TEACHERS

WITHOUT BORDERS
2009 Annual Report advances human welfare
through teacher professional
development.
 Table of Contents

Letter from the Founder.................................................................. 3

2009 at a Glance ......................................................................... 4
Mission and Vision.......................................................................... 5
Our Team...................................................................................... 6
Where We Work ............................................................................ 7
Programs ..................................................................................... 8
TWB Toolset: New Developments ...................................................... 11
Special Feature - Teacher Pulse for 2010: Participatory Evaluation....... 12
Focusing on Members ...................................................................... 14
Partnerships ................................................................................. 16
Foundation Heroes ........................................................................ 17
Operations ................................................................................... 18
Our 2010+ Strategic Plan ............................................................. 19
Financials .................................................................................... 20
Support Our Work ......................................................................... 21

Teachers Without Borders | Annual Report 2009 | 2

 Letter from the Founder

Dr. Fred Mednick, Founder

Teachers. Leaders. Worldwide. We believed in them when we began in 2000, and we believe in
them now, in 2010 – our tenth anniversary.

With a small staff, thousands of members, world-class programs, and a state-of-the-art collabo-
ration and content platform, TWB has innovated in the field of international development, open-
source technology and open educational resources. We have published in a peer-reviewed journal
and are on the verge of making quality earthquake science education available to 104,000 teach-
ers and 1.6 million students in China alone.

TWB is in high demand and as vital as ever. At the same time, as we enter 2010, the field is
crowded. From 2000 to today, we have relied upon the largess and foresight of a few founda-
tions. Today, we recognize the necessity for multiple revenue streams and a substantially larger
base of support and security.

This Annual Report does not stop at a description of our 2009 programs and our financial status.
We have good news to report. Despite the global economic downturn, 2009 was a very good year
for TWB. Perhaps foundations have decided to go deep and wide with known and proven quanti-
ties.

Nevertheless, we are implementing a new model of sustainability that ensures multiple revenue
streams, greater visibility, and more profound impacts. Along with this 2009 Annual Report, we
invite you to read our Strategic Plan, which we shall post on our site and on selected websites that
report on non-profit transparency and accountability.

Teachers Without Borders supports the world’s teachers and removes barriers in order for them
to do their jobs. We invite you to read this Annual Report carefully. We invite your questions and
comments, too.

It would be our pleasure.

 

Dr. Fred Mednick, Founder

Teachers Without Borders | Annual Report 2009 | 3
 2009 at a Glance
Program Highlights
Certificate of Teaching Mastery
• 3,500 teachers served offline in SubSaharan
Africa – a record number
• 1,000 teachers attended a Teachers’ Congress
in Mexico City where TWB launched Maestros
sin Fronteras (a Spanish language platform) and
the CTM was translated into Spanish
• On-Demand e-mentoring program established
to support the online CTM 5 countries added
to the expansion of the CTM: Nigeria, Benin,
Mexico, Kenya, Rwanda
Millennium Development Ambassadors
• 4 countries added to the expansion of the MDA
program: Nigeria, Kenya, Mexico, Rwanda
• 1.6 million listeners per week reached through
the Voice of Teachers radio show (16 episodes)
Finances
• Total Revenue decreased 16% from 2008. De-
creased grant revenue by 18% (percentages
reflect timing matters)
• Total Expenses decreased 4% from 2008. De-
creased program expenses by 35% (percentages
reflect timing matters)
• Received an A+ on our first full financial audit
• Implemented research on diversification of rev-
enue streams
Organizational Growth
• Developed 8-stage partnership process
• Developed a Strategic Plan focusing on visibil-
ity, accelerated membership, multiple revenue
streams, programmatic depth and impacts, stra-
tegic partnerships, and technological innovation
• Expanded organization’s personnel amidst eco-
nomic downturn
• Nurtured major partnerships, including guiding
Scholastic Magazine’s Open Educational portal
Teacher Share, and an official partnership with
Connexions Consortium
Teachers Without Borders
Emergency Education
• TWB’s Teacher’s Guide to Earthquake Education
finalized, translated into Chinese and embraced
by our partners as the cornerstone of our Emer-
gency Education training efforts in China
• 3 Teacher-training workshops conducted in
China, reaching 1660 students and teachers
• Published article on earthquake emergency
education in peer-reviewed Journal of Geosci-
ence Education.
Participatory Evaluation Program
• Piloted SMS-enabled evaluation technology in
Nigeria, Rwanda and Kenya
• Secured 100k in grant funding for development
and implementation of TeacherPulse
Technology
• Stabilized new plans to create multilingual group
spaces
• Advanced partnership with providers of course-
ware technology
• Begun work towards News Without Borders -
News aggregation network and backend
• Created backend that will enable instant launch-
es of new sites without tech expertise
• Tested new Evaluation platform - TeacherPulse.
2009 Awards
• Raphael Oko, TWB Africa Regional Coordinator
wins Champions of Quality Education in Africa,
by Ashoka’s Changemakers
• TWB wins Blogging for Education campaign
• TWB-supported “Literacy at Motor Parks” pro-
gram in Nigeria was selected as one of the 2009
100 Davis Projects for Peace by the Davis Foun-
dation.
| Annual Report 2009 | 4
 Mission and Vision

Mission
Teachers Without Borders
advances human welfare
through teacher profes-
sional development.
In order for children to be success-
ful in the community, teachers must
have the tools they need to fulfill
their important role. Teachers of-
ten lack the resources, support, and
mentorship they need to be effec-
tive. Teacher training, however, is
often impractical, spotty, or missing
entirely, compounded by a worldwide
teacher shortage.

TWB recognizes that teachers are rarely included in educational policy change or significant deci-
sion-making. Teachers are not just a resource for our children; they are the key to international
development on all levels.

As an international non-profit organization, TWB’s programs have always been designed and led
by our members. Teachers Without Borders helps these educational catalysts address demand-
driven needs; supports free and open educational resources; empowers the voices of innovative
and compassionate teachers and community leaders; and nurtures partnerships that range from
the village to the government.

Teachers Without Borders depends upon local expertise. The organization is its collective wis-
dom; every member represents teachers everywhere. We are therefore able to work in emergen-
cies, as part of national reform efforts, and with relief organization or charities precisely because
we rely on local expertise. That expertise, in turn, is a resource for others.

If education is an essential component of human welfare, then

teachers are key change agents. As the largest single group
of trained professionals in the world, teachers are multipliers.
They know who is sick, missing, or orphaned by AIDS. They
are the pulse and promise of a healthy society. We know, too,
that brains are evenly distributed around the world but access
to vital information is not. Teachers Without Borders works to
remove barriers so that teachers can have access to information
and – most of all – to each other.

We have witnessed the power of local teacher leaders to make

a vital contribution to their communities and it is our vision to
help close the educational divide by supporting those leaders
on a global scale.
Teachers Without Borders | Annual Report 2009 | 5
 Our Team

International Spokesperson
Dr. Jane Goodall
• United Nations Messenger of Peace
• Founder, The Jane Goodall Institute

Board of Trustees
Chair Laurie Racine: Startl; Creative Commons
David Gutelius Ph.D: Stanford University
Reed Hansen: Reed Hansen & Associates
Gary Howlett: Edmonds School District
Steven Starr: Citizen Global
Peter Tavernise: Cisco Foundation/Cisco Public Benefit Investment Group

Advisory Board
Yogi Agrawal, Ph.D: Founder: Vishal Himalaya Foundation
Arthur Ammann, M.D: President: Global Strategies for HIV Prevention - UCSF
Manny C. Aniebonam, Ph.D: Director: Nigerian IT Professionals of the Americas
Akhtar Badshah, Ph.D: Senior Director: Microsoft Community Affairs
Jihad El-Sana, Ph.D: Professor, Ben Gurion University
Ashok Khosla, Ph.D: President: Development Alternatives/Tarahaat.com
Yutaka Okamoto: Founder and Chairman: Virtual Foundation of Japan
C. C. Wan, Ph.D: Director: Asian Association for Life-Long Learning – China

Chief Officers
Dr. Fred Mednick, Founder & President
Dr. Konrad Glogowski, Program Director
Amy Haverland, Director of Operations

Staff
Deyanira Castilleja, Mexico Country Coordinator
Jessica Clark, Administrative Assistant
Dr. Shamsah Ebrahim, Director of Evaluation and Impact Assessment
Jennifer Hamann, Personal Assistant to the Founder
Michael Moran, Membership Director
Solmaz Mohadjer, Director of Emergency Education
Raphael Ogar Oko, Africa Regional Coordinator, Nigeria Country Coordinator
Brandon Waterman, Director of Technology and Creative Director
Li Hong Xu, China Country Coordinator

Teachers Without Borders | Annual Report 2009 | 6

 Where We Work

Afghanistan Burkina Faso Cameroon China Ethiopia

Emergency Education CTM Online and In- Clinton Global Initia- Emergency/Earth- Clinton Global Initia-
Training structor Led tive quake Education & tive
Science Inquiry Work-
shops

Ghana Haiti Kenya Kyrgystan Mexico

Teacher Professional Emergency/Earth- CTM Training Work- Emergency Education TWB Toolset, CTM
Development Confer- quake Education shops & MDA Training Training, Fiscal Spon-
ence sorships

Nigeria Oman Pakistan Peru Republic of

CTM Training work- TWB Toolset Emergency Education, Fiscal Sponsorships Benin
shops, Voice of Fiscal Sponsorships CTM Training Work-
Teachers shops

Rwanda South Africa Tajikistan Uganda United States

CTM Training Work- Math & Science Emergency Education CTM Training Work- Online CTM Training
shops Teachers Training Training shops & MDA
Workshops

Teachers Without Borders | Annual Report 2009 | 7

 Programs (1 of 3)

Teachers Without Borders’ core programs are designed and created to address global educational
needs; they champion the initiative of TWB members and respond to gaps in worldwide teacher
professional development. Our core programs have been solidified and made portable so that
they can be of even greater impact.

Certificate of Teaching Mastery

Our flagship program, the Certificate of Teach-
ing Mastery (CTM), is a free, self-paced, peer
and mentor-supported teacher professional
development program. It consists of five cours-
es designed by and for primary and secondary
educators. The program helps teachers improve
their professional knowledge and classroom
practice, become mentors and leaders in their
schools and communities, and interact globally
through the online Teachers Without Borders
social network. The CTM is offered both online
and offline. Read also about Open Educational
Resources.

The ONLINE CTM Program in 2009: The OFFLINE CTM Program in 2009:
• Self-paced • Consists of a 3-4 day workshop introducing
• Offers ongoing enrollment teachers and community leaders to Teachers
• 278 registered teachers Without Borders and the Certificate of Teaching
• 60 currently active participants Mastery program
Teachers who enroll in the program progress • Includes a second component of 13 weeks of the
through the content and document their progress entire CTM program followed by Certificates of
using the TWB social network where they use their Completion.
personal blog to post their assignments and reflec- • 3,400 offline CTM participants
tions • 5-country expansion in 2009: Nigeria, Kenya,
Mexico, Benin,
TWB On Campus
TWB On Campus is a framework, network and
support system for college students to make a
difference for teachers, schools and educational
programs in their communities. TWB On Campus
clubs advocate for the value of education in their
local community, volunteer in schools and for lo-
cal educational programs, and organize a variety
of activities for their college campus (discussion
panels, awareness of educational injustice, docu-
mentary films, etc.) Those interested in starting a
club must attend an accredited university/college
and must complete the Starter Kit, available online
for download.
• 3 TWB On Campus programs added in 2009: University of Washington, University of Toronto,
and University of Colorado – Boulder
• 4 On Campus programs preparing to join in 2010: University of Queensland (Australia), Ari-
zona State University, SUNY-Oswego, and University of Victoria (Canada).
Teachers Without Borders | Annual Report 2009 | 8
 Programs - (2 of 3)

Voice of Teachers (Nigeria)

Launched in 2009, Voice of Teachers is a radio-
based teacher professional development pro-
gram (reaching 1.6 million listeners per week)
connecting teachers and community members
to educational news and resources in their com-
munities.

Millennium Development Ambassadors Program (MDA)

This face-to-face, online, and SMS-enabled
program is designed to inform teachers how to
take local, practical steps to work towards the
eight United Nations Millennium Development
Goals:

1. Eradicate extreme poverty and hunger

2. Achieve universal primary education
3. Promote gender equality and empower
women
4. Reduce child mortality
5. Improve maternal health
6. Combat HIV/AIDS, malaria and other dis-
eases
7. Ensure environmental sustainability
8. Develop a Global Partnership for Develop-
ment

In 2009, TWB expanded our reach of the

MDA to 4 countries: Nigeria, Kenya, Mexico
and Rwanda.

Teachers Without Borders | Annual Report 2009 | 9

 Programs - (3 of 3)

Emergency Education
TWB’s Emergency Education program is a com-
prehensive science-based program that pro-
vides educational logistics support (e.g., pro-
viding school supplies), content development
(e.g., teacher’s guide to earthquake education),
teacher training and professional development
(e.g., HIV/AIDS seminars), and the establish-
ment of partnerships dedicated to physical and
emotional safety of school communities (e.g.,
INEE, Psychology Dept. at Chengdu University).

The program’s priority is to work with school

communities on preparedness and planning to
avoid crises, or to lessen their impacts (e.g.,
earthquake hazards mitigation and planning in
anticipation of an earthquake). When needed,
TWB can also support emergency relief, recon-
struction, and recovery efforts (e.g., help to
provide or distribute water, food, tents, etc., or
help to rebuild schools).

Activity
Teacher & Student Training
Partnerships & Endorsements
Workshops & Conferences
Impact
• 1660 teachers and students trained in emergency education
• 100 student participants in bookmaking workshops
• 10 formal partnerships established in China
• 3 formal partnerships established in the United States
• 3 Teacher Professional Development workshops in Dujiangyan, China
• 2 Student Psychosocial Education (Art/Literacy Bookmaking) Projects
in Dujiangyan, China
• 4 Presentations at International Conferences (2 in Istanbul, Turkey; 1
in Chengdu, China, 1 in Barcelona, Spain)

Materials & Resources Created • 12 Earthquake Emergency Education Lesson Plans

• 10 Science Education Videos
• 3 Space Science Lesson Plans
• 2 Research Papers Peer-Reviewed and Published
• 1 MIT BLOSSOMS Video

Online Resources Created • 1 Earthquake Education Course (12 lessons)

• 5 TWB Group Pages (Emergency Education, Science Inquiry,
Character Education, Space Education, Museum Education.)

Teachers Without Borders | Annual Report 2009 | 10

 TWB Toolset: New Developments

Connect – Create – Collaborate

The evidence is clear: despite limited time avail-
ability, teachers still ache to learn best practices
from each other and deserve to be heard on a
global scale.

We are particularly excited about the TWB Toolset,

a major 2009 initiative, ready for launch in mid-
2010.

The TWB Toolset is a free, open-source platform

that addresses fundamental issues facing teacher
leaders today.
 
Legions of teacher leaders help their communities, even if the electricity is off. At the same
time, without technology, whole populations would be marginalized and scale would be out of
the question.

Teachers Without Borders has created a toolset for our own use as a global professional devel-
opment platform. We have also designed it to meet the needs of a wide variety of learning envi-
ronments. Small NGOs and large corporations alike may now enable and disable instant, robust
features that meet their needs. This extensibility is instrumental to stickiness and scale.

Connect – Create – Collaborate

• One sign-on. Everything connected. All
aspects of the site are connected, so users
only have to sign in once and can even use
a configured OpenID so that they can reg-
ister using Gmail, MySpace, Yahoo, or other
popular social networks.
• It’s your space, not buried in someone
else’s. Organizations no longer have to dig
around to find their group. It’s your own
version, supported by a back-end that al-
lows for content management and control.
Beyond thin social networks, organizations
can create and display the information they
care about.
• It’s clear and organized. An instance of
the platform can be configured to show
activity from other site areas and to connect
all tools seamlessly.
• Content and collaboration - together.
People gather for a reason. Here, users can
create groups, share information/links, and
collaborate on projects and documents with
people from around the world in multiple
languages.
Teachers Without Borders
• Courseware that connects. TWB is able to
provide attractive, easy-to-use, and user-
driven distance learning that can compete
– feature by feature – with many univer-
sity platforms that often cost ten times as
much. Based upon how people learn, TWB
Tools integrate the ability to create and
access content (including video) with the
learners themselves: discussion, access to
mentors, IM – without having to jump from
one program to the other.
• News aggregation, crowd-sourcing and
discussion. This new tool was developed
to enable people to view and understand
any subject, issue, or event by rating, cat-
egorizing and discussing news from orga-
nizations and media agencies around the
world. Member-driven resources are shown
graphically.
• Tracking and supporting the most im-
portant asset: Users. By utilizing tools
such as Google Analytics and Various CRMs,
organizations can connect with users.
| Annual Report 2009 | 11
 Special Feature - TeacherPulse for 2010: Participatory Evaluation (1 of 2)

“I can rate and provide feedback on a restaurant;

why can’t I rate or report on projects in my community?”

TeacherPulse will enable par-

ticipants to express themselves
anonymously via SMS text mes-
saging and/or online -- for public
verification and community-based
problem solving. The educational
program and evaluation tool, to-
gether, address a substantial need
for accountability and transpar-
ency in the global development
community.

Program evaluations are often top-down ap-
proaches that are disconnected from the in-
dividuals, the community and the projects.
Evaluations can consist of inconsequential or
missing data, produce results that are delayed
and expensive, and most significantly, lack
accountability, transparency, and connection
to real change. Questions around community
feedback must not continue to be ignored.
The reality is that the evaluation of commu-
nity programs is often an issue of control, one
that tiptoes around the status quo of program
developers, funders, and those who indirectly
benefit from a positive evaluation report.
Why TeacherPulse?
• SMS and Online Access. Organizations can
increase transparency and the ability to
respond to needs more efficiently by us-
ing SMS and web input that is analyzed and
displayed in a way that is easy to view, un-
derstand, and respond to. This is the first of
its kind.
The educational community must be involved in
the evaluation of its own programs. We focus
on developing programs and supporting local
initiatives and organizations that enable com-
munity members to share their own voices,
expertise and resources. If people cannot mea-
sure and review the impacts of a program, it’s
absolutely unsustainable.
TWB’s newest initiative planned for 2010 rollout
is a community-based formative assessment
education program designed to help individuals
and communities develop their skills in con-
structive, ongoing evaluation of educational and
international development efforts taking place
in their local areas.
• Transparency. These tools enable organi-
zations to know what people are thinking
about and if their programs are working.
Imagine that we could apply the work of
our partner, Development Seed, to evalua-
tion projects of all kinds. Here’s an example
from the recent elections in Afghanistan.

Teachers Without Borders | Annual Report 2009 | 12

 Special Feature - Teacher Pulse for 2010: Participatory Evaluation (2 of 2)
Why is community evaluation important to TWB?
Honest community-based program evaluation
is both a moral obligation and a huge gap in
international development work. We have to
know that what we do matters. We know that
if you can’t measure it, it’s as if it never hap-
pened. With TeacherPulse and other evaluation
tools, we hope to revolutionize the field, dem-
onstrate real impacts, and lower costs.
It’s no longer enough to simply have good in-
tentions -- we need to raise the bar by stimu-
lating global, yet personal, involvement in pro-
gram outcomes. Most importantly, we want to
show that education is, truly, the key to devel-
opment.
Teachers Without Borders
Participatory Evaluation Program: 2009
• Piloted SMS-enabled evaluation technology
in Nigeria, Rwanda and Kenya.
• Secured 100K in grant funding for develop-
ment and implementation of this technology
• Identified and engaged two key players in
the software-for-development arena (De-
velopment Gateway; Development Seed) to
improve and enhance our Evaluation 2.0
capabilities
• Conducted program evaluations on TWB-run
workshops on Earthquake Preparedness and
Planning, and Emergency Education through
Science Inquiry
• Worked closely with Bureaus of Education,
Teacher Training Institutes, and their com-
munities in Sichuan Province, China, to de-
sign sustainable evaluation plans and appro-
priate metrics for ongoing and forthcoming
programs
| Annual Report 2009 | 13
 Focusing on Members

“ I can only say that TWB is a great

movement. I love being here and greatly
appreciate the enthusiasm of the people
who are steering this movement.”
 

Membership Engagement
TWB hired a new Membership Director in 2009 with a goal of tak-
ing our membership engagement to a higher level and prioritizing the
needs of membership. Data tracking tools were essential and member-
ship communication needed recharging. Plans for strategic partner-
ships, created to increase membership, will be actualized in 2010.

“I have seen many positive changes over the last year and a half.”

“The Helium writing contest really grabbed my attention and I have

  been visiting TWB a lot more frequently as a result. But I am a new
teacher, so I’m still figuring out how to manage the day-to-day as-
pect of that. I think once I’ve found more of a balance for myself in my
teaching practice, I’ll become more active member of TWB of my own
accord.”

Total Members
8,153 worldwide
As of December 31, 2009
 

Teachers Without Borders | Annual Report 2009 | 14

 Featured Members

Raphael Ogar State, Nigeria. Raphael has also worked with several
nonprofit organizations, gaining experience in char-
Oko acter and peace education, family life education, and
Raphael graduated in educational reform strategies.
1990 from the University
of Port Harcourt, Rivers Raphael is the recipient of the Ambassador for Peace
State, Nigeria where he Award given out by the Universal Peace Federation
obtained a B.Ed degree in Nigeria, which honored him for his unrelenting
in Curriculum Studies efforts to strengthen the education system in his
and Educational Tech- country. In August, 2009, Raphael was named the
nology/ Mathematics. recipient of the Champions of Quality Education by
the William and Flora Hewlett Foundation & Ashoka’s
Pursuing his call as a Changemakers’ competition for working to close
teacher, Raphael taught the education divide through teacher mobilization,
mathematics at the high professional development, connecting teachers to
school level. He also completed the Nigeria National information and each other, and inspiring teachers
Youth Service Corps program, where he taught at to take initiatives that address community needs.
the Federal College of Education, Yola, Adamawa

Sofia Nazalya prompted UN Organiza-

Born in Singapore and currently living in the United tions to assist her efforts
States, Sofia has always been active in online vol- by sending educational
unteering. Her tireless work with Teachers Without materials to Teachers
Borders began when she found an Idealist.org book Without Borders’ pro-
drive for one of our Community Teaching and Learn- grams in Nigeria. Sofia is
ing Centers in Nigeria. Without hesitation, Sofia took an excellent example of
on this book drive as her own, and from there, has the power of online net-
never looked back. working and volunteering.
“Online volunteering is a
Now, Sofia is involved with the sourcing of materials great way to contribute time and effort to something
related to the Millennium Development Goals (MDGs) that would otherwise be difficult to be involved with,
for use in the Community Learning and Teach- and I gain great personal satisfaction knowing that I
ing Centers (CLTCs) for TWB Nigeria. She has also am able to be part of this important work,” she says.

Deyanira Castilleja In 2008, upon presenting her research on Multiple

Deyanira Castilleja has been Intelligences in the Latin American Classroom, Deya
in the teaching profession for obtained the Australian Certificate in Academic Eng-
thirteen years and a Teach- lish. She has been involved in teacher training since
ers Without Borders member 2005. Deya translated TWB’s Certificate of Teach-
for eight. She completed the ing Mastery to Spanish and led a workshop on the
Course of Instruction in the Certificate program and the new, Spanish-language
Teaching of English to Chil- platform, Maestros Sin Fronteras, at the Formando
dren, offered by the British Formadores Conference in Mexico City, in September
Council in Mexico in 2001. She also holds a Bachelor 2009. Thanks to her efforts, Teachers Without Bor-
of Arts degree in Preschool Education. In 2001, Deya ders was recently invited to join the Mexican Na-
participated in the Mexico - United States Teacher tional Network for Inclusion and Quality of Education
Exchange Program in Beaumont, Texas, where she (Red ICAE). Deya was also instrumental in establish-
collaborated on the design of strategies to provide ing a partnership with Servicios a la Juventud (SERAJ),
educational services to the migrant population. In a non-profit organization dedicated to youth devel-
2004, Deya founded a non-profit organization, opment and inclusive education.
Instituto Mejores Niños, in Saltillo, Mexico, which
promotes and provides early childhood education to
economically disadvantaged families.

Teachers Without Borders | Annual Report 2009 | 15

 Partnerships

In 2009, we created and executed a comprehensive part-

nership process to expand our reach, nuture our partners
and increase our membership. We paved the way for
partnership growth by:

1. Solidifying a process for maintaining and monitoring

partnerships online and offline
2. Prioritizing partnerhips based on TWB strengths and
strategic goals

Teachers Without Borders supports its mission by build-

ing a global network of action-oriented teachers and
Key Partners in 2009
In 2009, TWB put new resources in program develop-
partnerships that promote quality programs, accelerate
ment. Because managing partnerships as a formal pro-
progress, expand reach, and increase effectiveness. We
cess was a new venture for TWB, we began to create our
foster a variety of partnerships including:
partnership portfolio by selecting low-risk partnerships.
• Content Partnerships • Technology Partnerships
• Network Partnerships • Program Partnerships
• Foundation Heroes

Partner Partner Focus What We Accomplished Together

Cisco Webex Systems Online meeting and communication tools. Connected with members, volun-
teers, and educators worldwide.
Scholastic: Teacher- Online, open-educational resource arm Worked with TWB to ensure access
Share of the largest K-12 school publisher in to high-quality OER content.
the United States.
Ushahidi Online platform allowing anyone to gath- Launched online SMS-enabled space
er distributed data via SMS, email or web for the MDA program.
and visualize it on a map or timeline.
Helium Online community where writers publish Launched “Teacher Connections”
and read articles that members submit writing contest on the Helium web-
on Helium’s website. site.
My Teacher My Hero Online space for students to thank their Supported teachers by sending them
teachers, both past and present, by up- the message that teachers can make
loading videos. a memorable difference.
The Pipeline Project Connects University of Washington un- Partnered to host a seminar on in-
dergraduates with educational and ser- ternational development and educa-
vice opportunities in K-12 schools. tion at the University of Washington.
Inter-Agency Net- Open global network of representatives TWB’s activities in the field of emer-
work for Education In from NGOs, UN agencies, donor agen- gency education have prepared us to
Emergencies (INEE) cies, governments, academic institutions, contribute to INEE’s work around the
schools and affected populations working world.
together to ensure all persons the right
to quality and safe education in emer-
gencies and post-crisis recovery.
National Center for A partnership formed by the Student Suc- Teachers Without Borders is a con-
Learning Disabilities cess Collaborative working to provide tent contributing member of this
(NCLD) open educational resources for the suc- collaborative.
cess of students.
Connexions Consor- A group of organizations and individuals Worked together on the promotion
tium working together to advance open source of collaborative, open source code,
educational technology and open access software and open access to educa-
educational content. tional content.
Teachers Without Borders | Annual Report 2009 | 16
 Foundation Heroes

Teachers Without Borders partners with foundations in order to develop and implement programs.
TWB relies on the expertise, resources, and generosity of foundations to craft innovative and free
programs that can be used all around the world. We would like to sincerely thank all of our foun-
dation heroes that help to make our work possible.

The Cisco Public Benefit Investment Group sup-

ports a range of TWB programs including the TWB
Toolset and the Certificate of Teaching Mastery,
and has played a vital role in developing some of
TWB’s core regional programs in China and Sub-
Saharan Africa. Want to learn more? Watch this
video created by Cisco that examines the partner-
    ship between Teachers Without Borders and Cis-
co. Dr. Fred Mednick describes how the mission
of Teachers Without Borders has been supported
by Cisco on a large scale.

The William and Flora Hewlett Foundation sup-

ports and contributes to our work with Open
Education Resources as well as Teachers Without
Borders’ emergency education activities in Sich-
uan, China.
 

The Agilent Foundation has contributed to TWB

programs in science inquiry and has supported
our efforts to provide earthquake education
through science inquiry.

The Davis Projects for Peace provides financial

support for TWB’s “Wall-less Classroom” in Nige-
ria.
 

Teachers Without Borders | Annual Report 2009 | 17

 Operations

In 2009, TWB enlisted the services of a con- with staff and members, TWB Board members,
sultant whose analysis of some of Teachers and TWB partners. From this report, we were
Without Borders’ internal processes led to a able to identify and addresse areas requiring
Gap Analysis report and a set of recommenda- attention and implement solutions as shown in
tions. The report was based upon interviews the following chart:

 Gaps  Identified   Solutions  Implemented  

Values  and  assumptions  about  organizational  culture  and   Establishment  of  periodic  staff  retreats,  
structure  inconsistent  across  staff  members  
including  a  two-­‐day  retreat  in  November  2009  
Partnership  and  Project  management  process  needed   Switch  from  Salesforce  to  Zoho  for  contact,  partnership,  
  organization  and  project  management  
• Partner  strategic  alignment  and                                        
dilemmas  management    Establishment  of  project  workflows  and  the  
  CRM/Partner  Management  system  
• Inter-­‐office  task  skills  and  work  procedures      
   Establishment  of  a  partnership  portfolio  
• Systems,  Processes,  Procedures   system    
 
• Decision  to  coordinate  programs  under  a  single  
Professional  Development  roof    
Clear  understanding  of  TWB’s  purpose,   Re-­‐writing  of  our  Mission  statement  

vision  and  objectives  by  staff  and  others    

Leadership  and  Management   Addition  of  a  layer  of  supervision  to  our  horizontal/flat  
• Staff  defined  by  positions     structure  
   
• Cross-­‐functional  interaction    
  • Assessment  of  individual  strengths  and  
• Organizational  skills   growth  plans  
   
• Horizontal  coordinating  mechanisms  
• Solidified  HR  policies  
 
 
Product  outputs   Reassessment  of  our  Core  Programs  
  • Establishment  of  a  website  architecture  
  designed  around  membership  data  
  • Creation  of  a  full-­‐time  position  of  Director  
of  Evaluation  and  Metrics  to  establish  
  program  metrics  
   
 
 
 

Teachers Without Borders | Annual Report 2009 | 18

 Our 2010+ Strategic Plan

A: Scale our Programs and Impacts B: Expand our Visibility

OUR HIGH-TECH, HIGH-TOUCH, HIGH-TEACH BLEND LEVERAGE GLOBAL CHANNELS AND OUR REPUTATION
ONGOING AND GLOBAL
• Certificate of Teaching Mastery • New website
• Conferences • Print: articles, book, newspaper coverage
• Emergency Education • Public Campaigns
• TWB Toolset • Marquee Board Members
• Teacher Pulse • Corporate CSR Initiatives
• Voice of Teachers Radio Show • Wide posting of content, announcements on other sites
• Millennium Development Ambassadors Program • Leverage powerful networks: Cisco, BBC, National Geo-
graphic, Carnegie

C: Innovate Technologically D: Diversify RevenueStreams/Prospects

MEET NEEDS ON A GLOBAL SCALE
TWB TOOLSET FEATURE SET
• Multi-faceted communities of practice
• Multilingual functionality
• Instant visualization of news and data
• Advanced media functionality
E: Build our Infrastructure
LOWER COSTS, EXPAND OUR REACH, SCALE OUR SUC-
CESS
Form a strategic partnership to ensure
an institutional pillar
• University network or international agency
• Membership organization
• Corporate CSR initiative
• Blend of all three
Expand our capacity to fund-raise as a global
non-profit
FROM FEW GRANTORS TO A SUSTAINABLE MODEL
EMERGING REVENUES
• Federal Grants
• Speaking Engagements
• Public campaigns
• Toolset licensing
• Consulting
PROSPECTIVE FOUNDATIONS
• Gates: emergency education
• Ford: teacher preparation
• Mellon: professional development
• Qatar: professional development
• Allen: teacher support networks
F: Accelerate Membership/Partnerships
SIZE MATTERS AND SO, BY GROWING, WE GET BETTER
Membership
• Schools, Districts, Non- Profits, Subject-matter orgs,
NGOs, agencies, unions
Partnerships
Content, Technology, Distribution, Training, Research,
Marketing, Publicity, Universities, Ministries of Education

Teachers Without Borders | Annual Report 2009 | 19

 Financials

Teachers Without Borders’ financial statements are available on both our website and Guidestar.
Revenue & Expenses Audit Report
In 2009, Teachers Without Borders experienced
2009 our first full financial audit. While this audit was
REVENUE not required by Washington State nor our grant-
Unrestricted - Capacity 38,497.18 ors, we believed that, after establishing firm
Grants and restricted donations 1,529,896.00 financial standards and creating a GAAP system,
Total Revenue $ 1,568,393.18
we would benefit from the analysis and exper-
tise of a professional audit. The audit covered
EXPENSES
the 2008 tax year and any control concerns
PROGRAM TRAVEL $ 72,251.79
identified in the audit had been remedied in
IN-COUNTRY PROGRAMS $ 10,812.00
2009. Following is the report from the audit:
CONTENT CREATION $ 17,910.65
EQUIPMENT $ 128.82
PROGRAM STAFFING $ 425,667.94
PROGRAM IMPLEMENTATION $ 296,107.05
ACCRUED PROGRAM EXPENSES $ 524,998.85
Total Program Expenses $ 1,347,877.10

OVERHEAD EXPENSES:
PERSONNEL EXPENSES $ 105,322.08
WEBSITE $ 6,390.00
OFFICE EXPENSES $ 78,027.00
INSURANCE $ 3,914.00
PROFESSIONAL FEES $ 20,720.00
MARKETING SUPPLIES $ 585.00
TRAVEL $ 5,558.00
Total Overhead $ 220,516.08
Interest Income $ 17,511.19

Net Revenue $ 17,511.19

 

Major Grantors And Donors In 2009

NAME   AMOUNT  
Cisco   745,988.00  
W.F.  Hewlett  Foundation   500,000.00  
Agilent  Technologies  Foundation   100,000.00  
Kwok  Charitable  Trust   80,000.00  
NCLD   13,000.00    
Daphney  Foundation   10,000.00  
Metz,  James   3500.00  
Ing  Family  Foundation   3500.00  
Foster  Family  Private  Foundation   3500.00  
Fukunaga,  Mark   3000.00  
Dykes,  Ralph   3000.00  
Punahou  School   2742.55  
Rotary  Club  of  Metropolitan  Honolulu   2700.00  
   

Teachers Without Borders | Annual Report 2009 | 20

 Support our Work

Teachers Without Borders is a non-profit, non-denominational, non-governmental 501 (c)(3)

U.S. organization. Our EIN# is: 91-2023723, and we are registered in all 50 U.S. States.

Teachers Without Borders is supported by grants and individual donations. We allocate 87.5
cents of every dollar received to our programs and services. Therefore, we welcome general gifts
to support our capacity to deliver our teacher professional programs and to support our partners
with tools, content, and resources. Your donation will make a difference!

By Credit Card:
Donate online through our website www.teacherswithoutborders.org

By Check:
Teachers Without Borders
321 Third Ave., S #304, Seattle, WA 98104.

For more information, please contact our Director of Operations:

Amy Haverland
Amy@teacherswithoutborders.org
+1 (206) 623-0394 x3

Teachers Without Borders | Annual Report 2009 | 21