Teach-For-Australia-Annual-Report-2014

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Teach-For-Australia-Annual-Report-2014

ANNUAL REPORT 2014


AUSTRALIA’S

EDUCATION

SYSTEM IS ONE

OF THE LEAST

EQUITABLE IN

THE DEVELOPED

WORLD.

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.

2 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


3 YEARS

Kids from low income households

are almost three years behind

in school than those

from high income households. 1

1 in 2 Aboriginal and

Torres Strait Islander adults

didn’t finish school. 4

People living in the country

are almost half as likely

to have a degree as those

living in the city. 5

75%

of young people

in the juvenile justice system

dropped out of school

before year 10. 6

x2

Kids from

high income households

are twice as likely

to go to uni than those

from low income households. 7

55%

of Australian adults have

low-level maths skills. 2

2 in 5

Australian adults have

low-level reading skills. 3

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 3


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.

Our values:

> Collaboration

> Empowering greatness

> Humility and learning

> Innovation

> Outcome driven

> Resilience

contents

A 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

4 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


A STUDENT’S PERSPECTIVE

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.

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.

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.

“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

They shine so bright that their students cannot help

but shine too. That is what makes them so special.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 5


A MESSAGE FROM THE CHAIR

AND CHIEF EXECUTIVE OFFICER

We found that:

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.

• 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.

6 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


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:

• 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.

Rufus Black

Chair

Melodie Potts Rosevear

Chief Executive Officer

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 7


OUR KEY ACHIEVEMENTS

Much has been achieved but this is only the beginning.

IN 2014:

3

jurisdictions

39

partner

schools

91

placements

660

classrooms

1,253

applications

Rigorously recruiting and selecting

Australia’s top talent into teaching:

In 2014, Teach For Australia attracted 1,253 applications

– a 30% increase on 2013.

95

is the

average ATAR

of Associates.

only9%

of applicants meet entry

benchmarks, reflecting

the program’s highly

selective nature.

49%

of Associates are

male, helping to bring

gender diversity to schools.

Placing high quality teachers in schools of high need:

In 2014, Teach For Australia partnered with 39 schools

across the Australian Capital Territory,

the Northern Territory and Victoria.

100%

of Associates

teach in

schools serving

disadvantaged

communities.

100% of

Associates are placed in

true vacancies.

Almost 40%

of Associates teach in

regional, rural or remote

communities.

40% of Associates

are eligible to teach

Sciences and Maths.

40% of

Associates are

eligible to teach

English or Languages.

8 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


Achieving outstanding student outcomes

and increasing school capacity:

In 2014, we found that...

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.

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.

Building a pipeline of future school and system leaders:

9 in 10 Associates, who finished the program

in 2014, are still teaching.

94%

of Associates

complete the two

year program.

2/3 of Associates

gain school leadership positions

while participating in the program.

Approximately

70% of Alumni

remain working within the

education sector.

Almost 60%

of Alumni are

currently teaching.

Almost

60%

of Alumni teaching

are in school leadership positions.

Almost 30%

of Alumni are

lead teachers.

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.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 9


OUR ASSOCIATES

AND THEIR STUDENTS

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.

TEACHING ENGLISH AS AN

ADDITIONAL LANGUAGE IN

REGIONAL VICTORIA

Ella 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.

“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

10 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


95

is the

average ATAR

of Associates.

100%

of Associates

teach in schools

serving disadvantaged

communities.

Almost 40% of

Associates teach in regional,

rural or remote communities.

40% of

Associates are

eligible to teach

Sciences and Maths.

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 PROGRAM

Peter Barrett

Kormilda 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.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 11


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.

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

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.

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

12 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


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.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 13


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.

14 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


TransformED

Collaborative Action:

Building Better Schools

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.

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.

Save the Children CEO Paul Ronalds

and Senator the Hon Scott Ryan

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.

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.

The Hon Alannah MacTiernan MP and Australian Catholic University

Senior Research Fellow Dr Kevin Donnelly

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 15


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

EdFellows

We 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

16 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


MathsPathway

Maths 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-fitsall”

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.

Approximately

70%

of Alumni

remain working within the

education sector.

Almost 60%

of Alumni are

currently

teaching.

Almost

60%

of Alumni

teaching are in school

leadership positions.

“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

30%

of Alumni

are

lead teachers

Based on Teach For Australia program statistics and surveys,

TEACH FOR where AUSTRALIA possible across ANNUAL the history REPORT of the 2014 program. | 17


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.

18 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


“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

• 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.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 19


OUR REACH

Over 30,000

website hits

with 67% being

new visitors

68%

increase in

Facebook likes

Almost

30

positive

or neutral

media mentions

76%

increase in

e-newsletter subscribers

48%

increase in

Twitter followers

Over

11,000

e-newsletters read

JUST A TEACHER

The 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.

383

people took a

stand for

the teaching

profession.

Online reach

exceeded

26,000

people.

Associate “surprised”

he loved teaching

- The West Australian, 25 June 2014

Associate teachers

hit the south-west

- The Standard, 29 November 2014

Teach for Australia:

a small part of the solution to a serious problem

- The Conversation, 7 August 2014

20 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


OUR GLOBAL NETWORK

IN 2014...

16,000

Associates +

43,000 Alumni

reached over

1 million

children

4 NEW

NETWORK

PARTNERS

JOINED THE

MOVEMENT

Haiti, Romania,

Slovakia and

Uruguay

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.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 21


FINANCIAL REPORT

STATEMENT OF FINANCIAL POSITION

as at 31 December 2014

ASSETS

Cash and cash equivalents

Trade and other receivables

2014 2013

9,710,933

3,251,365

8,321,594

108,946

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 advance

Trade payables and short term provisions

7,075,465

653,681

2,700,000

242,111

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

Funding in advance

TOTAL NON CURRENT LIABILITIES

969,867

1,117,761

1,685,954

1,793,640

TOTAL LIABILITIES 8,846,907 4,735,751

NET ASSETS 4,154,337 3,729,352

ACCUMULATED FUNDS

Unrestricted reserves

Restricted reserves

2,443,400

1,710,936

2,018,416

1,710,936

TOTAL ACCUMULATED FUNDS 4,154,337 3,729,352

22 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


STATEMENT OF PROFIT AND LOSS AND OTHER COMPREHENSIVE INCOME

for the year ended 31 December 2014

2014 2013

TOTAL INCOME 4,922,409 5,315,735

Program costs

Administration

Staff and contractors

1,409,757

379,728

2,707,939

553,006

403,590

2,030,142

Total expenses 4,497,424 2,986,738

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

STATEMENT OF CASH FLOWS

for the year ended 31 December 2014

Net cash (absorbed)/provided from operating

activities

2014 2013

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

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.

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 23


OUR PARTNERS

None of our work would be possible

without the support of our partners.

THANK YOU.

Government partners

The 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 partners

Boston Consulting Group

Corrs Chambers Westgarth

Corporate partners

Shell Australia

Platinum Pacific Partners

Western Union

Philanthropic partners

The 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 partners

Allens

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 partners

Centre for New Public Education at

The Foundation for Young Australians

Catholic Education Office Northern Territory

Teacher Registration Board of the

Northern Territory

Teacher Registration Board of

Western Australia

The Australian Capital Territory

Teacher Quality Institute

Victorian Institute of Teaching

Recruitment partners

AIESEC Australia

Engineers Without Borders Australia

Spark Engineering Camp

Supporters

Fogarty Foundation

Learning First

Education Changemakers

24 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


“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

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.

“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

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 25


OUR BOARD

Rufus Black

Chair

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 AO

Board 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 Kamener

Board 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 Leeser

Board 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 Mackay

Board 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

26 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014


Melodie Potts Rosevear

Founder, 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

TEACH FOR AUSTRALIA ANNUAL REPORT 2014 | 27


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+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.

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