TEACHERS WITHOUT BORDERS

advances human welfare through teacher professional development.

Table of Contents

Letter from the Founder.................................................................. 2009 at a Glance ......................................................................... Mission and Vision.......................................................................... Our Team...................................................................................... Where We Work ............................................................................ Programs ..................................................................................... TWB Toolset: New Developments ...................................................... Special Feature - Teacher Pulse for 2010: Participatory Evaluation....... Focusing on Members ...................................................................... Partnerships ................................................................................. Foundation Heroes ........................................................................ Operations ................................................................................... Our 2010+ Strategic Plan ............................................................. Financials .................................................................................... Support Our Work .........................................................................

3 4 5 6 7 8 11 12 14 16 17 18 19 20 21

Teachers Without Borders

Annual Report 2009

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, 1000s of members, world-class programs, and a state-of-the-art collaboration 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 teachers 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 foundations. 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 quantities. 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 worlds 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

2009 at a Glance

Program Highlights
Certificate of Teaching Mastery 3,500 teachers served offline in SubSaharan Africa a record number 1,000 teachers attend a Teachers Congress in Mexico City where TWB launched Maestros sin Fronteras and the CTM 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 Emergency Education TWBs Teachers Guide to Earthquake Education finalized, translated into Chinese and embraced by our partners as the cornerstone of our Emergency Education training efforts in China Teacher-training workshops conducted in China, reaching 1660 students and teachers Published article on earthquake emergency education in peer-reviewed Journal of Geoscience 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

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. Decreased grant revenue by 18% (percentages reflect timing matters) Total Expenses decreased 4% from 2008. Decreased program expenses by 35% (percentages reflect timing matters) Received an A+ on our first full financial audit Implemented research on diversification of revenue streams

Technology
Stabilized new plans to create multilingual group spaces Advanced partnership with providers of courseware technology Begun work towards News Without Borders News aggregation network and backend Created backend that will enable instant launches of new sites without tech expertise Tested new Evaluation platform - TeacherPulse.

Organizational Growth

Developed 8-stage partnership process Developed a Strategic Plan focusing on visibility, accelerated membership, multiple revenue streams, programmatic depth and impacts, strategic partnerships, and technological innovation Expanded organization personal amidst economic downturn Nurtured major partnerships, including guiding Scholastic Magazines Open Educational portal: Teacher Share, and an official partnership with Connexions Consortium

2009 Awards

Raphael Oko, TWB Africa Regional Coordinator wins Champions of Quality Education in Africa, by Ashokas Changemakers TWB wins Blogging for Education campaign TWB supported Literacy at Motor Parks program in Nigeria was selected as one of the 2009 100 Davis Projects for Peace by the Davis Foundation.

Teachers Without Borders

Annual Report 2009

Mission and Vision

Mission Teachers Without Borders advances human welfare through teacher professional development.
In order for children to be successful in the community, teachers must have the tools they need to fulfill their important role. Teachers often lack the resources, support, and mentorship they need to be effective. 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 decision-making. Teachers are not just a resource of our children; they are the key to international development on all levels. As an international non-profit organization, TWBs programs have always been designed and led by our members. Teachers Without Borders helps these educational catalysts address demanddriven 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 wisdom; every member represents teachers everywhere. We are therefore able to work in emergencies, 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 the local teacher leader 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 |

Our Team

International Spokesperson

Dr. Jane Goodall: International Spokesperson for TWB 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 Brandon Waterman, Director of Technology and Creative Director Raphael Ogar Oko, Africa Regional Coordinator, Nigeria Country Coordinator Li Hong Xu, China Country Coordinator

Teachers Without Borders

Annual Report 2009

Where We Work

Afghanistan

Emergency Education Training

Burkina Faso

CTM Online and Instructor Led

Cameroon

Clinton Global Initiative

China

Emergency/Earthquake Education & Science Inquirey Workshops

Ethiopia

Clinton Global Initiative

Ghana

Teacher Professional Emergbency/EarthDevelopment Confer- quake Education ences

Haiti

Kenya

CTM Training Workshops & MDA

Kyrgystan

Emergency Education Training

Mexico

TWB Toolset, CTM Training, Fiscal Sponsorships

Nigeria

CTM Training workshops, Voice of Teachers

Oman

TWB Toolset

Pakistan

Emergency Education, Fiscal Sponsorships Fiscal Sponsorships

Peru

Republic of Benin

CTM Traing Workshops

Rwanda

CTM Training Workshops

South Africa

Math & Science Teachers TRaining Workshops

Tajikistan

Emergency Education Traing

Teachers Without Borders

Annual Report 2009

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 Teaching Mastery (CTM), is a free, self-paced, peer and mentor supported teacher professional development program. It consists of five courses designed by and for primary and secondary educators. The program helps teachers improve their professional knowledge and classroom practice, becoming mentors and leaders in their schools and communities, and interacting 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: 2009: Self-paced Offers ongoing enrollment 278 registered teachers 60 currently active participants Teachers who enroll in the program progress through the content and document their progress using the TWB social network where they use their personal blog to post their assignments and reflections The OFFLINE CTM Program: 2009: Consists of a 3-4 day workshop introducing teachers and community leaders to Teachers Without Borders and the Certificate of Teaching Mastery program Includes a second component of 13 weeks of the entire CTM program followed by certificates of completion. 3,400 offline CTM participants 5 country expansion in 2009: Nigeria, Kenya, Mexico, Benin,

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. A TWB On Campus club advocates the value of education in their local community, volunteers in schools and for local educational programs, and organizes a variety of activities for their college campus (discussion panels, awareness for educational injustice, documentary 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), Arizona State University, SUNY-Oswego, and University of Victoria (Canada). Teachers Without Borders | Annual Report 2009 | 8

TWB On Campus

Programs - (2 of 3)

Voice of Teachers (Nigeria)

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

Millennium Development Ambassadors Program (MDA)

This face-to-face, online, and SMS-enabled program 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 diseases 7. Ensure environmental sustainability 8. Develop a Global Partnership for Development In 2009, TWB expanded our reach of the MDA to 4 countries: Nigeria, Kenya, Mexico and Rwanda.

Teachers Without Borders

Annual Report 2009

Programs - (3 of 3)

Emergency Education

TWBs Emergency Education program is a comprehensive science-based program that provides educational logistics support (e.g., providing school supplies), content development (e.g., teachers guide to earthquake education), teacher training and professional development (e.g., HIV/AIDS seminars), and the establishment of partnerships dedicated to physical and emotional safety of school communities (e.g., INEE, Psychology Dept. at Chengdu University). The programs 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, reconstruction, and recovery efforts (e.g., help to provide or distribute water, food, tents, etc., or help to rebuild schools).
Actvity Teacher & Student Training Partnerships & Endorsements Workshops & Conferences Impact 1660 teachers & 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 Sciences 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 (EE, Science Inquiry, Character Ed., Space Ed., Museum Ed.)

Teachers Without Borders

Annual Report 2009

10

TWB Toolset: New Developments

Connect Create Collaborate

The evidence is clear: despite limited time availability, 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 mid2010. 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 development platform. We have also designed it to meet the needs of a wide variety of learning environments. 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 register using Gmail, MySpace, Yahoo, or other popular social networks Its your space, not buried in someone elses. Organizations no longer have to dig around to find their group. Its your own version, supported by a back-end that allows for content management and control. Beyond thin social networks, organizations can create and display videos most content forms. Its 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 userdriven distance learning that can compete feature by feature to many university 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, categorizing and discussing news from organizations and media agencies around the world. Member driven resources are shown graphically. Tracking and Supporting the Most Important Asset: Users. By utilizing tools such as Google Analytics, and Various CRMs, organizations can connect with users. | Annual Report 2009 |

11

Special Feature - Teacher Pulse for 2010: Participatory Evaluation (1 of 2)

I can rate and provide feedback on a restaurant; why I cant rate or report on projects in my community?

TeacherPulse will enable participants to express themselves anonymously via SMS text messaging and/or online -- for public verification and community-based problem solving. The educational program and evaluation tool, together, address a substantial need for accountability and transparency in the global development community.

Program evaluations are often top-down approaches that are disconnected from the individuals, 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 community 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.

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 community members to share their own voices, expertise and resources. If people cannot measure and review the impacts of a program, its absolutely unsustainable. TWBs newest initiative planned for 2010 rollout is a community-based formative assessment education program designed to help individuals and communities develop their skills in constructive, ongoing evaluation of educational and international development efforts taking place in their local areas.

Why TeacherPulse?

SMS and Online Access. Organizations can Transparency. These tools enable increase transparency and the ability to organizations to know what people are respond to needs more efficiently by using thinking about and if their programs are SMS and web input that is analyzed and disworking. Imagine that we could apply the played in an easy to view, understand, and work of our partner, Development Seed, to respond to way. This is the first of its kind. evaluation projects of all kinds. Heres 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 cant measure it, its as if it never happened. With TeacherPulse and other evaluation tools, we hope to revolutionize the field, demonstrate real impacts, and lower costs. Its no longer enough to simply have good intentions -- we need to raise the bar by stimulating global, yet personal, involvement in program outcomes. Most importantly, we want to show that education is, truly, the key to development.

Participatory Evaluation Program: 2009 Piloted SMS-enabled evaluation technology in Nigeria, Rwanda and Kenya. Secured 100K in grant funding for development and implementation of this technology Identified and engaged two key players in the software-for-development arena (Development 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 communities in Sichuan Province, China, to design sustainable evaluation plans and appropriate metrics for ongoing and forthcoming programs

Teachers Without Borders

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 taking our membership engagement to a higher level and prioritizing the needs of membership. Data tracking tools were essential and membership communication needed recharging. Plans for strategic partnerships were created to increase membership which 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 Im still figuring out how to manage the day-to-day aspect of that. I think once Ive found more of a balance for myself in my teaching practice, Ill become more active member of TWB of my own accord.

Total Members12-31-09: 8,153 worldwide

Teachers Without Borders

Annual Report 2009

14

Featured Members

Raphael Ogar Oko

Raphael graduated in 1990 from the University of Port Harcourt, Rivers State, Nigeria where he obtained a B.Ed degree in Curriculum Studies and Educational Technology/ Mathematics. Pursuing his call as a teacher, Raphael taught mathematics at the high school level. He also completed the Nigeria National Youth Service Corps program, where he taught at the Federal College of Education, Yola, Adamawa

State, Nigeria. Raphael has also worked with several nonprofit organizations, gaining experience in character and peace education, family life education, and educational reform strategies. Raphael is the recipient of the Ambassador for Peace Award given out by the Universal Peace Federation in Nigeria, which honored him for his unrelenting efforts to strengthen the education system in his country. In August, 2009, Raphael was named the recipient of the Champions of Quality Education by the William and Flora Hewlett Foundation & Ashokas Changemakers competition for working to close the education divide through teacher mobilization, professional development, connecting teachers to information and each other, and inspiring teachers to take initiatives that address community needs.

Sofia Nazalya

prompted UN Organizations to assist her efforts Born in Singapore and now living in the United States, Sofia has always been active in online volun- by sending educational teering. Her tireless work with Teachers Without Bor- materials to Teachers ders began when she stumbled upon a www.idealist. Without Borders programs in Nigeria. Sofia is org book drive for one of our Community Teaching and Learning Centers in Nigeria. Without hesitation, an excellent example of the power of online netSofia took on this book drive as her own, and from working and volunteering. there, has never looked back. 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, and I gain great personal satisfaction knowing that I for use in the Community Learning and Teacham able to be part of this important work, she says. ing Centers (CLTCs) for TWB Nigeria. She has also In 2008, upon presenting her research on Multiple Intelligences in the Latin American Classroom, Deya Deyanira Castilleja has been obtained the Australian Certificate in Academic Engin the teaching profession for lish. She has been involved in teacher training since thirteen years and a Teach2005. Deya translated TWBs Certificate of Teachers Without Borders member ing Mastery to Spanish and led a workshop on the for eight. She completed the Certificate program and the new, Spanish-language Course of Instruction in the platform, Maestros Sin Fronteras, at the Formando Teaching of English to ChilFormadores Conference in Mexico City, in September dren, offered by the British Council in Mexico in 2001. She also holds a Bachelor 2009. Thanks to her efforts, Teachers Without Borof Arts degree in Preschool Education. In 2001, Deya ders was recently invited to join the Mexican National Network for Inclusion and Quality of Education participated in the Mexico - United States Teacher (Red ICAE). Deya was also instrumental in establishExchange Program in Beaumont, Texas, where she ing a partnership with Servicios a la Juventud (SERAJ), collaborated on the design of strategies to provide a non-profit organization dedicated to youth develeducational services to the migrant population. In opment and inclusive education. 2004, Deya founded a non-profit organization, Instituto Mejores Nios, in Saltillo, Mexico, which promotes and provides early childhood education to economically disadvantaged families.

Deyanira Castilleja

Teachers Without Borders

Annual Report 2009

15

Partnerships
In 2009, we created and executed a comprehensive partnership 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 building a global network of action oriented teachers and partnerships that promote quality programs, accelerate progress, expand reach, and increase effectiveness. We foster a variety of partnerships including:
Content Partnerships Foundation Heroes Technology Partnerships Program Partnerships Network Partnerships

Key Partners in 2009

In 2009, TWB put new resources in program development. Because managing partnerships as a formal process was a new venture for TWB, we began to create our partnership portfolio by selecting low risk partnerships.

Partner

Cisco Webex Systems Scholastic: TeacherShare Ushahidi Helium My Teacher My Hero The Pipeline Project Inter-Agency Network for Education In Emergencies (INEE)

Partner Focus

Online meeting and communication tools Online, open-educational resource arm of the largest k-12 school publisher in the United States
Online platform allowing anyone to gather distributed data via SMS, email or web and visualize it on a map or timeline

What We Accomplished Together Connected with members, volunteers, and educators worldwide

Worked with TWB to ensure access to high-quality, OER content Launched online SMS-enabled space for MDA program Launched Teacher Connections writing contest on the Helium website

Online community where writers publish and read articles that members submit on Heliums website Online space for students to thank their teachers, both past and present, by uploading videos Connects University of Washington undergraduates with educational and service opportunities in K-12 schools

Supported teachers by sending them the message that teachers can make a memorable difference Partnered to host a seminar on international development and education at the University of Washington

National Center for Learning Disabilities (NCLD) Connexions Consortium

Open global network of representatives from NGOs, UN agencies, donor agencies, governments, academic institutions, schools and affected populations working together to ensure all persons the right to quality and safe education in emergencies and post-crisis recovery

TWBs activities in the field of emergency education have prepared us to contribute to INEEs work around the world

A partnership formed by the Student Suc- Teachers Without Borders is a concess Collaborative working to provide tent contributing member of this open educational resources for the succollaborative cess of students A group of organizations and individuals working together to advance open source educational technology and open access educational content

Worked together on the promotion of collaborative, open source code, software and open access to educational 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 endlessly thank all of our foundation heroes that help to make our work possible. The Cisco Public Benefit Investment Group supports 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 TWBs core regional programs in China and SubSaharan Africa. Want to learn more? Watch this video created by Cisco that examines the partnership between Teachers Without Borders and Cisco. 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 supports and contributes to our work with Open Education Resources as well as Teachers Without Borders emergency education activities in Sichuan, 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 TWBs Wall-Less Classroom in Nigeria.

Teachers Without Borders

Annual Report 2009

17

Operations

In 2009, TWB enlisted the services of a consultant whose analysis of some of Teachers Without Borders internal processes led to a Gap Analysis report and a set of recommendations. The report was based upon interviews

with staff and members, TWB Board members, and TWB partners. From this report, we were able to identify and addresses areas requiring attention and implement solutions as shown in the following chart:

Gaps Identified
Values and assumptions about organizational culture and structure inconsistent across staff members Partnership and Project management process needed Partner strategic alignment and dilemmas management Inter-office task skills and work procedures

Solutions Implemented
Establishment of periodic staff retreats, including a two-day retreat in November 2009
Switch from Salesforce to Zoho for contact, partnership, organization and project management Establishment of project workflows and the CRM/Partner Management system Establishment of a partnership portfolio system

Systems, Processes, Procedures

Decision to coordinate programs under a single Professional Development roof Re-writing of our Mission statement

Clear understanding of TWBs purpose, vision and objectives by staff and others
Leadership and Management Staff defined by positions Cross-functional interaction Organizational skills Horizontal coordinating mechanisms

Addition of a layer of supervision to our horizontal/flat structure

Assessment of individual strengths and growth plans 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

Our Strategic Plan focuses on six components:

1. Scaling our programs and impacts: going deeper with fewer initiatives and ensuring that impacts include both qualitative and quantitative measurements 2. Enabling multiple revenue streams: TWB Toolset, consulting, speaking engagements, collaborative grant proposals, public fundraising campaigns, Board giving, and a new position of Development Director. 3. Extending our public visibility: leveraging existing global networks and partnerships (Cisco, Webex, Scholastic, Hewlett, National Geographic, BBC Motion Gallery), launching a new website, securing the consulting services focusing on brand promotion 4. Accelerating our membership: moving from small numbers of internet-ready users to a large membership through campaigns, partnerships, and SMS capacity

5. Launching a robust and enterprise-level TWB Toolset platform: for our members, TWB Tools represent a innovation in collaborative group spaces, courseware, and social networks. Generic versions can be licensed for a fee 6. Securing a key strategic partnership: in order to ensure capacity and readiness for scale. Such a strategic partner should consist of at least one or a blend of the following: (1) a corporation with a global education CSR agenda (2) a university or network of universities that focus on innovation in the field of education and technology as well as provide opportunities to teach on a global scale (3) a large teacher membership organization that can rapidly accelerate TWBs global reach. TWBs Strategic Plan will be published in June 2010 for public view.

Teachers Without Borders

Annual Report 2009

19

Financials

Teachers Without Borders financial statements are available on both our website and Guidestar.

Revenue & Expenses

2009
REVENUE Unrestricted - Capacity Grants and restricted donations Total Revenue EXPENSES PROGRAM TRAVEL IN-COUNTRY PROGRAMS CONTENT CREATION EQUIPMENT PROGRAM STAFFING PROGRAM IMPLEMENTATION ACCRUED PROGRAM EXPENSES Total Program Expenses OVERHEAD EXPENSES: PERSONNEL EXPENSES WEBSITE OFFICE EXPENSES INSURANCE PROFESSIONAL FEES MARKETING SUPPLIES TRAVEL Total Overhead Interest Income Net Revenue $ $ $ $ $ $ $ $ $ $ 105,322.08 6,390.00 78,027.00 3,914.00 20,720.00 585.00 5,558.00 220,516.08 17,511.19 17,511.19 $ $ $ $ $ $ $ $ 72,251.79 10,812.00 17,910.65 128.82 425,667.94 296,107.05 524,998.85 1,347,877.10 $ 38,497.18 1,529,896.00 1,568,393.18

Audit Report

In 2009, Teachers Without Borders experienced our first full financial audit. While this audit was not required by Washington State nor our grantors, we believed that, after establishing firm financial standards and creating a GAAP system, we would benefit from the analysis and expertise of a professional audit. The audit covered the 2008 tax year and any control concerns identified in the audit had been remedied in 2009. Following is the report from the audit:

Major Grantors And Donors In 2009

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

Donate online through our website www.teacherswithoutborders.org 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 and 206-623-0394 x3.

Teachers Without Borders

Annual Report 2009

21