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%
x2
of young people in the juvenile justice system dropped out of school before year 10.6
Kids from high income households are twice as likely to go to uni than those from low income households.7
55%
2 in 5
of Australian adults have low-level maths skills.2
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:
contents
> Collaboration
A student’s perspective
5
> Empowering greatness
A Message from the chair and Chief executive officer
6
> Humility and learning
Our key achievements
8
> Innovation
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
> Outcome driven > Resilience
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.
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
I think that Teach For Australia Associates are more than just teachers.
Teach For Australia
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.
some of the best teachers
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.
program has produced 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.
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.
Every day, hundreds of Teach For Australia Associates and Alumni work right across the country and do just this.
Of course, this impact would not be possible without the support of our partners.
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.
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.
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.
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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:
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 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.
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:
39
3
partner schools
jurisdictions
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
only
is the average ATAR of Associates.
9%
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.
8 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014
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.
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%
100%
of Associates demonstrate greater or significantly greater leadership amongst school staff than other graduate teachers after two years of teaching, according to principals.
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.
Approximately
70% of Alumni remain working within the education sector.
Almost
60%
of Alumni
teaching are in school leadership positions.
2/3
of Associates gain school leadership positions while participating in the program.
60%
Almost of Alumni are currently teaching.
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.
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 found that Teach For Australia:
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.
• 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.
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
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
The Hon Alannah MacTiernan MP and Australian Catholic University Senior Research Fellow Dr Kevin Donnelly
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.
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.
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.
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.
EdFellows provides a platform for passionate and effective early-career educators to help influence policy and ignite meaningful reform.
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:
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.
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
16 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014
“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
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.
Approximately
70%
of Alumni
remain working within the education sector.
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.
60%
Almost of Alumni are currently teaching.
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
teaching are in school leadership positions.
Almost
30% of Alumni are
lead teachers
Based on Teach For Australia program statistics and surveys, whereAUSTRALIA possible across the history of the program. TEACH FOR ANNUAL REPORT 2014 | 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.
18 | TEACH FOR AUSTRALIA ANNUAL REPORT 2014
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.
“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
30,000
Over website hits with 67% being new visitors
Almost
30
positive or neutral media mentions
48%
increase in Twitter followers
68%
increase in Facebook likes
76%
increase in e-newsletter subscribers
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.
Associate “surprised” he loved teaching - The West Australian, 25 June 2014
383
people took a stand for the teaching profession.
Online reach exceeded
26,000 people.
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
2014
2013
Cash and cash equivalents Trade and other receivables
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
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
ASSETS
LIABILITIES
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
2014
2013
Net 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
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
School partners (2014)
Program 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
Alamanda College
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
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
Founding partners
Fairhills High School
Boston Consulting Group Corrs Chambers Westgarth
Gold Creek School
Glenroy College Hoppers Crossing Secondary College
Corporate partners
Horsham College
Shell Australia Platinum Pacific Partners Western Union
Kingsford Smith School
Philanthropic partners The Baker Foundation The Dyson Bequest The John and Myriam Wylie Foundation The Ray and Joyce 키bergang Foundation The RE Ross Trust
Keysborough College 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
Community partners Social Ventures Australia
In kind partners Allens National Australia Bank Limited
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
University partners
The Grange P-12 College
Deakin University School of Education Melbourne Graduate School of Education
Warracknabeal Secondary College
Wanganui Park Secondary College Warrnambool College
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Recruitment partners AIESEC Australia Engineers Without Borders Australia Spark Engineering Camp
Supporters Fogarty Foundation Learning First Education Changemakers
“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
Susan Boucher Deputy Chair
John Denton AO Board Member
Master of Ormond College Deputy Chancellor of Victoria University Director of Corrs Chambers Westgarth Director of Teach For All Former Partner of McKinsey&Company
Former Chief Executive Officer of Principals Australia Coordinator of Grants, Sponsorship and Promotion at the Australian Foundation for Fostering Learning in the Philippines
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
Julian Leeser Board Member
Anthony Mackay 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
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
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
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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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The Australian Government Department of Education and Training is a major supporter of the Teach For Australia initiative.