teach for australia's 2014 annual report

ANNUAL REPORT 2014

2 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014

1. Source: Australian Council for Educational Research (ACER), Programme for International Student Assessment (PISA) 2012: How Australia measures up, 2013: http://bit.ly/1zzmcUp.

2. Source: Productivity Commission, Deep and Persistent Disadvantage in Australia, 2013: http://bit.ly/1AQLkYJ.

3. Source: Australian Bureau of Statistics (ABS), Perspectives on Regional Australia: Non-School Qualifications in Regions, 2011 (comparing Bachelor degree attainment and above of people living in major cities and people living in regional and remote areas, based on Statistical Area Level 4 2011 boundaries): http://bit.ly/1M3VCIq.

4. Source: Australian Bureau of Statistics (ABS), Australian Aboriginal and Torres Strait Islander Health Survey: Updated Results, 2012-13: http://bit.ly/1yie1qO.

5. Source: Australian Institute of Criminology (Prichard and Payne), Alcohol, drugs and crime: A study of juveniles in detention, 2005 (based on a findings of a survey of 467 young people in juvenile detention centres across Australia): http://bit.ly/1Kys03W.

6. (and 7.) Source: Australian Bureau of Statistics (ABS), Programme for the International Assessment of Adult Competencies, Australia, 2011-12: http://bit.ly/1ymXtBE.

AUSTRALIA’S EDUCATION SYSTEM IS ONE OF THE LEAST EQUITABLE IN THE DEVELOPED WORLD.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 3

1 in 2 Aboriginal and Torres Strait Islander adults

didn’t finish school.4

3 YEARSKids from low income households

are almost three years behindin school than those

from high income households.1

x2Kids from

high income households are twice as likely

to go to uni than those from low income households.7

People living in the country are almost half as likely

to have a degree as those living in the city.5

2 IN 5 Australian adults have

low-level reading skills.3

75%of young people

in the juvenile justice system dropped out of school

before year 10.6

55%of Australian adults have

low-level maths skills.2


CONTENTSA student’s perspective 5

A MessAge froM the chAir And chief executive officer 6

our key AchieveMents 8

our AssociAtes And their students 10

independent evAluAtion 12

AwArds And events 14

our AluMni 16

our new university pArtner 18

our reAch 20

our globAl network 21

finAnciAl report 22

our pArtners 24

our boArd 26

OUR VALUES:

> COLLABORATION> EMPOWERINg gREATNESS> HUMILITY AND LEARNINg> INNOVATION> OUTCOME DRIVEN> RESILIENCE

TEACH FOR AUSTRALIA IS A NOT-FOR-PROFIT ORgANISATION COMMITTED TO CLOSINg THE EDUCATION gAP.

OUR VISION IS OF AN AUSTRALIA, WHERE ALL CHILDREN, REgARDLESS OF BACKgROUND, ATTAIN AN ExCELLENT EDUCATION.


A STUDENT’S PERSPECTIVE

In 2014, Kate Turner graduated from Lake Tuggeranong College in the Australian Capital Territory. Over the course of her schooling, she was taught by three Teach For Australia Associates. Having now graduated from school, Kate is studying towards a Bachelor of Arts at The Australian National University.

I think that Teach For Australia Associates are more than just teachers.

They are mentors, scholars, intellectuals, support people and sages. They are the people that students turn to when they most need someone to believe in them but also push them that bit further. The Associates teach in a way that means that students cannot help but connect with them.

They fundamentally believe that school is for learning and for learning more than what you will be assessed on. They want their students to leave the classroom feeling like they have grown as human beings rather than like they have been trained to answer exam questions.

They want the best possible outcomes for their students not just in their classwork and assignments but also in them as people outside of school. Student achievement is measured in grades and scores but also how much you grow as a student and as a human being in the classroom.

I think that this attitude has probably got something to do with the way Associates are learning at the same time as their students. This simultaneous learning means that students see a lot of themselves in their teachers and teachers empathise with their students in return.

It is a mutual place for students and teachers to meet each other halfway and in turn break down the hierarchy. As students, it is a privilege to see them in a light where they are still learning and they are growing and changing as teachers and as people.

We are aware that they are learning as much as we are. We know that we are contributing to their first two years of teaching as much as they are contributing to two years of our lives.

This role is a privilege and a pleasure and one that is not often offered to us. It is a very special experience to share with someone, especially a teacher.

They shine so bright that their students cannot help but shine too. That is what makes them so special.

“I HONESTLY THINK THAT THE

TEACH FOR AUSTRALIA

PROgRAM HAS PRODUCED

SOME OF THE BEST TEACHERS

THAT I HAVE EVER HAD BUT ALSO

SOME OF THE SMARTEST, KINDEST

AND HARDEST WORKINg PEOPLE

THAT I KNOW.”

- KATE TURNER, FORMER STUDENT OF

THREE TEACH FOR AUSTRALIA ASSOCIATES


A MESSAgE FROM THE CHAIR AND CHIEF ExECUTIVE OFFICER

Australia’s education system is one of the least equitable in the developed world. Kids from low income households are almost three years behind in school than those from high income households.

At Teach For Australia, our vision is of an Australia, where all children, regardless of background, attain an excellent education.

We believe that inspirational leaders are needed in classrooms, schools, communities, businesses and governments to champion efforts to close the education gap.

Every day, hundreds of Teach For Australia Associates and Alumni work right across the country and do just this.

They work alongside hundreds of thousands of teachers, tens of thousands of principals and millions of parents, all of whom share our vision and seek to close that three year gap.

2014 marked the sixth anniversary of the establishment of Teach For Australia. This year alone, we have:

• reached 660 classrooms via 91 Associates,

• partnered with 39 schools across the Australian Capital Territory, the Northern Territory and Victoria

• attracted 1,253 applications, representing a 30 per cent increase on 2013,

• selected an additional 67 Associates to take part in the program, representing a 34 per cent increase on 2013,

• and placed those 67 Associates to teach in partner schools, including, for the first time, in Western Australia.

We found that:

• 75 per cent of principals find that Associates have a greater or significantly greater impact on student achievement than other graduate teachers after just one year in the classroom,

• 75 per cent of Associates, according to principals, demonstrate greater or significantly greater leadership amongst school staff than other graduate teachers after two years of teaching

• and 100 per cent of principals are likely to recommend hiring an Associate to a fellow school leader with the key reason being the passion and energy that Associates bring to the school.

Complementing this research, we welcomed the publication of an independent evaluation of our program, commissioned by the Australian Government and conducted by the Australian Council of Educational Research. The evaluation found that Teach For Australia:

• attracts exceptional teachers to schools serving low socioeconomic communities,

• addresses teacher shortages in areas of Science and Maths

• and has a big impact on student performance, teacher quality and teacher retention.

Of course, this impact would not be possible without the support of our partners.

The Australian Government Department of Education and Training is a major supporter of the Teach For Australia initiative and we are honoured to receive bipartisan support. Having been supported by Federal Labor since 2008, we were privileged to receive confirmation of $22.2 million worth of funding from the Federal Coalition Government in 2014, allowing for the delivery of an additional three cohorts of Associates up until the end of 2018.

Additionally, we are fortunate to be supported by governments and relevant departments/directorates across the Australian Capital Territory, the Northern Territory and Victoria – in particular, the Victorian Government, which provides support for partner schools to assist the development of Associates as excellent teachers and leaders. Going forward, as we expand into Western Australia, we look forward to continuing to work with the Western Australian Government and Department of Education.


THERE ARE THREE CORE ELEMENTS TO OUR APPROACH:

We recruit Australia’s most outstanding and passionate graduates and professionals from all academic disciplines to commit to teaching in an educationally disadvantaged school for at least two years.

We support them through our award-winning Leadership Development Program to become exceptional teachers, who have the potential to lead their students to dramatic and enduring academic outcomes and personal growth.

We’re growing a movement of individuals, who progress to positions of leadership in education and beyond. In their own way, they will continue to influence change within education so that our shared and ambitious vision comes ever closer to reality.

Undoubtedly, our founding, corporate, philanthropic, community and in kind partners are integral to the impact

that we have achieved – especially, as we seek to ensure our sustainability via a more diverse revenue stream. Notably, in

2014, we were delighted to announce a three year partnership with Shell Australia, essential to our Western Australian

expansion plans.

We are indebted to partner school principals and teachers, who lead, inspire and support Associates and Alumni daily. We value

your experience and expertise and look forward to continually improving together.

Finally, since 2009, we have been privileged to partner with Melbourne Graduate School of Education (MGSE), which delivered

the teacher education component of our program to the 2010 to 2014 Cohorts. In 2014, following an extensive tender process, we announced

Deakin University as our new partner to continue the delivery of such to the 2015, 2016 and 2017 Cohorts.

This new partnership will see the qualification that Associates study towards shift from a Postgraduate Diploma of Teaching to a Master of

Teaching and is just one of a number of ways that Teach For Australia will develop over the coming years. By the end of 2017, we plan to:

Rufus BlackChair

Melodie Potts RosevearChief Executive Officer

• double attraction and selection efforts, placing another 200+ Associates,• expand our reach to include five jurisdictions,• invest in evaluation to further build our understanding of the impact that

we’re having on student outcomes • and leverage deductible gift recipient status, moving to a more diversified

revenue stream.

Much has been achieved but this is only the beginning. We invite you to join us.


OUR KEY ACHIEVEMENTS

3 jurisdictions

91 placements

39 partner schools

660 classrooms

1,253 applications

95 is the average ATAR of Associates.

49% of Associates are male, helping to bring gender diversity to schools.

100% of AssociAtes teAch in schools serving disAdvAntAged communities.

100% of Associates are placed in true vacancies.

40% of Associates are eligible to teach Sciences and Maths.

40% of Associates are eligible to teach English or Languages.

Almost 40% of Associates teach in regional, rural or remote communities.

PLACINg HIgH QUALITY TEACHERS IN SCHOOLS OF HIgH NEED:

RIgOROUSLY RECRUITINg AND SELECTINg AUSTRALIA’S TOP TALENT INTO TEACHINg:

in 2014, teAch for AustrAliA AttrActed 1,253 APPLICATIONS – A 30% INCREASE ON 2013.

in 2014, TEACH FOR AUSTRALIA PARTNERED WITH 39 SCHOOLS Across the AustrAliAn cApitAl territory, the northern territory And victoriA.

Much has been achieved but this is only the beginning. IN 2014:

only9%

of applicants meet entry benchmarks, reflecting the program’s highly selective nature.


Based on Teach For Australia program statistics and surveys, where possible across the history of the program, and, in certain circumstances, in collaboration with the Victorian Department of Education and Training.

ACHIEVINg OUTSTANDINg STUDENT OUTCOMES AND INCREASINg SCHOOL CAPACITY:

100% of principals are likely to recommend hiring an Associate to a fellow school leader, with the key reason being the passion and energy that Associates bring to the school.

75% of principals find that Associates have a greater or significantly greater impact on student achievement than other graduate teachers after just one year in the classroom.

75% of Associates demonstrate greater or significantly greater leadership amongst school staff than other graduate teachers after two years of teaching, according to principals.

BUILDINg A PIPELINE OF FUTURE SCHOOL AND SYSTEM LEADERS:

94% of Associates complete the two year program.

ALMoST 30% OF ALUMNI ARE LEAD TEACHERS.

ALMOST 60% OF ALUMNI ARE CURRENTLY TEACHINg.

ALMoST

60% OF ALUMNI teaching are in school leadership positions.

ApproxiMATELy

70%OF ALUMNI remain working within the education sector.

2/3 of Associates gain school leadership positions while participating in the program.

9 IN 10 ASSOCIATES, who finished the progrAm in 2014, Are still teAching.

IN 2014, WE FOUND THAT...


OUR ASSOCIATES AND THEIR STUDENTS

TEACHINg ENgLISH AS AN ADDITIONAL LANgUAgE IN REgIONAL VICTORIAella hewitt and timea stan northern bay secondary college geelong vic

In January 2014, Ella Hewitt and Timea Stan began teaching EAL (English as an Additional Language) at Northern Bay Secondary College in Geelong, Victoria. Many EAL students study at Northern Bay SC and Ella and Timea have approached teaching the subject both rigorously and creatively.

In an attempt to open the students’ eyes to the opportunities that exist in Australia, Ella and Timea have taken the students to visit National Australia Bank at 700 Bourke Street in Melbourne’s CBD, The University of Melbourne and Werribee Open Range Zoo.

Additionally and in order to improve literacy, the students have been introduced to the school’s local animal welfare society, which has a program that invites students to read to stray cats, allowing them to read aloud without fear of judgement.

Previously, many of the students had never been to Melbourne nor patted a cat. In recent months, however, Ella and Timea have begun to notice that their approach is not only resulting in academic improvements but also providing the students with more confidence and further understanding about what they could do and be beyond school.

Ella and Timea continue to work closely with their students. Their efforts are reflected in their recent appointment as co-chairs of the senior school’s new VCAL (Victorian Certificate of Applied Learning) EAL program.

Ella studied a Bachelor of Arts (Honours) and Master of Public Policy and Management at The University of Melbourne and Timea a Bachelor of Arts and Bachelor of Law also at The University of Melbourne. Both relocated to Geelong to teach at Northern Bay Secondary College.

Ella and Timea continue to work

closely with their students.

Their efforts are reflected in their

recent appointment as co-chairs of

the senior school’s new VCAL

(Victorian Certificate

of Applied Learning) EAL program.

“I SAW TEACH FOR AUSTRALIA AS A REAL OPPORTUNITY TO ADD SOMETHINg INTO THIS COLLEgE THAT WE DIDN’T HAVE BEFORE. THE ASSOCIATES, THEY ARE REALLY MAKINg A DIFFERENCE.” - fred clArke, northern bAy secondAry college principAl


The philosophy behind the

program aims to provide

leadership and mentoring

opportunities for senior students,

who were paired with younger

less proficient students.

NORTHERN TERRITORY PAIRED READINg PILOT PROgRAMpeter barrettkormilda college darwin nt

Paired reading is a research-based technique that builds literacy and leadership skills by pairing more fluent readers with less fluent readers, who read aloud to each other. These “reading buddies” work together through a series of purpose-designed books to elevate reading levels. In the latter half of 2014, Kormilda College piloted a Paired Reading program for Indigenous boarding students that resulted in very positive outcomes, including: • increased student participation and attendance throughout

the program,

• improved reading levels of students

• and improved student attitudes to school (87.5 per cent of tutees and 91 per cent of tutors noted that they felt better about school after participating in the program).

The philosophy behind the program aims to provide leadership and mentoring opportunities for senior students, who were paired with younger, less proficient students. The success of the pilot encouraged the team to put in place a program to run four evenings a week throughout the year. Within the first couple of weeks, nearly 50 students had signed up to take part.

Teach For Australia Associate and Program Coordinator, Peter Barrett, explains how it works:

“When students sign up to improve their reading skills, we begin by conducting a series of tests to determine their existing level of ability. Once evaluated, the students are assigned a reading buddy and a new set of reading books, which are designed for middle year students with low-level literacy. The reading book series has a range of 20 levels, which students can use to progressively improve their reading. At the end of term, another evaluation is undertaken to chart their progress.” Year 10 boarding student, Hayley King from Pigeon Hole, leapt at the opportunity to be a part of the program as a tutor. She is paired with Shaniel Williams of Year 7, who is also from Pigeon Hole, and they read together four nights a week.

“I’VE ALWAYS LIKED HELPINg YOUNgER KIDS AND I REALLY ENjOY READINg MYSELF,” SAID HAYLEY. “Shaniel and I take turns at reading and I help her with things like pronunciation and how to break down the big words. It’s a fun project and I am happy to do it,” she said. Community members are also supportive of the program, many of whom are volunteering their time to supervise and support the students involved. With support from ALPA (Arnhem Land Progress Aboriginal Corporation), over 200 books have been purchased for the program.

95 is the average ATAr of Associates.

100% of Associates teach in schools serving disadvantaged communities.

40% of Associates are eligible to teach Sciences and Maths.

Almost 40% of Associates teach in regional, rural or remote communities.


INDEPENDENT EVALUATION

In 2014, an independent evaluation of the Teach For Australia program, commissioned by the Australian Government and conducted by the Australian Council of Educational Research, was published.

The evaluation found that Teach For Australia:

• attracts exceptional teachers to schools serving low socioeconomic communities,

• addresses teacher shortages in areas of Science and Maths

• and has a big impact on student performance, teacher quality and teacher retention.

According to the evaluation, 70 to 80 per cent of principals at partner schools considered Associates to be comparable with or more effective than other beginning teachers within their first six months in the classroom because of their experience, study, confidence and subject knowledge.

The evaluation also revealed that Associates added to the quality and variety of the teaching workforce as many would not have considered teaching had it not been for our program.

Our program was found to be extremely beneficial for schools struggling to attract high-quality teachers, schools struggling to retain staff for more than one year and schools in regional, rural and remote areas.

Furthermore, the evaluation found that Teach For Australia has several key benefits that, if implemented broadly, could benefit the entire Australian education system. These include better school induction processes for new graduates, support services such as mentors to help graduates adjust to a new school environment and stronger partnerships between schools, universities and government departments to meet the needs of schools serving low socioeconomic communities.

The evaluation collated feedback from principals, teachers, mentors, parents, students, educational advisers and Associates through a series of face-to-face interviews, school visits, focus groups, observations and online surveys.

OUTCOME 1: Successfully achieving objectives

OUTCOME 2: Delivery of effective teachers

OUTCOME 3: Positive impact on student

performance

OUTCOME 4: Raising the status of the teaching

profession

OUTCOME 5: Higher cost but high quality

OUTCOME 6: Positive impact on quality

of teaching

Further information: http://www.education.gov.au/teach-australia-0


70 TO 80 PER CENT OF PRINCIPALS AT PARTNER SCHOOLS CONSIDERED

ASSOCIATES TO BE COMPARABLE WITH OR MORE EFFECTIVE THAN OTHER

BEgINNINg TEACHERS WITHIN THEIR FIRST SIx MONTHS IN THE CLASSROOM BECAUSE OF THEIR ExPERIENCE, STUDY,

CONFIDENCE AND SUBjECT KNOWLEDgE.



AWARDS AND EVENTS

Teach For Australia Alumna, Alyce Cleary, received an Australian Scholarships Group National Excellence in Teaching Award for her work educating youth in the Victorian Juvenile Justice System as a team leader of two maximum security residential units at Parkville College in Victoria.

Teach For Australia Alumni and Co-founders of Maths Pathway, Justin Matthys and Richard Wilson, were selected for the Echoing Green Fellowship, which offers seed-stage funding and strategic support to emerging leaders working to bring about positive social change.

The Australian Association of Graduate Employers ranked Teach For Australia 19th on the list of most aspirational employers, just below Boston Consulting Group.

Teach For Australia was also listed by the Australian Association of Graduate Employers as a finalist for the Most Popular Integrated Marketing Campaign Award (private sector), alongside Ernst & Young.

Teach For Australia’s Chief Executive Officer was announced as a winner in The Australian Financial Review and Westpac 100 Women of Influence Awards for her contribution to combating education inequity.



TransformED COLLABORATIVE ACTION: BUILDINg BETTER SCHOOLSEducation underpins all societal outcomes – economic productivity, civil harmony and citizen wellbeing. Each individual and group is an educational stakeholder. As such, we all have a role to play.

Collaborative action is one or more individual working together to reach an agreed upon goal. Our goal: an Australia, where all children, regardless of background, attain an excellent education.

In July 2014, government, philanthropy, academia, media and entrepreneurs collaborated in Melbourne with students, teachers and principals from right across Australia to actively build better schools.

Over 200 participants attended the event, held at National Australia Bank in Docklands, Victoria. More than 10,000 others were reached online via #tfed2014.

TransformED 2014 was Teach For Australia’s third annual conference.

The Hon Alannah MacTiernan MP and Australian Catholic University

Senior Research Fellow Dr Kevin Donnelly

Save the Children CEO Paul Ronalds and Senator the Hon Scott Ryan

Education underpins all societal outcomes – economic productivity, civil harmony and citizen wellbeing. Each individual and group is an educational stakeholder. As such, we all have a role to play.



OUR ALUMNI

SCHOOL LEADERSHIP At Teach For Australia, we are building a pipeline of future school and system leaders.

• Two thirds of Associates gain school leadership positions, while participating in the program.

• Almost 60 per cent of Alumni teaching are in school leadership positions.

• Almost 30 per cent of Alumni are lead teachers.

We seek to support Alumni to pursue and excel in career pathways that enable them to have the greatest possible impact on the educational outcomes of disadvantaged students.

One pathway that is integral to such impact is school leadership.Given this, in 2014, Teach For Australia launched a new initiative, a pilot School Leadership Coaching program, designed to identify how we can best support career pathways into school leadership.

Alumni, who work in a position of responsibility or a leadership position at a Teach For Australia (or similar) partner school, were invited to apply for the program and successful applicants will work for twelve months with a senior Teaching and Leadership Adviser to further develop:

• leadership skills,• understanding of school leader roles,• ability to take on and excel in such school leader roles• and, via a nominated project, impact on school and student

outcomes.

Michaela Epstein is a lead teacher, the Teaching and Learning Coach for Numeracy, at Hume Central Secondary College in metropolitan Melbourne and successfully applied for the program.

At school, in addition to teaching Maths across Years 7 to 9, Michaela provides Explicit Instruction Model-focused coaching to specific teachers, with a focus on building teacher capacity to improve student numeracy outcomes. She also leads the collection, dissemination and analysis of numeracy data and takes a leadership role with regards to the planning, organisation and delivery of professional development to build the school’s capacity to drive change and improve student and teacher learning.

“The School Leadership Coaching will help me to gain perspective on the work that I am doing. By having perspective, I can better reflect on the progress that is being made against my goals and make any necessary changes in working towards them throughout the year.” - Michaela Epstein, School Leadership Coaching participant and Teach For Australia Alumna

EDFELLOWSWe believe that the work of teachers is at the heart of education policy reform to achieve a fairer education system. As such, in 2014, Teach For Australia and Centre for New Public Education at The Foundation for Young Australians launched the joint policy fellowship, EdFellows.

EdFellows provides a platform for passionate and effective early-career educators to help influence policy and ignite meaningful reform.

Fellows complete a six-month program designed to build policy and advocacy capacity and skills and establish professional networks. They develop a policy reform idea over the course of the program and have the opportunity to pitch their idea for change to senior education system leaders.

17 Fellows will undertake the program in 2015, including nine Teach For Australia Alumni.

“EdFellows will provide me with an insight into policy development and implementation that is centred on something I’m so passionate about – addressing educational disadvantage. The notion of teachers working towards addressing this corrosive issue from both a bottom-up and top-down perspective is incredibly exciting.” - Emily Pearson, Fellow and Teach For Australia Alumna

“Addressing educational disadvantage requires collaboration between private and public organisations, teachers and school leaders. It is pleasing to see the EdFellows program taking such an integrated approach and looking to drive policy development from the classroom level.” - Daniel Hanrahan, Fellow and Teach For Australia Alumnus


ALMoST

30% OF ALUMNI

ARE LEAD TEACHERS

ApproxiMATELy

70% OF ALUMNI

remain working within the education sector.

MATHSPATHWAYMaths teachers across the world struggle with the same problem: how to teach Maths to students with a wide array of learning styles and diverse backgrounds.

Teach For Australia Alumnus, Justin Matthys, was first confronted with this challenge while teaching Year 7 Maths, where the “one-size-fits-all” curriculum didn’t match the needs of his students.

The experience inspired Justin and fellow Teach For Australia Alumnus, Richard Wilson, to create Maths Pathway – a cloud based e-learning curriculum that generates individualised Maths lessons based on a student’s unique skill level.

The tool provides teachers with critical assessment data, which allows them to focus in on problem areas with students directly.

As of the end of 2014, Maths Pathway has more than 10,000 users across 40 schools with 250 schools registered to pilot the system in the coming months and an additional 200 schools for 2016.

Notably, in 2014, Justin and Richard were selected for the Echoing Green Fellowship, which offers seed-stage funding and strategic support to emerging leaders working to bring about positive social change.

“The Teach For Australia teaching experience really led to Maths Pathway. For one, it was one of the best ways to learn how to teach. For another, it put me in contact with people like Richard, who just happened to be in my cohort of Teach For Australia. Being part of the Teach For Australia program really gave me the confidence I suppose and the wherewithal to not just accept things as they were but to look for solutions to problems.” – Justin Matthys, Maths Pathway Co-founder and Teach For Australia Alumnus

“We couldn’t even have developed this without having been teachers. I mean, not only does it give you that credibility with other teachers but it just teaches you actually what the real problems are and therefore what kind of solutions you can realistically have – because if you come up with something that’s brilliant in theory but can’t work in a practical classroom, it’s next to useless.” – Richard Wilson, Maths Pathway Co-founder and Teach For Australia Alumnus

ALMOST 60% OF ALUMNI ARE CURRENTLY TEACHINg.

ALMoST

60% OF ALUMNI teaching are in school leadership positions.

Based on Teach For Australia program statistics and surveys, where possible across the history of the program.


OUR NEW UNIVERSITY PARTNER

In 2014, Teach For Australia and Deakin University were delighted to announce Deakin University’s selection as the successful tenderer to partner with Teach For Australia, providing incoming Associates with a Master of Teaching degree from 2015 to 2018 inclusively.

Teach For Australia conducted an open tender process to identify a teacher education partner that could provide Associates with a high quality Master of Teaching degree, uniquely adapted to meet the needs of disadvantaged students, schools and communities. A number of submissions were received and the strong nature of all submissions made for a very competitive process.

Why did Teach For Australia choose to partner with Deakin University?

• NatioNal reach: Deakin University’s national Master of Teaching degree allows for implementation across all jurisdictions and its strong online component supports Associate development in every school community.

• iNtegrated aNd customised programmiNg aNd school-based learNiNg: Multiple intensive programs, state-of-the-art online learning and an emphasis on the unique contexts of schools in which Associates teach, together with Deakin University’s numerous pre-existing school relationships, allows for additional practicum and mentoring opportunities.

• growth aNd associated efficieNcies: Anticipated growth will be supported by significant efficiencies identified by Teach For Australia and Deakin University within the operating model of the degree and through collaboration.


• aligNmeNt of values aNd a collaborative, commuNity focus: Deakin University’s commitment to access and quality education for all aligns with our vision of educational excellence and equity. Collaboration with local communities ensures programs respond to the needs of those communities – another deeply held value shared by Teach For Australia and Deakin University.

• commitmeNt to excelleNce aNd coNtiNuous improvemeNt: Teach For Australia and Deakin University share a commitment to listen to and work closely alongside Associates, partner schools and other stakeholders to ensure the best possible outcomes for students.

Deakin University is a leading provider of primary and secondary teacher education, early childhood educator preparation, educational leadership and adult, vocational and applied learning education. It aims to build the jobs of the future, by bringing the opportunities of the digital age into the real world of learning, ideas, value and experience and making a difference to the communities that it serves.

“Leading the next generation of learners is the most important

work we can do. Deakin University is pleased to be

engaged with Teach For Australia in ensuring all young learners

in Australia have access to high quality teachers. Deakin’s national accredited Master of Teaching prepares teachers

with the skills they need to use evidence of students learning to

guide their teaching.” Christine Ure, Deakin University

School of Education Head


OUR REACH

OVER 30,000 WEBSITE HITS WITH 67% BEINg NEW VISITORS

ALMOST

3048% INCREASE IN TWITTER FOLLOWERS

68%INCREASE IN FACEBOOK LIKES

76% INCREASE IN E-NEWSLETTER SUBSCRIBERS

Over

11,000 E-NEWSLETTERS READ

ASSOCIATE “SURPRISED” HE LOVED TEACHINg - The West Australian, 25 June 2014

TEACH FOR AUSTRALIA: A SMALL PART OF THE SOLUTION TO A SERIOUS PROBLEM - The Conversation, 7 August 2014

ASSOCIATE TEACHERS HIT THE SOUTH-WEST - The Standard, 29 November 2014


POSITIVE OR NEUTRAL MEDIA MENTIONS

jUST A TEACHERThe Just A Teacher campaign sought to challenge the perception that our nation’s educators are “just” teachers.

Pull up blackboards appeared right across Australian university campuses and invited students to pose in front with positive affirmations about the teaching profession.

ONLINE REACH ExCEEDED

26,000 PEOPLE.

383 PEOPLE TOOK A

STAND FOR THE TEACHINg PROFESSION.


OUR gLOBAL NETWORK

A world of expanding educational opportunity and decreasing disparities is a more prosperous, peaceful and sustainable world, where more children have the opportunity to fulfil their true potential.

Teach For All is a global network of almost 40 independent, locally led and funded partner organisations with a shared vision for expanded educational opportunity in their countries.

Each organisation recruits and develops diverse individuals from a range of academic disciplines to commit two years to teach in high need classrooms and to work throughout their lives in pursuit of expanded opportunity for children.

While each context is unique, similarities in the nature of educational inequity from place to place lead to shareable solutions. As partner

organisations and their Associates and Alumni learn from each other and innovate, Teach For All’s impact is accelerated at the national and global levels.

16,000 ASSOCIATES +43,000 ALUMNIREACHED OVER 1 MILLION CHILDREN

4 NEW NETWORK PARTNERS

jOINED THE MOVEMENT

Haiti, Romania, Slovakia and

Uruguay

IN 2014...


FINANCIAL REPORT

2014 2013ASSETS

Cash and cash equivalentsTrade and other receivables

9,710,9333,251,365

8,321,594108,946

TOTAL CURRENT ASSETS 12,962,298 8,430,540

Property, plant and equipment 38,946 34,563

TOTAL NON CURRENT ASSETS 38,946 34,563

total assets 13,001,244 8,465,103

LIABILITIES

Funding in advanceTrade payables and short term provisions

7,075,465653,681

2,700,000242,111

TOTAL CURRENT LIABILITIES 7,729,146 2,942,111

Funding in advanceTOTAL NON CURRENT LIABILITIES

969,8671,117,761

1,685,9541,793,640

total liabilities 8,846,907 4,735,751

Net assets 4,154,337 3,729,352

ACCUMULATED FUNDSUnrestricted reservesRestricted reserves

2,443,4001,710,936

2,018,4161,710,936

total accumulated fuNds 4,154,337 3,729,352

STATEMENT OF FINANCIAL POSITIONAs At 31 deceMber 2014


Teach For Australia is a company limited by guarantee. Its ABN is 27 133 833 762.

Its status as a Charitable Institution and Deductible Gift Recipient was confirmed in November 2008 and December 2012 respectively by the Australian Taxation Office. The organisation enjoys certain other tax concessions and exemptions consistent with its status as a charitable institution, which include income tax exemption, GST concessions and FBT rebate.Teach For Australia’s auditor is Ahead for Business Pty Ltd (Chartered Accountants & Business Advisors). Legal services are provided by Corrs Chambers Westgarth and banking by The Australia and New Zealand Bank Group Ltd.

2014 2013total iNcome 4,922,409 5,315,735

Program costs Administration Staff and contractors

1,409,757379,7282,707,939

553,006403,5902,030,142

total expeNses 4,497,424 2,986,738

Net surplus for the year 424,985 2,328,997

2014 2013Net cash (absorbed)/provided from operating activities

1,419,240 1,658,242

Net cash used in investing activities (29,901) (9,840)

Net increase/(decrease) in cash held 1,389,339 1,648,402

Cash at beginning of year/period 8,321,594 6,673,192

cash at end of year/period 9,710,933 8,321,594

STATEMENT OF PROFIT AND LOSS AND OTHER COMPREHENSIVE INCOMEfor the yeAr ended 31 deceMber 2014

STATEMENT OF CASH FLOWSfor the yeAr ended 31 deceMber 2014


OUR PARTNERS

government partnersThe Australian Government Department of Education and Training

The Australian Capital Territory Government Education and Training Directorate

The Northern Territory Government Department of Education

The Victorian Government Department of Education and Training

The Western Australian Government Department of Education

Founding partnersBoston Consulting Group

Corrs Chambers Westgarth

Corporate partners Shell Australia

Platinum Pacific Partners

Western Union

Philanthropic partnersThe Baker Foundation

The Dyson Bequest

The John and Myriam Wylie Foundation

The Ray and Joyce Űbergang Foundation

The RE Ross Trust

Community partners Social Ventures Australia

In kind partnersAllens

National Australia Bank Limited

University partners Deakin University School of Education

Melbourne Graduate School of Education

School partners (2014) Alamanda College

Ararat College

Calwell High School

Caroline Chisholm School

Charles La Trobe P-12 College

Copperfield College

Dimboola Memorial Secondary College

Emerald Secondary College

Erindale College

Euroa Secondary College

Fairhills High School

Glenroy College

Gold Creek School

Hoppers Crossing Secondary College

Horsham College

Keysborough College

Kingsford Smith School

Koo Wee Rup Secondary College

Kormilda College

Kurunjang Secondary College

Lake Tuggeranong College

MacKillop Catholic College

Manor Lakes P-12 College

Melrose High School

Melton Secondary College

Mill Park Secondary College

Mooroopna Secondary College

Nathalia Secondary College

Northern Bay College

Numurkah Secondary College

Point Cook Senior Secondary College

Portland Secondary College

Stawell Secondary College

Sunbury Downs College

The Canberra College

The Grange P-12 College

Wanganui Park Secondary College

Warracknabeal Secondary College

Warrnambool College

Program partnersCentre for New Public Education at The Foundation for Young Australians

Catholic Education Office Northern TerritoryTeacher Registration Board of the Northern Territory

Teacher Registration Board of Western Australia

The Australian Capital Territory Teacher Quality Institute

Victorian Institute of Teaching

Recruitment partnersAIESEC Australia

Engineers Without Borders Australia

Spark Engineering Camp

SupportersFogarty Foundation

Learning First

Education Changemakers

None of our work would be possible without the support of our partners.

THANK YOU.


“AT SHELL, WE BELIEVE THAT QUALITY EDUCATION IS KEY TO

SUCCESS IN LIFE AND TEACHERS ARE PIVOTAL IN

PROVIDINg THAT OPPORTUNITY. IT IS THEREFORE ExCITINg TO SEE

TEACH FOR AUSTRALIA ExPANDINg INTO WESTERN AUSTRALIA.”

– Andrew Smith, Shell Australia Country Chair

in october 2014, teAch for AustrAliA welcoMed continued support froM the victoriAn governMent designed for pArtner schools to Assist the developMent of AssociAtes As excellent teAchers And leAders.

“STUDIES CONSISTENTLY SHOW THAT TEACHER QUALITY HAS THE gREATEST IMPACT ON STUDENT OUTCOMES, AND THAT IS WHY THE AUSTRALIAN gOVERNMENT COMMITTED A FURTHER $22 MILLION TO TEACH FOR AUSTRALIA IN jUNE THIS YEAR.” – The Hon Christopher Pyne MP,

Australian government Minister

for Education and Training


OUR BOARD

RUFUS BLACKChair Master of Ormond College

Deputy Chancellor of Victoria University

Director of Corrs Chambers Westgarth

Director of Teach For All

Former Partner of McKinsey&Company

SUSAN BOUCHER Deputy Chair Former Chief Executive Officer of Principals Australia

Coordinator of Grants, Sponsorship and Promotion at the Australian Foundation for Fostering Learning in the Philippines

jOHN DENTON AOBoard Member Partner and Chief Executive Officer of Corrs Chambers Westgarth

Chair of the Business Council of Australia’s Global Engagement Taskforce

Board Member of Asialink and Asia Society

Chair of Australia for the United Nations High Commissioner for Refugees Australia

LARRY KAMENERBoard Member Founder and Global Leader of the Public Sector practice at Boston Consulting Group

Founder and Board Member of the Centre for Public Impact

Former Leader of Public Sector and Health Care practices in Australia and New Zealand at Boston Consulting Group

jULIAN LEESERBoard Member Director of Government, Policy and Strategy at the Australian Catholic University

Chair of the New South Wales Jewish Board of Deputies’ Community Relations Committee

Councillor of the Executive Council of the Australian Jewry

Former Executive Director of the Menzies Research Centre

ANTHONY MACKAYBoard Member Chief Executive Officer of the Centre for Strategic Education

Deputy Chair of the Australian Council for Educational Research

Deputy Chancellor of Swinburne University

Former Chair of the Australian Institute for Teaching and School Leadership

Former Deputy Chair of the Australian Curriculum, Assessment and Reporting Authority


MELODIE POTTS ROSEVEARFounder, Chief Executive Officer and Board Member Former Think Tank Coordinator of the Cape York Institute for Policy and Leadership

Former Consultant at Boston Consulting Group

STEVEN SCHWARTz AM Board Member Executive Director of the Council for the Humanities, Arts and Social Sciences

Senior Fellow of the Centre for Independent Studies

Senior Fellow of the Australian Scholarship Foundation

Senior Fellow of the Asia Society

Former Vice-Chancellor of Macquarie University

Level 1, 103 Flinders LaneMELBOURNE VIC 3000

+61 3 8640 4500

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The Australian Government Department of Education and Training is a major supporter of the Teach For Australia initiative.

teach for australia's 2014 annual report

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