CONNECTICUT ANNUAL REPORT
leader路ship (lee-der-ship), noun to establish bold visions and invest others in working towards them
TABLE OF CONTENTS 2
LETTER FROM THE EXECUTIVE DIRECTOR & BOARD CHAIR
3
CORPS MEMBERS Spotlight Overview Profile
7
IMPACT Teacher Student
9
ALUMNI Spotlight Overview Profile
13
COMMUNITY FOOTPRINT
15
PARTNERS
17 TEAM 18
FINANCES
19 SUPPORTERS
LETTER FROM THE EXECUTIVE DIRECTOR & BOARD CHAIR
POLICY & POLITICAL LEADERSHIP
$ SOCIAL CHANGE & INNOVATION LEADERSHIP
C T ETAE A SC
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SRH SIH PIP
PHILANTHROPIC LEADERSHIP
CH HEER ER RL LEEAADDE
HO
IC T
S OL L EADER
HI
& SYS TE M LEA
COMMUNITY ORGANIZING & ADVOCACY LEADERSHIP
P
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SH
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LEADING FROM OTHER SECTORS
Note: Low-income is defined as students who are eligible for free or reduced lunch. Source: Connecticut State Department of Education www.sde.ct.gov Nat’l Assessment of Educ. Progress (NAEP), 2013 NAEP Data Explorer, http://http://nces.ed.gov/nationsreportcard/naepdata.
LETTER FROM THE EXECUTIVE DIRECTOR & BOARD CHAIR
The pursuit of educational equity and excellence for all children requires strong leadership and a deep talent pool necessary to drive lasting change. In Connecticut, in particular, the problem of educational inequity is pervasive. Of the approximately 545,000 students attending Connecticut’s public schools, onethird live in low-income households and are overwhelmingly students of color1. In Connecticut, the gap in mathematics and reading proficiency between students growing up in low-income and non-low-income households is the largest in the nation2. Indeed, the stakes for Connecticut children are profound. However, we have seen, time and time again, that when given access to high-quality educational opportunities, students from low-income communities achieve at great levels, fulfilling their highest potential.
Teach For America’s mission is to enlist, develop, and mobilize as many as possible of our nation’s most promising future leaders to grow and strengthen the movement for educational equity and excellence. Since 2006, Teach For America – Connecticut has worked across the state, in partnership with many others, to eliminate disparities in both access to opportunity and educational outcomes between students growing up in poverty and their more affluent peers. We do so by recruiting and developing a diverse corps of outstanding individuals who commit to teaching for at least two years in highneed schools in our local communities. These individuals go on to impact change through their leadership and over the course of their careers as alumni. Currently, in Connecticut: •
Nearly 200 first and second year corps members are teaching in 75 unique
MEANINGFUL CHANGE FOR STUDENTS THROUGH LEADERSHIP
school settings and reaching 12,000 of Connecticut’s most high-need students
•
Over 500 alumni are living and working in Connecticut, of them 191 continue as classroom teachers, and nearly two-thirds work in the field of education broadly
•
17 alumni are serving as school principals across the state, with additional alumni pursuing certification for school leadership
Despite significant progress over the past nine years, much work lies ahead to ensure that all students in Connecticut, regardless of their zip code or socioeconomic status, have access to an excellent education. The opportunity to create meaningful change for students through the leadership of our corps members and alumni energizes us. Thank you for joining us in this important work. In partnership,
Nate Snow Executive Director 2
Deborah Sawch Advisory Board Chair
CORPS MEMBERS
TEACHER SPOTLIGHT Since 2006 we have brought more than 800 teacher-leaders to classrooms across Connecticut reaching over 100,000 students. During the 2014-2015 school year nearly 200 corps members taught in 75 unique schools impacting outcomes for 12,000 of our state’s students.
KRISTINE ALEXANDER (CONNECTICUT ’13) FIFTH GRADE CLASSICAL STUDIES ACADEMY, BRIDGEPORT My classroom experience has been both rewarding and fulfilling in terms of personal and professional growth. As a result of the time that I have spent with my brilliant 5th graders, I have become more patient, more compassionate, more empathetic, and more in tune with what others need to feel valued as a member of any community. I have been forced to improve upon my ability to remain organized, use effective time management skills, and prioritization. Most importantly, my heart has been touched by the personalities of twenty-three students whose words of wisdom, comedic relief, and insight, have taught me much about myself and the world we live in. “I have witnessed both quantitative and qualitative growth in my students. I realized the profound impact a teacher can have.” – Katie Chobanian (Connecticut ’13) “There are teachers who love what they do, they love the opportunity to love their students and to be there with and for their students.” – Jordan Meyer (Connecticut ’14)
STEPHAN DANYLUK (CONNECTICUT ’14) HIGH SCHOOL MATH HIGH SCHOOL IN THE COMMUNITY, NEW HAVEN
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My first year in Teach For America has undoubtedly been the most thrilling, difficult, and inspiring year of my life. I leave the year feeling extremely satisfied with the class’ gains in content, and perhaps more importantly, their love for math. As a former math major, I was ecstatic to see their genuine passion for Ken Ken puzzles and advanced integration problems.
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CORPS MEMBERS
TEACHER PROGRAM OVERVIEW
At the foundation of our program is an understanding
Our Teacher Leadership Development programming
of local context and community. Corps members
aspires to build the individual and collective
engage in a variety of programming focused
leadership of our members, such that we are
around four components that, through research and
working in partnership with students, families and
reflection, we believe are essential to cultivating
communities to ensure that all kids in Connecticut are
transformational teacher leaders: leadership
able to live a life of their choosing that is reflective of
coaching, content and pedagogical development,
their full potential.
building and facilitating developmental networks, and building catalytic relationships in the school
As a state accredited alternate route to certification
community. These four components allow corps
(ARC), Teach For America Connecticut’s program
members to become both strong teachers of their
is grounded in the Teaching As Leadership model, informed by the theories of culturally responsive and culturally sustaining pedagogy, and is ultimately focused on building the leadership of students. As such we measure our program’s impact based on evidence of students’ academic growth, personal growth, access to networks and opportunities, and development of social, political, and critical consciousness.
content, as well as excellent problem solvers who can tackle the adaptive challenges that are inherent
BUILDING THE LEADERSHIP OF STUDENTS
in complex social justice work during their two-year commitment and over the course of their careers as alumni of Teach For America.
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CORPS MEMBERS
99
93
First-year Corps Members
Second-Year Corps Members
192 12,000 Total Corps
Students Impacted by Corps Members
75 Schools with TFA Teachers
38% Pell Grant recipients
25% Identify as a person of color
RILEY STAUFFER (CONNECTICUT ’14) KINDERGARTEN JEFFERSON ELEMENTARY SCHOOL, NEW BRITAIN
ALI BURNS (CONNECTICUT ’14) FIRST GRADE CURIALE ELEMENTARY SCHOOL, BRIDGEPORT
Kindergarten has always been my passion because I truly believe it is one of the most critical points in a child’s development. Children at this age are innately curious and crave knowledge. I look forward to helping them build many skills and habits that are necessary for their future academic success. In Classroom 7, we strive to foster a love for learning, create a positive outlook on school, and build a solid foundation for each child’s future academic career.
My group of 25 students transformed right before my eyes. My first graders ranged reading levels from prekindergarten level to mid-third grade level. Many of them still needed their fingers to add numbers, but by September they mastered multiplication. The majority of my students reached grade level by the end of the year and all of them have made huge strides. I believe they deeply value their education and despite the challenges facing them on a daily basis, will continue to succeed in school and their communities.
AVA HACKER (CONNECTICUT ’14) SECOND GRADE, DUAL LANGUAGE PROGRAM NORTH WINDHAM ELEMENTARY SCHOOL, NORTH WINDHAM Last September, my students entered as little first graders, most not turning seven until midway through their second grade year. At that time many were still unable to read, but by spring of 2015 ALL had become passionate readers, and one-third were reading above grade level in both English and Spanish! Our class relished our silent reading times, teacher read-aloud times, and buddy reading times. We fell in love with books and learning. My bilingual and bi-literate students are moving on to third grade now with confidence in their ability to read in both of their languages.
DWAYNE JACKSON (CONNECTICUT ’13) KINDERGARTEN ACHIEVEMENT FIRST, HARTFORD As a teacher I want to ensure my scholars are building strong character skills that will drive agency, resilience, confidence, and commitment going into their academics, fostered by a genuine focus on relationship building and investment in their future success. 6
IMPACT
TEACHER IMPACT After the experience of having taught successfully for two years in a low-income classroom and having built meaningful and lasting connections in their community, our corps members remain committed and passionate continuing to serve as leaders working to achieve educational equity. • • •
Two-thirds of Teach For America alumni remain in the field of education. One-third remain in the classroom working directly with students each day. Alumni lead from across sectors as key influencer’s making decisions that are good for kids.
Our teachers are prepared to meaningfully contribute to the education field across Connecticut: •
Corps members complete the state accredited Alternate Route to Certification through Teach For America– Connecticut and are fully licensed educators in the state, leading to more talented and highly skilled educators in the work-force at large.
•
During the 2014 – 2015 school year, nearly 40% of our corps came from a low-income background and/or identified as a person of color as compared to 8% of the teaching force state-wide.
•
Corps members finish their commitment with an expanded understanding of how to apply their own leadership to driving change across a system that ultimately results in better outcomes for students.
1ST YEAR CORPS MEMBERS
ACCEPTED
2ND YEAR CORPS MEMBERS
LEADING ACROSS SECTORS
ONBOARDING & INSTITUTE ALUMNI ASHLEY HAYES (CONNECTICUT ’07) RESOURCE TEACHER CELENTANO BIOTECH HEALTH AND MEDICAL MAGNET, NEW HAVEN
Ashley joined Teach For America in 2007 and returned to her hometown of New Haven to begin her teaching career. She is confident that despite educational inequities, there is great potential to improve the educational experiences of every student. In her 9th year in the classroom, Ashley continues to instill a love of learning in her students and strives to provide them with the best education possible, just as she received in New Haven public schools. 7
IMPACT
STUDENT IMPACT According to the 2013 National Assessment of Educational Progress (NAEP) students growing up in low-income communities are on average two years behind in reading by 4th grade and three years behind by 8th grade. Teach For America corps members set rigorous academic goals for their students and families that represent approximately 1.5 years or more of academic learning in their content area. These goals are determined based on nationally normed benchmarks of student achievement and rigorous study of the outcomes achieved in the top quartile of high performing classrooms nationwide. Our teachers are committed to empowering students to reach their fullest academic and leadership potential through rich academic instruction and unleashing their individual and collective leadership. During the 2014 – 2015 school year: •
Students in second year corps members’ classrooms met, on average, 104% of their academic goals (some students exceeded their targets).
•
Students in first year corps members’ classrooms met, on average, 95% of their academic goals.
•
Students engaged in corps member and community led opportunities that develop and empower their leadership. During the 2014-2015 school year Teach For America corps members, in partnership with the Hartford community, held the first annual ROOTS (Realizing Our Own True Strengths) conference for over 150 Hartford students.
RUTHMARY HERNANDEZ 8TH GRADE HARTFORD MAGNET TRINITY COLLEGE ACADEMY, HARTFORD, CT Ruthmary will be entering 9th grade next year ready to tackle high school with success. She’s been taught by three different Teach For America corps members over the years, which has led to an increased confidence in school. Her teachers supported her, nurtured her, and encouraged her to achieve her dreams. She says she appreciates, “getting an opportunity to share my voice helped me realize my goals for life.” Last year she received an award for being an honorable student based on her excellent grades and creative spirit. When asked about her previous teacher, she commented that, “watching how a teacher can teach a whole class just amazes me… there are so many students’ futures that depend on these teachers. It feels good when I get noticed by a teacher I worked so hard to impress, because school sometimes gets difficult to handle. I think it’s important to remember everyone who helped you, those who stayed and recognized when you tried your best.”
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ALUMNI
ALUMNI SPOTLIGHT Equipped with a firsthand understanding of what it takes to help students fulfill their true potential, Teach For America’s alumni lead and support critical efforts to end educational inequity.
JUSTIN TAYLOR (CONNECTICUT ’09) HISTORY/POLITICAL SCIENCE TEACHER BULKELEY HIGH SCHOOL, HARTFORD Justin graduated in 2006 from Vassar College with a
of the Year and was a finalist for the state award.
degree in Political Science and Economics. He had his
He continues his work with moot court, currently
first taste of teaching during the summers of 2005
trying to expand it to Hartford Public High School.
and 2006 in New Haven as part of Breakthrough Academy. Despite his love for teaching, he knew his next step was law school. He enrolled at the University of Connecticut and instead of working with children through teaching, he partnered with the Center of Children’s Advocacy. At the end of his time in law school, Justin decided to pursue teaching again through Teach For America. In an effort to provide the students of Bulkeley High School in Hartford with broader opportunities, Justin established a relationship between UConn’s Law School and the high school, which supports a group of students and their Moot Court competition. Justin’s students study and argue a case in a national competition in Washington, D.C. Last year, one of his students finished as a semi-finalist. This work has changed lives, as Justin witnessed in the life of a student named Roberto. Through his interest in law and work in Moot Court, Roberto pursued college and is currently working at the Boys and Girls Club.
“This experience has taught me that in order to be a leader, you don’t have to believe that you know everything… You have to trust that you can help and believe that you can teach people.” – Julia Rodi (Connecticut ’13) Bulkeley High School, Hartford
Justin continues to push himself and fellow teachers to improve their teacher-leadership practice. This concept of “Teaching as Leadership” is something Justin has come to value as a product of his Teach For America experience. In 2014, Justin won Hartford Teacher 9
ALUMNI
RIKKI BROWN (CONNECTICUT ’12) MATH TEACHER WEST HAVEN HIGH SCHOOL
JULIE GOLDSTEIN (LOS ANGELES ’90) PRINCIPAL BREAKTHROUGH MAGNET SCHOOL, HARTFORD
“If I can build great relationships and plan excellent
After reading about Teach For America in a New
lessons, then I have achieved something for my
York Times article in 1989, Julie was drawn to the
students,” states Rikki Crouse. The 9th grade Algebra
idea that she could integrate two of her passions:
teacher moved to Connecticut from Oregon where she
literature and social justice. Julie felt called to do her
earned a degree in French and Mathematics from the
part to provide an excellent education in a school that
University of Oregon.
might not otherwise have a teacher to fill an open
In her first year, she found the treasures of her
position. These values and ideals bundled into an
students lie within their stories. She took the time
amazing opportunity are what drew her to TFA and
to get to know each of them, along with other
what continue to keep her engaged in education.
teachers in her school. These relationships helped
Julie is now the Principal of Breakthrough Magnet
her design curriculum that reached her students in
School in Hartford and received the distinguished
more meaningful ways. She continues to discover
honor of being chosen as a “Schools to Learn From”
new things about her class and face new challenges.
in 2014. The Schools to Learn From program is a
Rikki is committed to finding solutions and persisting
powerful way for Teach For America to promote four
through challenges and setbacks, which she credits
key areas of education that are linked to ultimate
to her experience with Teach For America. Rikki
success beyond the classroom: School Culture,
continues teaching and improving her practice to
Promotion of Diversity: Adult Team; and Respect
help students discover a love for math.
and Humility. It is an opportunity to showcase her school’s theme of Character Education and share what they do, big and small, to promote a spirit of academic excellence, diversity and inclusion and especially school culture. Reflecting on the Schools to Learn From program, Julie says, “It was
“The more time I spend teaching, the more I value perseverance.” – Rikki Brown (Connecticut ’12) West Haven High School
an embodiment of my ideals and an opportunity to integrate my continued passion for our mission.” 10
ALUMNI
ALUMNI PROGRAM OVERVIEW
level impact a school leader can have, and have
Teach For America nationally launched their Alumni
designed a leadership development program called
Affairs program in 2006 in Connecticut. It began as a
Build the Bench. The program empowers more veteran
way to manage and foster relationships with alumni
alumni to serve as mentors and coaches for younger
living and working across the state. As our footprint
alumni who are continuing to develop the craft of
and alumni network has grown, so has our capacity to
teaching through leadership. With the support of our
provide services and programming specifically geared
highly skilled staff they engage in a one year program.
to the needs of our alumni. Grounded in the belief that
At the conclusion of the program the coaches are
all children can learn, and armed with the lessons of
encouraged to apply to a School Leadership Master’s
having taught successfully in high-need classrooms,
program or principal fellowship, accelerating their
our alumni go on to play a critical role as leaders in the
pathway to successful school leadership.
movement for educational equity. Over the past two years, we have developed our programming to meet the demands of our alums: for more support, connection, and leadership development. Our Director of Alumni Teacher Leadership Development has reached 80% of our alumni teachers and provided coaching and one-on one-support. Additionally, we recognize the potential for student
Today, our chief aim is to connect, support, and mobilize close to 600 alumni living and working in
FOSTER RELATIONSHIPS WITH ALUMNI
Connecticut. This year we have created programming to engage our alumni in new ways and meet them
where they are.
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ALUMNI
510 CONNECTICUT BASED ALUMNI
191 TEACHERS
17 PRINCIPALS
2 SCHOOL SYSTEM LEADERS
1 ELECTED OFFICIAL
5 POLICY & ADVOCACY LEADERS
CHRISTINE O’NEIL (CONNECTICUT ’10) MIDDLE SCHOOL SCIENCE TEACHER BLACKHAM SCHOOL, BRIDGEPORT This year, Christine saw many students struggle with reading, and she worked with an Teach For America staff member to create a reading intervention program at her school. So far she has seen students improve across the board; one student has increased his reading level from 2nd grade equivalence to beginning 5th grade level.
MONICA MACCERA FILPPU (D.C. ’95) EXECUTIVE DIRECTOR / PRINCIPAL GREAT OAKS CHARTER SCHOOL, BRIDGEPORT “Although originally a temporary plan on my way to law school, my two years as a corps member grew into a lifelong career commitment. Twenty years later, the skills I learned as a corps member and staff member have served me well in my current role, cultivating my mindset of holding high expectations for myself and others as well my skill set for being a transformational leader. The Teach For America alumni network is my most impactful alumni affiliation – connecting me to colleagues and professional development opportunities across the country.” After seven years on staff at Teach For America, where she successfully led the Connecticut region to re-accreditation twice, Monica became the founding Principal/Executive Director for Great Oaks Bridgeport. Opening in 2014, Great Oaks currently serves students in 6th and 7th grade and at scale will serve 6th-12th.
DAVID GRIFFITH (RIO GRANDE VALLEY ’97) READING DEPARTMENT CHAIR RIDGEFIELD PUBLIC SCHOOLS Instead of going on to law school, David applied to TFA and spent two years in the Rio Grande Valley in Texas. He continued his teaching career in DC and Virginia. In 2014 David won the Teacher of the Year award in his district (Ridgefield ISD) and was a semi-finalist for the Connecticut Teacher of the Year award.
MELISSA GENOVESE (CONNECTICUT ’12) KINDERGARTEN TEACHER WINDHAM PUBLIC SCHOOLS Melissa is constantly seeking ways to learn and improve her classroom. She advises other teachers to constantly be aware that everything you do as a teacher affects your students. In the summer of 2015, Melissa will pursue another avenue for development and learning: the Freedom Writers’ Workshop in Los Angeles. 12
COMMUNITY FOOTPRINT We target partnerships with school districts where more than 70% of students live in poverty, as measured by participation in the free or reducedprice lunch program1. Students growing up in low-income neighborhoods are often years behind their more affluent peers. For example, on the 2012 Connecticut Mastery Test (CMT), the average score gap between low-income and non-low-income students was 39%. Despite these statistics, we know that kids in low-income communities are capable of incredible academic achievement. However, we cannot do this work alone in Bridgeport, Hartford, New Britain, New Haven, Stamford, and Windham. We must continue to work in close partnership with our districts, schools, and communities to move this work forward for Connecticut’s kids.
37%
202,623 of 545,614 Connecticut school children live in low-income communities.
63%
Hispanic students will graduate from high school, as compared to 69% of African Americans and 89% of Caucasian students. Only 63% of low-income students graduate from high school.
23%
Connecticut’s African American students and 30% of our Hispanic students graduate from college on time, as compared to 40% of white students.
BRIDGEPORT/ 59 CORPS MEMBERS •
TFA-CT helps bring over 30 new teachers to Bridgeport area schools each year
•
Two Bridgeport schools are being led by Teach For America alumni
STAMFORD/ 12 CORPS MEMBERS •
We have six corps members teaching in Stamford at Trailblazers, Stamford Academy, and DOMUS
HARTFORD/ 55 CORPS MEMBERS •
Graduation rate (currently 71%) has more than doubled since 2006
•
Over 125 current corps members and alumni are working alongside Hartford students every day in schools
NEW BRITIAN/ 12 CORPS MEMBERS •
We partnered with New Britain for the first time during the 2014-2015 school year with an inaugural cohort of six teachers
WINDHAM/ 13 CORPS MEMBERS •
NEW HAVEN / 49 CORPS MEMBERS •
Our charter corps of 45 teachers started right here in New Haven schools
•
Two high schools in New Haven were named on ConnCAN’s “Top 10 Most Improved” list
27% of students in the Windham School District are English Language Learners
*All data comes from: The Achievement Gap Taskforce (February 28, 2014), “A Master Plan to Eliminate the Achievement Gap in Connecticut: Report to the Connecticut General Assembly per Public Act 11-85,” page1-3.
SCHOOL PARTNERS
“A lot of growth has happened from the beginning of the year. Overall it has been a great year. We certainly appreciate all the support you have given our teachers here at BTWA”. - Dr. Laura Main, Director of Academics, Booker T Washington Academy, New Haven.
“My students became leaders in the classroom by executing classroom jobs, monitoring their own academic and social growth, setting goals for themselves, and celebrating classmates’ growth.” - Katie Haig (Connecticut ’14), Booker T Washington Academy, New Haven
SCHOOL PARTNERS BRIDGEPORT Achievement First Bridgeport Academy Middle School Achievement First Bridgeport Academy Elementary School Bassick High School Black Rock School Central High School Cesar A. Batalla School Classical Studies Academy Fairchild Wheeler Magnet High School Geraldine W. Johnson School
Luis Munoz Marin Elementary School Park City Prep Charter School Roosevelt Elementary School Thomas Hooker Elementary School Warren Harding High School
NEW HAVEN Achievement First Amistad Academy Elementary School Achievement First Amistad Academy Middle School
Wilbur Cross Elementary School
Achievement First Amistad Academy High School
Winthrop Elementary School
Barnard Environmental Studies
NEW BRITAIN
Booker T. Washington Academy
Holmes Elementary School Jefferson Elementary School
Christopher Columbus Family Academy
Smalley Academy
Clemente Leadership Academy Clinton Avenue Elementary School
WINDHAM
Cooperative Arts & Humanities Magnet High School
Great Oaks Charter School
Natchaug Elementary School
Hall Elementary School
North Windham Elementary School
Hallen Elementary School
W.B. Sweeney Elementary School
Elm City College Prep Elementary School
James Curiale Elementary School
Windham Middle School
Elm City College Prep Middle School
Paul Laurence Dunbar Elementary School
Windham Center Elementary School
Fair Haven School
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SCHOOL PARTNERS
Harry Conte-West Hills School High School in the Community Magnet
Achievement First Hartford Academy High School
Nursing Academy
Alfred E. Burr Elementary School
Hartford Magnet Trinity College Academy
Hyde Leadership Academy
Americas Choice at SAND School
Core Knowledge Academy at Milner
James Hillhouse High School
Bulkeley High School
King-Robinson International Baccalaureate Magnet School
Capital Community College Magnet Academy
Jumoke Academy Honors Science & Math
Lincoln-Bassett School
Capital Prep Magnet School
Jumoke Academy Thelma E. Dickerson
Metropolitan Business Academy
Culinary Arts Academy
Kennelly Elementary School
Strong Community Magnet School
Environmental Science Magnet School at Hooker
Martin Luther King Elementary School
Global Communications Academy
Pathways Academy Tech & Design
Stamford Academy
Great Path Academy
Trailblazers Academy
Greater Hartford Academy Math Science
R.J. Kinsella Magnet School of the Arts
Wilbur Cross High School STAMFORD
HARTFORD Achievement First Hartford Academy Elementary School Achievement First Hartford Academy Middle School
Hartford Public High School: Engineering & Green Tech Academy Law & Government Academy 16
Sport & Medical Sciences Academy University High School of Science & English WISH Elementary School
TEAM
CONNECTICUT ADVISORY BOARD AND LEADERSHIP REGIONAL ADVISORY BOARD Tim Bannon Consultant Adrienne Cochrane President and Chief Executive Director Urban League of Greater Hartford Rodney Cohen Assistant Dean Yale College Andrea Comer Executive Director Education Foundation Laura Dambier Senior Vice President, Partner Solutions for Life, Claims & Distribution Lincoln Financial Group Robin Golden (Vice Chair) Early College Program Advisor Connecticut Board of Regents for Higher Education
REGIONAL LEADERSHIP Meredith Burdick VP, Teacher Leadership Development meredith.burdick@teachforamerica.org (203) 786-5498 x42103
John Motley Partner MotleyBeup Lindsay Reimers Community Advocate Deb Sawch (Chair) Education Consultant Adjunct Assistant Professor Teachers College, Columbia University Marion Schmeelk Managing Director, Private Client Advisor U.S. Trust, Bank of America Giselle Wagner Executive Coach Eileen Whelley Executive Vice President XL Group
Mimi Klein Sternlicht Creative Partner bread + buzz {ad}ventures Steve Mandel (Vice Chair) Managing Director, Portfolio Manager Lone Pine Capital, LLC Max Medina Partner Zeldes, Needles & Cooper, PC
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JoHannah Hamilton Director, Strategy, Talent & Operations johannah.hamilton@teachforamerica.org (203) 786-5498 x42132 Erin Hellthaler Managing Director, Development erin.hellthaler@teachforamerica.org (203) 786-5498 x42135 Tamara Smith Managing Director, Alumni Affairs tamara.smith@teachforamerica.org (203) 786-5498 x42128 Nate Snow Executive Director nate.snow@teachforamerica.org (203) 786-5498 x42115
FINANCES
FINANCIAL YEAR IN REVIEW JUNE 1, 2014 - MAY 31, 2015 Teach For America – Connecticut is fully funded by a broad and growing base of supporters who believe in the potential of all children to achieve at the highest levels and know that great leadership is critical to solving the problem of educational inequity in our state. The Development team works in partnership with funders and community members to raise the revenue needed to fuel the capacity of our work in Connecticut, while continuously improving our effectiveness as an organization.
REVENUE
EXPENSES
Individual
$5,053,630
Regional Direct
$3,792,126
Foundation
$743,000
Corporate
$673,192
Administrative Support for Regional Operations
$682,583
School Partnerships
$536,497
Customized National Support
$1,072,767
State
$105,718
Shared National Fundraising
$623,117
Total
$7,735,154
18%
Administrative Costs
82%
Program Costs
18 11
Incoming Corps Member Fees
$1,090,000
Network Costs
$897,700
Total
$7,535,176
FINANCES
SUPPORTERS Our work would not be possible without both public and private support. Public-private partnerships are key to ensuring access to excellent educational opportunities for every student in Connecticut.
THANK YOU TO OUR VISIONARY DONORS FOR THEIR GENEROUS SUPPORT IN 2014-2015: $250,000+ Anonymous Barbara and Ray Dalio Sue and Steve Mandel Seedlings Foundation $100,000+ Anonymous Laurel and Cliff Asness Cindy and Rob Citrone Steven A. and Alexandra M. Cohen Foundation Merrick Kleeman The Sternlicht Family Foundation Giselle Wagner and Paul Myerson Jean and Rick Witmer
Katharine and Kenneth Mountcastle Ellen Schapps and Richard P. Richman Maureen and Joe Roxe, The Roxe Foundation Mary Corson and Jonathan Sackler Deb and Chris Sawch Jeff and Jeanie Shaw The Sommi Family Michael Sussman Kerry and Charles Tyler Eileen and Donald Whelley Melissa and Steve Wiggins Nancy and Dan Yih
$5,000+ Anonymous (2) The Ashforth Company Lucy and David Ball $25,000+ David Barrett Partners Anonymous Judith Biggs Charter Oak Challenge Foundation Maura and Bruce Brickman Roberta and Steven Denning Harry and Jeanie Burn Laurie and Brian Doherty Kathy and Harry Clark III The Per and Astrid Heidenreich Family Leslie and Bob Dahl Foundation Mark F. Dalton Sonnet and Ian McKinnon Robin and Darrell Harvey Jill and Brian Olson The Steven M. and Anita C. Heller Family The Orchard Farm Foundation Foundation Connie Chung and Maury Povich Gerry H. Hodes The Shumway Foundation Sheila and Larry Kantor Silver Point Capital Sally and Hoby Kreitler Sonia and Paul T. Jones II Catherine P. Lego Thomas and Maria Wilcox Family Foundation Meghan Lowney Ann S. Mandel $10,000+ Linda and Michael Mewshaw Anonymous (3) Barb and Tim Morris The Armstrong Foundation Mule Family Foundation The Brett Barakett Foundation Ted and Amy Orenstein CLSA Americas, LLC Wendy and Paul Raether Elliot and Barbara Cooperstone Shelby and John K. Saer, Jr. The Critelli Family Foundation Meghan McMahon and David Swensen Sherry and Cort Delany Caroline and Scott Wallach Paula Cleary and Paul Farrell Amy and John Weinberg Marissa and Dick Ferguson Lizanne Galbreath $1,000+ Meredith and Whitney George Anonymous The Goodnow Fund Georgia and Charlie Adams Karen and Frank Knapp Honora Ahern and Madison Grose Kensico Capital Management Ayer Family Foundation Laurie and Peter Maglathlin Mary and James Bennett, Jr. Linda and Jack Mitchell Melanie and Chuck Berman
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Lee and Duane Bollert Kelly Copeland and Scott L. Dorf Amy Chan Downer Anne and William Farrell Patti and Eric Fast Eric Ferguson Andrew Ferguson Robin Golden and David Berg Susan and Charles Harris III Elizabeth and Jonathan Hayes Randall and Cynthia Heck Meg and John Hock Indira Foundation Dick and Lydia Kalt Mary Lee and Jack Kiernan Ann and William J. Kneisel Annie and Ned Lamont Clarissa and Steven Lefkowitz Meredith and Patrick McCormack Linda and Vince McMahon Barbara and Peter McSpadden John and Maria Merrill Margot and Roger Milliken Charles V. Moore Richard Northrop Donal C. O’Brien Family Lindsay and David Ormsby Linda and Tom Ortwein Karin Render and Thach Pham Leslee and David Rogath Mr. and Mrs. Steven Simmons Liz and David Sippin Marree and John Townsend Kyle and Whitney Wilcox Judy and Jim Wilson Dee and Pug Winokur
Teach For America is a proud member of the AmeriCorps national service network. *All gifts greater than $1,000 made between June 1, 2014 - May 31, 2015
TEAM
CORPORATE & FOUNDATION SUPPORTERS $250,000+ The Peter and Carmen Lucia Buck Foundation, Inc. $100,000+ The Grossman Family Foundation The Hartford Financial Services Group, Inc. Lone Pine Foundation Yale University $50,000+ Anonymous Bank of America The Prudential Foundation Virginia B. Squiers Foundation Travelers and Travelers Championship $25,000+ Anonymous Forester Capital, LLC Lincoln Financial Foundation Near & Far Aid Association, Inc. Pitney Bowes H.A. Vance Foundation Wells Fargo XL Group $10,000+ The Fund For Greater Hartford General Atlantic Service Company, LLC People’s United Bank Xerox Corporation $5,000+ The Ruth Brown Foundation Stanley Black & Decker Webster Bank
In 1687, King James II threatened to revoke Connecticut’s colonial charter and split its land between Massachusetts and New York. In protest, Connecticut residents hid the charter from the king’s representative in the “Charter Oak,” an unusually large, old White Oak tree located in Hartford. The Charter Oak, which stood until 1856, still symbolizes Connecticut’s spirit of independence.
CONTACT US Teach For America – Connecticut 370 James Street, Suite 404 New Haven, CT 06513 (203) 786-5498 tfaconnecticut.org
DONATE Make checks payable to Teach For America Connecticut OR Visit connecticut.teachforamerica.org and scroll to the bottom to click donate
Twitter: @TFAConnecticut Facebook: facebook.com/TFAConnecticut
For questions about making a gift, please contact: Erin Hellthaler at erin.hellthaler@teachforamerica.org