Recognizing that effective leaders are key to resolving the global crisis of education inequity, Teach For All seeks to expand educational opportunities for the world's most disadvantaged students by increasing and accelerating the impact of social enterprises that are cultivating the leadership necessary for change.
Teach For All has adopted a four-pronged strategy to effectively support its network of educators, schools administrators, and other education stakeholders across the globe. These four components demonstrate how the network's approach seeks to be particularly innovative, adaptable to a diversity of education landscapes, and sustainable given Teach For All's extensive network of resources.
- Providing Direct Support | Teach For All identifies insights and effective practices from across the network and advises partners in applying them to their individual contexts.
- Facilitating Connections | Through international conferences, site visits, peer learning groups, one-on-one coaching, and online tools, Teach For All enables teachers, alumni, and staff of network partner organizations to connect with and learn from one another.
- Accessing Global Resources | Teach For All uses its global reach to access external knowledge, as well as resources for the network in areas such as technology, fundraising, and public relations.
- Leadership Development | Teach For All contributes to the leadership development of partner staff, participants, and alumni by leveraging our global scope to provide professional development and experiential learning opportunities.
Innovation | By recording learnings from each network partner organization, Teach For All continues to improve itself as an incubator and catalyst of growth in the global education sector. These diverse learnings facilitate innovation by allowing partners to develop new and better solutions that can be applied to a variety of education landscapes. Outside of schools, Teach For All brings the importance of innovation to the forefront of national policy and debate by providing governments with resources on how to best incorporate innovation into national education systems.
Adaptability | To date, the Teach For All program has expanded its reach from 2 to more than 35 different countries. Its model is very much adaptive to the specific context in which it is implemented, but what is central to each program is investing in leadership development. The program considers teachers to be the leaders in their classrooms and communities, and trains them as such - encouraging participants to set ambitious goals for themselves and their students, to track students' progress towards these goals, and to inspire their families and communities at large to take an active role in the education process.
Sustainability | In addition to teacher training, Teach For All works informally with participating students, parents, and school staff both in and out of the classroom. Through direct programming, these interactions allow Teach for All to develop deep connections with the communities they work with. For example, Teach for India holds regular inspirED Conferences that bring together local, national, and global leaders to engage in a national discussion on education equity issues. In addition, Teach For All hosts an annual global conference in which partners, education leaders, and broader stakeholders discuss education challenges with a particular emphasis on the state of education in the unique context of each year's host country.
Public & Private Sector Support | Governmental and private sector support are critical for Teach For All network organizations to launch and scale thriving and sustainable efforts for educational equity within their nations. Teach For All actively supports country programs to forge partnerships such as: funding partnerships with governments to subsidize the salaries of teachers placed by Teach For All country programs; recruitment partnerships with national universities to identify the strongest candidates and to work with local school administrators to place them in the neediest classrooms; employer partnerships with leading companies and organizations that value the leadership skills and experience that distinguish the teachers and alumni of Teach For All organizations and enable country programs to effect long-term change from across professions; funding partnerships with financial and in-kind supporters that provide the resources and advocacy necessary to implement the approach.
Measures of Impact | Teach For All regularly evaluates the impact it has both as an organization and as a network of independent social enterprises. As an organization, Teach For All quarterly reviews its 2016 Strategic Plan, which identifies three priorities: to grow the network to approximately 40 partners by 2016, significantly increase the impact of these partners, and build the strength and sustainability of the network and organization. As a network, Teach For All measures the impact of each partner through “Network Impact Indicators” (NIIs), which reflect common measures of success along the network's four shared dimensions of impact: scale, participant (teacher) impact and learning, alumni leadership, and organizational strength. NIIs are intended to foster constant learning and continuous improvement by identifying areas of strengths and growth across the network. In parallel, Teach For All and its network partners are committed to rigorous independent evaluation to gauge progress and promote continuous improvement. These evaluation efforts analyze programs’ immediate impact on students and their long-term impact on the leadership of alumni.
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Model details2007Not-for-profitActiveLong-term projectEnseñá por ArgentinaTeach For AustraliaTeach For AustriaTeach For BangladeshTeach For BelgiumTeach For BulgariaEnseña ChileTeach For ChinaEnseña por ColombiaEnseña EcuadorNoored Kooli (Estonia)Teach First Deutschland (Germany)Anseye Pou AyitiTeach for IndiaTeach First IsraelTeach For JapanIespējamā Misija (Latvia)Teach For Lebanon (Lebanon)Renkuosi Mokyti! (Lithuania)Teach For MalaysiaEnseña por MéxicoTeach for NepalTeach First NZ (New Zealand)Teach For PakistanEnseña PerúTeach For the PhilippinesTeach For QatarTeach For RomaniaTeach for SlovakiaEmpieza por Educar (Spain)Teach For SwedenTeach For ThailandTeach First (United Kingdom)Teach For America (United States)Enseña Uruguay6,000,00050%50%
BeneficiariesEthnic minoritiesLinguistic minoritiesRacial minoritiesReligious minoritiesOtherHigh-need students in underserved communities
The program places teaching participants as teachers in schools in under-resourced cities and towns, particularly in communities with students from families in the lowest income deciles.
TechnologyComputerInternetClassroom lesson deliveryLearning materials for studentsTeacher trainingOtherTechnology lets Teach for All facilitate increased and more meaningful opportunities for connection and collaboration with partners and deliver across its four competencies. For example, the network uses endpoint resources such as WebEx to host meetings.AcquiaAlfrescoAmazon Web ServicesAppnovation TechnologiesBirstCiscoGoogleMicrosoftSalesforce.com
Teacher Recruitment | In 2014, teaching participant cohorts grew approximately 20% on average.
Alumni | As of March 2014, Teach for All has over 40,000 alumni. Between 50% and 70% of said alumni pursue careers in education.
International Growth | Teach For All is working to accelerate the international impact of the similar approaches to expanding educational opportunity pioneered by Teach For America and Teach First in the U.K. The network was launched at the Clinton Global Initiative in 2007, following an outpouring of interest from social entrepreneurs seeking support from Teach For America and Teach First to create similar organizations that would expand educational opportunity in their respective countries. These individuals were determined to address educational need in their contexts, and they believed that the approach would create powerful drivers for change in their communities. Since then, the network has grown to programs in more than 35 countries – reaching approximately 6 new countries annually. Over time, with Teach For America and Teach First, the network has collectively placed 65,000+ teaching participants, fielded 40,000+ alumni, and reached approximately 6 million students – typically those from the most disadvantaged socioeconomic backgrounds.
Teacher Recruitment and Development | Teach For All network organizations recruit and develop recent graduates and professionals of all academic disciplines and career interests to commit two years to teach in high-need classrooms and to become lifelong leaders for educational and social change. As Teach For All network organizations pursue this approach, they face challenges in building and scaling effective teaching and alumni forces, cultivating public and private sector support, and becoming strong and sustainable organizations. Because there are remarkable similarities in the nature of educational inequity from country to country, Teach For All has learned that solutions are sharable across borders. Teach For All provides a platform for partners to share solutions and navigate potential barriers. Teach For All aims to increase partner’s progress and accelerate their impact through direct support; facilitating connections; accessing global resources for the benefit of the whole; and contributing to the leadership development of staff, participants, and alumni.
Teach For All responds to the initiative of local social entrepreneurs. Based on current interest, we anticipate expanding to approximately 40 partners by 2016. Towards this end, we are working to build our base of supporters, intensify our public affairs efforts, and prioritize support to early stage entrepreneurs seeking to adapt the Teach For All approach in their contexts, particularly in Africa and the Middle East, where educational need is especially great. Simultaneously, we seek to increase the capacity and impact of our current partners, with a focus on effecting transformational change for students in classrooms and across systems, and to become a diverse and thriving global network and organization.
Monitoring & EvaluationYes
Teach For All regularly assesses its progress as a network and as an organization. Understanding that measuring effectiveness is essential to ensuring that the organization is driving towards the change it wishes to see – and adjusting course when it is not. Its progress is considered in two ways:
- Network Impact Indicators | Teach For All holds itself accountable to the outcomes of its network partners on a set of Network Impact Indicators (NIIs). NIIs cover four dimensions on which Teach For All seeks to accelerate partners’ progress – scale, participant impact and learning, alumni leadership, and organizational strength – and the organization collects and analyzes common data points from its partners in each of these areas. NIIs allow for comparisons across the network over time, and, used alongside qualitative measures, help to foster continuous improvement by identifying strengths and opportunities for improvement.
- 2016 Plan - Priorities & Goals | As an organization, Teach For All is accountable to the goals set under its three-year strategic plan. The plan identifies three top priorities to guide our work through 2016, and Teach For All reviews its progress towards these quarterly. With numerous goals centered on survey questions that are administered to network organizations about the quality of Teach For All’s support, the organization is able to determine, based on partners’ feedback, the degree to which Teach for All is fulfilling its mission, and in particular its success in accelerating partners’ impact.
Using the results of both of these sources (quantitative data collected through Teach For All's Network Impact Indicators and qualitative feedback through partner surveys), Teach For All is able to assess its network’s collective impact. Its partner organizations engage in this reflection as well.
In addition, network partners set and track progress around their own local metrics. This allows for even richer, contextual information that enables partners to know where they are gaining traction versus where they need to course correct and is often another source of information for Teach For All’s customized support to them.
Collectively, these measures help Teach For All – as an organization and as a network – to assess the extent to which the network is moving together towards its shared mission of expanding educational opportunity.Standardized assessment performanceInternal assessment performanceYes