time)
Budget for current fiscal year (International $ PPP): US $2,838,680
PROGRAM SNAPSHOT

Number of teachers in most recent cohort: 50 (anticipated)
Number of placement schools and regions: 17 schools in 1 region (3 states)
**
30
Malaysia
Teach For Malaysia
HISTORY
Keeran and Dzameer were conv inced that a childs origin in Malay sia had significant bearing
on his or her access to education opportunities, and therefore, life prospects
During their time at university in A ustralia and the UK respectively, they were drawn towards
education reform initiatives as a social justice issue. Upon graduating, they both joined
PricewaterhouseCoopers where they worked as management consultants
Using the skills that they developed at PwC, and drawing on the passion that they each felt for
addressing educational inequity in Malay sia, they created the concept of Teach For Malay sia
Teach For Malaysia was officially launched on 24 December 2010
VISION
Teach For Malaysias vision is for all children in Malaysia to have the opportunity to attain an
excellent education
Educational inequity remains a significant challenge in Malaysia, in that a childs origin often
determines the quality of his or her education, and therefore life outcomes. In Malaysia,
1 out of every 8 students in Standard 1 classrooms does not meet targeted literacy levels
1 out of every 4 students in Standard 4 classrooms does not meet targeted numeracy levels
4 out of 5 working Malaysians are only educated up to SPM level
3 out of 5 heads of poor households in Malay sia only have a primary education or less
Despite significant barriers in reaching top Malay sian students due to their global presence,
Teach For Malaysia exceeded its application target, receiving 869 completed applications.
Without compromising admissions standards, Teach For Malaysia was able to easily select
and matriculate its target of 50 fellows.
Teach For Malaysia has built strong partnerships with the government and corporations,
leading to high-profile partners in the financial serv ices, telecommunications, consulting and
conglomerates. These partnerships have brought both diversified funding and in-kind
support to Teach For Malaysia, as well as serv ing as a motivation for recruitment.
KEY CHALLENGES
Directly engaging Teach For Malay sias target recruitment market: top Malaysian students
are enrolled in top universities locally , with significant numbers in Singapore, the UK, the US
and A ustralia
Teach For Malaysia participants begin to produce outstanding results in their classrooms by
significantly raising academic and non-academic outcomes of schoolchildren
Begin to see alumni of TFM leading initiatives that work towards addressing the root causes
of educational imbalance in Malay sia
Teach For Malaysia begins to be recognized as a top graduate employer for Malaysian
students wanting to make a difference
31
Mexico
Ensea por Mxico
COUNT RY SNAPSHOT *

GDP per capita (International$ PPP): $9,1 66
% population liv ing below the poverty line** : 47 .4%
Gini index *** : 52
CEO: Erik Ramirez

President: Pilar Castellanos
Date of first cohort: 201 2
Number of staff: 4, working closely with about 10 volunteers
Budget for current fiscal year (International $ PPP): Y1 : 1 .8m USD
PROGRAM SNAPSHOT

Number of teachers in most recent cohort: n/a
Number of placement schools and regions: tbd
**
32
Mexico
Ensea por Mxico
HISTORY
Ensea por Mexico was founded in April 14, 2011 as a civil association in Mexico. In July of this
same year, we joined the Teach For A ll Network.
Ensea por Mex ico has signed letters of intent with several Mexican states and aims to one day
place across the entire country.
Currently Ensea por Mexico is in efforts to build a Council of Directors, an Advisory Board and an
Academic Council to strengthen and support the development of the program.
In January of 2012 will begin the recruitment of young leaders to participate in the 2012-2013
school year.
Ensea por Mexico holds support from the following organizations and foundations: Carlos Slim
from TelMex, the Servitje Foundation, Stanford and Harvard Universities, Deutsche Bank, USAID,
Banamex, Credit Suisse and many more.
VISION
One day all children in Mexico will have the opportunity to receive an equal education as the foundation to
their long-term success. Ensea por Mxicos mission is to improve the countrys educational system by
transforming its top graduates into life-long leaders committed to improving the lives of students across
Mexico. It plans to place over 200 young leaders in schools across various states, from August 2012.
Mexico devotes almost 1/4 of its budget to education, more than any other member of the OECD
but its investment per student is amongst the lowest.
Mexico recorded one of the largest increases in investment in education between 1995 and 2005
(54%); but, due to an increased number of student enrollment (14%), the growth in investment per
student did not exceed 36% in that period.
Despite high levels of investment, spending per student is still low in absolute terms: $2,405
dollars, which is below the average of $7 ,527 dollars at the OECD level.
We
are building a strong and committed team of staff and board members.
are working closely with the Mexican Federal Government and its Secretariat of Basic Education to
start our program. We have confirmed 150 placements, and are still in discussions with various
states.
have strong private philanthropic support in Mexico and abroad from individuals and institutions
who believe deeply in the mission of our organization and believe that education is part of the
solution for social ills in Mexico.
joined the Teach For All network!
KEY CHALLENGES
Building a strong, diversified funding base, necessary to continue with the growth of the program.
Developing the right recruitment campaign to incentivize promising student leaders participate in
the program.
Establishing an organization where each state that participates in the program is autonomous in
its operations and fundraising abilities.
To expand across the country and create a strong, vibrant national program that is transforming
the lives of thousands of marginalized children.
To continue to bolster public and private partnerships and garner strong organizational and
funding capacity.
33
New Zealand
Teach First New Zealand
COUNT RY SNAPSHOT *

GDP per capita (International$ PPP): 27 ,7 00
% population liv ing below the poverty line** : No national measure of poverty
Public spending on education (% of GDP): 6.2
Total number of primary & secondary teachers: ~50,000
CEO:
Shaun Sutton

Number of staff: 4
Budget for current fiscal year (International $ PPP): 237 ,600 (NZ$297 ,000)
PROGRAM SNAPSHOT

Number of teachers in most recent cohort: 20 projected for first cohort
Number of placement schools and regions: 1 0 schools projected in 2 regions
**
34
New Zealand
Teach First New Zealand
HISTORY
Before returning to his hometown of A uckland to begin the process of establishing Teach First New
Zealand, Shaun Sutton was a Teach First participant who taught successfully in a secondary school in
west London. Shaun saw firsthand the potential of his students juxtaposed against the reality of the
impact of educational inequality. With a deep commitment to reducing educational disadvantage in
his home country, and a strong belief in the models potential, Shaun returned to A uckland from
Britain to make Teach First New Zealand a reality.
VISION
V ision: That all young people in Aotearoa New Zealand achieve their full educational
potential.
Mission: To address educational inequality by developing top graduates into highly effective
teachers and inspirational leaders in all fields.
New Zealand has one of the best performing education systems in the world, yet it has the second
highest level of relative educational inequality in the OECD (according to UNICEF). There is an
urgent need to close the education gap in New Zealand, not only for the sake of underachieving
children, but also for the sake of our country as a whole. In addition:
With incumbent mechanisms, it is difficult to attract first-year teachers to hard-to-staff lowdecile schools (low status)
New Zealand has an aging teacher workforce (currently average age of 54 in A uckland) and a
ballooning school student population
Male, Mori and Pasifika teachers are severely underrepresented in the workforce, presenting
an increasing need to broaden and diversify the pool of people from which new teachers are
recruited
A very strong, diverse and hands-on Board of Trustees has been formed.
Margaret Bendall (University of A uckland Partnership Director) and A ngela Eastwood
(A dministration Manager) have joined the team. We hav e also just hired our Graduate
Recruitment Director, Seren Wilson.
We have hit our fundraising target for 2011, through four key funders: Aotearoa Foundation,
Harry Singer Foundation, Hutton Wilson Nominees, and Woolf Fisher Trust. We continue to
pursue other prospects, and are committed to establishing a diversified funding base.
Gov ernmental funding has also been confirmed, and will cover the training costs of the
programme.
Corporate partnerships have been formed with a range of businesses including Deloitte (pro bono
adv isory and office space), Chapman Tripp (pro bono legal), and KPMG (pro bono audit). Further
corporate and recruitment partnerships continue to be developed.
KEY CHALLENGES
Teach First New Zealands biggest challenge has been fully securing a legal path to placement. To
date, the program has identified a path to placement and is working diligently through the process to
actualize this path.
We aim to be learning from hundreds of ex amples of classrooms, schools, and school systems
where children from Mori, Pasifika, and low-income communities are maximising their full
educational potential.
We aim to be seeing an emerging cadre of leaders in education and key leadership positions
driv ing policies that are further reducing educational inequality.
35
Pakistan
Teach For Pakistan
COUNT RY SNAPSHOT *

GDP per capita (International$ PPP): $2,67 4
Gini index *** : 31
PISA Ranking (Math/Literacy) **** : NA
Total number of primary & secondary teachers: primary 450,000; secondary not available
CEO: Farida Zuberi

Date of first cohort: August 2011
Number of staff: 14
Budget for current fiscal year (International $ PPP): $595,000
PROGRAM SNAPSHOT

Number of placement schools and regions: 7 schools in 1 region
**
36
Pakistan
Teach For Pakistan
HISTORY
In November 2009, Saeed Hadi, began ex ploring the possibility of adapting the Teach For A ll model
in Pakistan on behalf of the Trustees of The A man Foundation. The Trustees wanted to make a
strategic intervention in the education sector that would contribute towards long-term reform in the
country. United by a commitment to better educational outcomes for students in under-resourced
schools throughout Pakistan, Khadija Bakhtiar, A mber Zuberi, and the early the team came together
to create Teach For Pakistan. Farida Zuberi joined to the lead the team as they became established
and placed the first cohort of Fellows in Karachi in August 2011.
VISION
Teach for Pakistan works to ensure that all children in Pakistan have equal opportunities to learn,
grow and improve their life chances.
Millions of children in Pakistan face the dual problem of educational inequity with limited
access to schools and poor quality of schooling and are thus denied access to educational
opportunities that would enable them to improve their life prospects.
Poverty limits students schooling opportunities and life trajectories: 40% of children from
the poorest fifth of the population drop out of school before completing grade 4, while only
12% of those from the richest fifth drop out.
Geographic location limits students educational opportunities as children in rural areas are
far less likely to complete primary school than their urban peers.
Successful recruitment strategy led Teach For Pakistan to exceed the application goal of 600
applicants for the initial cohort. The organization has become a recognizable name in
education circles in the country in just about a year into its operations.
Teach For Pakistan held its first successful institute in July and A ugust of 2011 and has placed
21 fellows in 7 schools throughout Karachi. The organization is laying the groundwork for
ex pansion to a new region for the coming y ear in Lahore.
KEY CHALLENGES
Matriculation and retention of fellows in a context stricken with security challenges

Designing and implementing support systems to maximize fellow effectiveness in the
classroom
Staffing some critical roles with high-caliber team members
Scale: Ex panded to additional urban as well as rural areas while increasing cohort size to 500
Student Achievement: Transforming educational outcomes for students in Pakistan and
further refining the vision of a transformativ e educational experience in Pakistan
A lumni: A pprox imately 200 alumni serving in leadership paths in key sectors
Institution: Further dev elopment of organizational best practices and support systems in
multiple placement regions
37
Peru
Ensea Peru
COUNT RY SNAPSHOT *

Gini index *** : 51
PISA Ranking (Math/Literacy) **** : 62/65 ranked countries, last in Latin A merica
CEO: A lv aro Henzler

Date of first cohort: March 2010
Date of partnership with Teach For A ll: August 2009
Number of staff: 21
Budget for current fiscal year (International $ PPP): USD 1 ,200,000
PROGRAM SNAPSHOT

**
38
Peru
EnseaPer
HISTORY
Two Peruv ian expatriates learn of Teach for A ll in the press in March and catalyze the
inspiration of a team of 6 Peruvians to found EnseaPer
CEO A lv aro Henzler is compelled by his international and rural field ex periences and is
inspired to mobilize a critical mass of young people for Peru
VISION
Our v ision is that one day, all children and youth of Peru will have the opportunity to access
an excellent education
PROGRAM DESIGN HIGHLIGHTS
Impact targets transformational AAA impact axes: academ ic achievement,

attitudes/aspirations and access gains and seeks to be a national model that inspires and
influences sy stemic change in communities, regions and nationally.
Participants primarily teach 3 priority courses (communications, maths, English) in highneed (extreme poverty and v iolence) in public, charter & priv ate schools
Actively pursues inter-sector alliances to ensure programmatic and sustainable impact
Lateral management style by CEO with functional area directors
Heavy focus on participant leadership v ia Corps Representatives and other informal
leadership engagement
Board comprises some of the most admired leaders among Peruvians
80% of participants are making solid or significant achievement gains with their students (on
teacher-made assessments); 100/97 % participant retention (cohorts 1 and 2, respectively )
with strong corps culture
School principal satisfaction at 86% av erage.
33% of all completed applications were from top target candidates, up from 22% in 2010.
Top target includes academic excellence (top third of university class or higher, leadership
ex perience, and from top 20 universities in Peru)
Increasing segmentation of funding streams with additional Peruvian funders and initial
public sector commitments, including more than 30 companies and 25 philanthropists.
Positive public reputation and participation in political and national education events
Staff satisfaction at 86% on Best Place to Work survey
KEY CHALLENGES
Grow more aggressively to scale across 4 regions

Obtain full financial support of participant salaries and build a more sustainable fundraising
base
Build strategic clarity by defining Theory of Challenge (Theory of Problem, Theory of
Change, Intended Impact) and building three-year strategic plan
Achieve and capture increasingly significant results in the classroom
Effectively launch alumni program with first cohort in FY12
Build brand equity across Peru by positioning EnseaPer as a national brand for educational
equity for all
Strengthen organizational leadership and team capacity to support scale, results and staff
succession
MEDIUM-TERM GOALS
In 2014 EnseaPer hopes to support 163 Young Leaders in 83 schools across 6 regions,
while engaging 109 alumni in the field.
39
Spain
Empieza Por Educar
COUNT RY SNAPSHOT *
Gini index *** : 35
CEO: Jav ier Rogla

Number of staff: 9
Budget for current fiscal year (International $ PPP): 830,000
PROGRAM SNAPSHOT

**
40
Spain
Empieza Por Educar
HISTORY
The idea for Empieza por Educar first came about when co-founder Felipe Morens heard
Wendy Kopp speak at his Masters commencement at Georgetown University in 2008. Felipe
was inspired by the model and the potential it could have in his home country of Spain. Mr.
Morens swiftly brought the idea home, began building a network of support, and enlisted
Jav ier Rogla to serve as the CEO and lead the effort to build Empieza por Educar
VISION
Empieza por Educars v ision is that one day all children will have access to an excellent
education. The organizations mission is to eliminate education inequality by transforming
exceptional graduates into effective, inspirational teachers and leaders in all fields
There is a 31 % high school dropout rate in Spain, one of the highest in the EU and OECD.
Performance in PA U exams v aries by school, with about 21 % of schools performing at a low
level. There is a high correlation between doing well on the PA U and drop out rates.
Launching and placement of first cohort in a tumultuous contex t in which almost all public
schools have had about a 10% cut in their teaching staff.
Leading a primarily web-based recruitment campaign, with classroom presentations and
small group meetings leading to 27 00 started applications and 1212 completed applications.
Implementing a rigorous training institute which included designing a summer school
program in Madrid, where there is no summer school, for 250 students. Reaching our student
achievement goal of increasing 3 points from the diagnostic to the final ex am during institute.
KEY CHALLENGES
Growth in the coming y ears will be a challenge given the economic state as well as the
continued projections of layoffs within education.
Political context may also pose a challenge, ensuring that the program is viewed and
perceived as non-partisan will be hugely important to ensure that political and economic
contex t has as minimal effect on the program as possible.
In the next fiv e years we aim to have 100-150 participants 5 regions throughout Spain.
41
United Arab Emirates

Teach For UAE
COUNT RY SNAPSHOT *

% population liv ing below the poverty line** : NA
Gini index *** : NA
Public spending on education (% of GDP): $ 4 Billion
PISA Ranking (Math/Literacy) **** : NA
Total number of primary & secondary teachers: 11 ,384 (public school teachers in Abu Dhabi Emirate
and similar number of teachers in the other emirates public schools)
Avg. total number of years in education (primary to tertiary ): NA
CEO: Dr. A mal A l Qubaisi

Date of first cohort: 2013 (anticipated)
Number of staff: 1
Budget for current fiscal year (International $ PPP): NA
PROGRAM SNAPSHOT
Number of cohorts placed: NA

Number of teachers in most recent cohort: NA
# of applications for current cohort: NA
Total number of teachers active: NA
Total number of alumni: NA
Number of placement schools and regions: NA
**
42
United Arab Emirates

Teach For UAE
HISTORY
Dr. A mal Al Qubaisi was assigned by H.H. Sheikh Mohammed Bin Zay ed A l Nahayan, Crown Prince
and Deputy Supreme Commander of the UA E A rmed Forces, to be the Director General of Teach For
UA E Foundation in 2011. Dr. A mal, the Abu Dhabi Education Council, and other key stakeholders in
the education sector in the UA E are working diligently to incubate TFUA E and begin programmatic
operations.
VISION
Teach for UA E aspires to create inspirational leaders and nation builders, promote Emiratis youth
leadership and civ ic engagement, and enhance education excellence for all children in the UA E.
Students in Public Schools traditionally underachieve in comparison to widespread private

schools and 93% of public school graduates require substantial English, Math and Science
foundation courses before pursuing a university degree.
Public school students significantly underperform peers in comparably developed countries.
-Low perception of teachers and lack of interest in engagement in the education sector for
students and educators.
Low engagement of youth in civ il work and commitment to their social responsibilities.
Not yet operational in 2011.

KEY CHALLENGES
A ttracting top talent in a highly competitive env ironment, considering low prestige and
relatively low compensation in teaching.
Dev eloping a recruitment and selection strategy to recruit an exceptional initial cohort.
Dev eloping high quality training and support mechanisms to support participants in hav ing a
trajectory -changing impact on students and to persevere and succeed in the face of challenges
Build allies in target schools to ensure healthier environment for participants
Secure key partnerships for high impact placements of A mbassadors
Scale: Ex panded federally and placing teachers in all seven Emirates with a corps size of over
150.
Student Achievement: Transforming educational outcomes for students in the UA E so they
are prepared for university, they are competitive with peers in the UA E and around the world,
and civ ically engaged.
A lumni: A pprox imately 100 alumni serv ing in leadership paths in key government and
private sectors.
Institution: A fully staffed, highly functional organization that becomes the leading movement
for youth civ ic engagement and commitment, maximizes Emirati leadership and supports
transformational teaching throughout the UA E.
43
United Kingdom
Teach First
COUNT RY SNAPSHOT *
Gini index *** : 36
PISA Ranking (Math/Literacy) **** : 22/1 4
Total number of primary & secondary teachers: 634,57 2
Patron: HRH Prince of Wales

Chair: Dame Julia Cleverdon KCV O (Chair of the Board of Trustees)
Founder & CEO: Brett Wigdortz
Participant President (2011-2012): James E. Townsend (09)
Date of first cohort: Sept 2003
Number of staff: 204
Budget for current fiscal year (International $ PPP): 32,491,115
PROGRAM SNAPSHOT

Number of teachers in most recent cohort: 7 59 (day 1 of school)
Total number of teachers active: 1 ,27 2
Total number of alumni: 1 ,57 3 ambassadors (there are 1 ,7 18 total alumni)
**
44
United Kingdom
Teach First
HISTORY
In 2001 business membership organisations London First and Business in the Community
commissioned a pro-bono study by McKinsey on how business could improve educational
achievement in London. Brett Wigdortz was an associate on the four-person McKinsey team and
developed a business plan for a programme that would engage the UKs top graduate talent in
addressing educational disadvantage. This became Teach First, which launched in July 2002 with 1 2
employees, including Brett as its CEO. In 2011 nearly 1,300 Teach First participants are teaching in
~350 schools in 6 regions across England. Its ~1 ,500 existing ambassadors (alumni) are assuming
positions of influence across many sectors including classroom & school leadership, policy/politics,
social entrepreneurship and business.
VISION
TFs v ision is that, No childs educational success is limited by their socio-economic background.TF
hav e developed 6 statements of intended impact geared towards nationally closing the achievement,
aspiration & access to opportunity gaps between children from the highest and lowest socio-economic
backgrounds.
Throughout the UK, there are large gaps in educational achievement, aspirations, and access to opportunity
between children from high socio-economic backgrounds and low socio-economic backgrounds. Teach
First seeks to work with others to close these gaps.
Graduate Recruitment achieved 38% cohort growth from previous year whilst reducing cost per
hire
Teach First expanded to a 6th region as it placed participants in the North East for the first time
Teach First was awarded Outstanding in all 44 categories in a recent Ofsted inspection
A lumni community grows to beyond 1 ,500 ambassadors. Many ambs are assuming positions of
influence as leaders in sectors including, school leadership, social entrepreneurship, business &
policy
In 2010/11 TF raised ~3.5 from voluntary sources (i.e. total income from voluntary sources)
In a McKinsey Organisational Health Index survey, Teach First achiev ed some of the highest
results ever reported for organisational competencies around culture, motiv ation and direction
KEY CHALLENGES
Continue to achieve ambitious cohort growth whilst maximising efficiency and sustainability
Continuously improve the Leadership Dev elopment Programme to maximize quality &
consistency
Increase the number and effectiveness of ambassadors teaching/leading in challenging schools
To realize its 2022 goals, TF will need to raise ~115m in the next 10 y ears (from voluntary
sources)
Improve talent development & wellbeing of staff and efficiency of Teach First systems and
processes
In 5 years time TF hopes to be well on the path towards realizing its long term vision in the UK nationally.
TF will most likely be the countys largest graduate recruiter (~1,500 participants per cohort by 2014). It
will be seen as a truly national programme which places at >1/3 its teachers in primary schools (~11%
currently placed in primary) and will also operate in Scotland and Wales. It will recruit 25% of all new
teachers in state British secondary schools, and 15% of new teachers in primary schools, that meet its
criteria of challenge (where a majority of the pupils live in the 30% most income deprived postcodes). Its
teachers will make ever greater impact in achieving high performing goals around achievement,
aspirations, and access to opportunities. Its ambs will be engaged, inspired, and equipped to close the gap
in the areas above, both inside schools (aim is for 100 head teachers by 2018) and in other sectors.
45
United States
Teach For America
COUNT RY SNAPSHOT *

Gini index *** : 45
Total number of primary & secondary teachers: 3,617 ,000
CEO: Wendy Kopp
President: Matt Kramer
Date of first cohort: 1 990

Number of staff: 1,600
Budget for current fiscal year (International $ PPP): 21 3,900,000
PROGRAM SNAPSHOT

Number of teachers in most recent cohort: 5,200
Total number of teachers active: 9,300
Total number of alumni: 24,000
Number of placement schools and regions: 2,67 4 schools in 43 regions
***** U.S. National Center for Education Statistics
**
46
United States
Teach For America
HISTORY
As a college senior, Wendy Kopp proposed Teach For America's creation in her Princeton University
undergraduate thesis. In that first year, she raised $2.5 million of start-up funding hired a staff, and
launched a grass-roots recruitment campaign, and Teach For America placed 500 corps members in six
low-income communities across the country.
Since then, Teach For America has been working to get bigger and better by maximizing corps members
impact on student achievement, alumni leadership, and scale.
VISION
One day, all children in this nation will have the opportunity to attain an excellent education
Of the 16.5 million children growing up in poverty in the US, only 50% will graduate from high school
and only 8% will graduate from college by age 24 (compared to 80% of the top income quartile)
9 year olds growing up in low-income communities are 3 grade levels behind their high-income peers *.
Because A frican-American, Latino/Hispanic, and Native American children are three times as likely to
live in a low-income area **, children of color are disproportionately impacted by this inequity
Recruitment & Selection: We received more than 48,000 applications for 5,200 positions in the 2010
Corps (11% acceptance rate).
Training & Support: We reached 50% of 2nd year and 38% of 1st year corps members achieving
significant academic gains with their students and exceeded student achievement goals in the 8 regions
piloting a new student achievement measurement system.
Alumni: 580 Teach For America alumni are school leaders and 77 are school system leaders. 80 are
policy and advocacy leaders, and dozens of alumni have founded and continue to lead some of our
countrys most innovative social enterprises.
Finance: Raised $242,00,000 in operating funds while maintaining reserves of 29% of expected
expenses.
KEY CHALLENGES
Recruiting sufficient outstanding corps member and staff talent to support our ambitious growth plan
Training & supporting corps members in a way that unleashes their passionate leadership and results in
the development of transformative classrooms
Fundraising to meet needs of our growth plan in a challenging financial environment
In 2015, Teach For America aims to achieve the following goals:

Scale and Diversity: Incoming corps: 8,100 with 35% people of color, 12% African American, 10%
Latino and 33% low income background. Retention of first year and completion of corps: 92%, 90%
Student Achievement: Academic gains equivalent to teachers at the 7 5th percentile of all teachers
Alumni: 1,300 school and school system leaders; 17 0 policy leaders; 160 advocacy leaders and 35 social
entrepreneurs
Enduring Institution: Strong performance on various organizational strength, diversity, and reputation
measures
* Source:
National Assessment of Educational Progress, 2005

National Center for Children in Poverty, 2006
** Source:
47

Network Organization Snapshots - 2011 Teach For All Global Conference - Mumbai

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Network Organization Snapshot

Argentina Ense por Argentina

CEO: Oscar Ghillione

Number of cohorts placed: 1

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

50% of all students in A rgentina do not finish high school.

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN FIVE YEARS

Population (million): 22.8

Melodie Potts Rosevear

Date of first cohort:

Budget for current fiscal year (International $ PPP): $3.7 million

Number of cohorts placed: 2

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

KEY SUCCESSES IN 2011

Finding appropriate placements for successful candidates, in a contex t of strict regulation

WHERE WE AIM TO BE IN FIVE YEARS

Population (million): 8.4

CEO: Walter Emberger

Date of first cohort: September 2012

Number of cohorts placed: n/a

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN FIVE YEARS

Population (million): 1 92.0

CEO: Maira Pimentel

Number of cohorts placed: 1

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN FIVE YEARS

Date of first cohort: September 2011

Number of cohorts placed: 1

PROGRAM DESIGN HIGHLIGHTS

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN 5 YEARS

Date of first cohort: March, 2009

Number of cohorts placed: 3 (in process of placing the 4th)

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN FIVE YEARS

The largest graduate recruiter in Chile

Population (million): 1,338

Co-CEOs: A ndrea Pasinetti and Rachel Wasser

Number of cohorts placed: 3

WHERE WE AIM TO BE IN FIVE YEARS

CEO: V eronica Puech

Number of cohorts placed: 36 (Projected and on-track, January 201 2)

KEY SUCCESSES IN 2011

Financial Sustainability, define a diverse funding strategy.

WHERE WE AIM TO BE IN FIVE YEARS

CEO: Kaire Kroos

Number of cohorts placed: 5

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN FIVE YEARS

Co-CEOs: A rist von Hehn, Kaija Landsberg, Ulf Matysiak

Number of cohorts placed: 3

THE PROBL EM THE ORGANIZATION AIMS TO ADDRESS

KEY SUCCESSES IN 2011

WHERE WE AIM TO BE IN FIVE YEARS

Population (billion): 1 .18

CEO: Shaheen Mistri

Number of cohorts placed: 3