2012 Annual report
Teach For Australia
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A child’s chances in life should not be determined by their post code, their household income, or the education level of their parents. Yet this is the reality for thousands of Australian children. Educational disadvantage is an urgent social problem, which every year, places more and more Australian kids at risk of missing out on a future they deserve.
The average achievement gap between our most disadvantaged students and their most privileged peers by age 15
At Teach For Australia, we want to see an end to educational inequality. We believe education should give every child the same chances in life, and we know that the best way to change a child’s future, and break the cycle of disadvantage, is through inspirational teachers. By recruiting and training inspiring young Australians to teach in disadvantaged communities, and supporting them to be lifelong leaders towards our cause, Teach For Australia is changing the lives of more and more children every year.
Teach For Australia
“Words are not enough. You have done so much for Sarah this year, emotionally and academically. You have changed her life and I am eternally grateful.” Mother of student Sarah, in a Christmas card to 2012 Associate Tanya Greeves
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A Message from the Chair
A Message from the CEO
The year in Review 2012 Highlights
Positioning for the Future
Teach For Australia
A Message from the Chair The Australian Government and a number of state governments have expressed the aspiration that Australia should be striving to create a top tier education system as a matter of the highest priority. At Teach For Australia we share that goal. But it is a goal that we will not reach unless we address educational disadvantage in Australia. You cannot be top tier and have: •
Only 15% of university students come from the bottom socio-economic quartile, compared to 42% of those from privileged backgrounds
40% of indigenous students fail to meet minimum standards in reading, maths and science
1 in 5 year 9 students living in households with no-one in paid work fail minimum reading standards
All the evidence makes it clear that addressing this disadvantage means that our best teachers need to teach in the most disadvantaged settings. At Teach For Australia, our Associates join with the countless teachers who have already made it their life’s work to ensure children’s futures aren’t determined by the circumstances into which they were born. Our Associates learn from them, are mentored by them and are inspired by them.
Just as our Associates form transformative relationships with teachers and principals, as an organisation, Teach For Australia is also dependent on unique partnerships. Our partnerships with governments are vital. Without both the financial and practical support of the Australian Government, as well as the governments of Victoria, the Australian Capital Territory and Northern Territory, we could not enable passionate young people to pursue their ambition to make a difference. We continue to be heartened by the strong bi-partisan support of Teach For Australia and the commitment shared by all sides to supporting Australia’s most needy children. Part of what makes the Teach For Australia model successful is the work of the Melbourne Graduate School of Education (MGSE). The feedback from principals makes it clear that MGSE is doing an extraordinary job of turning passion into professionalism. To those who have experienced the transformation of raw talent into exceptional teaching, through the unique combination of intensive courses and in school learning, it looks like a form of human alchemy. To the staff of MGSE it is a science. We continue to be great supporters and champions of the clinical education model that MGSE is leading the way on, because we see the exceptional results it produces. As we look to the future, we know the pressures on government funding will continue to grow. For us that means we
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A Message from THE ceo will need to rely ever more heavily on philanthropic support. We have been enormously fortunate to date in our corporate partners and the invaluable support they have provided in seconded staff, professional services, advice and advocacy. We would not be where we are today without them. Now that we have Deductable Gift Recipient status, the pathway is clear to seek the financial support that will be needed to keep the work of Teach For Australia going. The mission of Teach For Australia is dependent on the tireless work of its staff; from volunteers on campuses around the country, to the leadership coaches who support Associates from Katherine to Canberra to Koo Wee Rup, and finally, to the team in the office who knit it all together. We acknowledge the extraordinary work you do. What connects us all - staff, partners and supporters - is the deep belief that every child should be able to have a future of their choice, and that our nation’s future should be built upon the equality of opportunity for all.
Dr Rufus Black Chair of the Board
2012 marked Teach For Australia’s third year of placing Associates, empowering them to teach in classrooms and communities across Victoria, the ACT, and Northern Territory. 2012 was also our first year coordinating a strong Alumni program. Our Associates and Alumni have accomplished much working alongside our important partners in this work– state and federal governments, the Melbourne Graduate School of Education, the business community and, most importantly, the schools and students with whom we work on a daily basis. This report is full of highlights, and a few warrant extra mention: •
After just three years of operation, Teach For Australia was named Australia’s #1 Graduate Development Program, proving that teaching can indeed be a highly competitive and sought after profession
79% of Alumni have continued, or intend to, stay in teaching, an impressive statistic on its own but even more exciting given only 20% had planned to enter teaching initially
Associate Igraine Ridley-Smith was named the ACT’s “New Educator of the
Year” in 2012, for her outstanding work with her Maths students both within and beyond the classroom •
100% of participating principals would hire more Teach For Australia Associates if they could, a testament to the quality and tenacity of our teachers and to the excellent work done by all involved in educating and supporting them
More broadly across society, 2012 saw Australia grappling with what equity should mean and how it should be achieved. Notwithstanding the debates in education policy and politics - from industrial actions to student and school funding to teacher education and standards - at least one consensus is beginning to emerge: that empowered, top-notch teachers and school leaders are indispensable to achieving more equitable student outcomes, a more competitive Australian economy, and a more fulfilled society. This is at the core of Teach For Australia’s mission. The years ahead hold much promise provided we can keep students at the centre of our efforts and debates. Together with our partners; the Board, staff, Associates, and Alumni of Teach For Australia are committed to doing just that. We invite you to join us in realising a future where all children obtain an excellent education.
Melodie Potts Rosevear CEO and Founder
Teach For Australia
THE YEAR IN REVIEW 2012 HIGHLIGHTS
New Associates step into the classroom
Recognition of excellence
The beginning of 2012 saw 40 Associates from our third cohort enter their classrooms for the first time. Teaching across a gamut of subjects including maths, science, english, music, languages, humanities, philosophy, IT and art, the Associates devoted themselves to raising student academic achievement and wellbeing in every one of their classes. They joined 42 Associates from our second cohort who progressed to their second year of the program. See page 14
2012 marked a year of outstanding achievement from amongst our Associate community, including a maths teacher winning the ACT’s ‘New Educator of the Year’ award, an English teacher winning the The Australian/Vogel Literary Award for best debut novel, and an appointment to the VCE physics examination panel. See page 11
Outstanding talent recruited for 2013
In 2012 our Leadership Development Program was awarded Best Graduate Development Program by the Australian Association of Graduate Employers (AAGE). Teach For Australia was singled out for its unique model of training and leadership development, which develops graduates into high-performing teachers for disadvantaged communities and prepares them for future leadership.
An additional 50 passionate and highly talented individuals were recruited into the Teach For Australia program, forming our fourth cohort. They were allocated to 24 low SES schools across Victoria, the Northern Territory and the ACT, ready to begin teaching at the start of 2013.
Our second group of Alumni emerges Our second group of Alumni emerged at the end of 2012, and like Cohort 1 before them, pursued a range of creative and inspiring ways to continue their impact. With over two thirds continuing to teach, and others going on to positions of influence in education and elsewhere, our Alumni movement continues to produce a pipeline of leaders dedicated to bringing about systemic change in Australian education. See page 16
Significant impact on students and communities In 2012 we saw Associates continue to have significant wins in the classroom. They guided students to achieve class averages and individual results well above the state mean, increased student attendance across the board, and achieved visible improvements to student wellbeing (see page 11). Outside of the classroom, Associates got their students involved in a host of social and community initiatives, and lead students in projects that gave them access to exciting new opportunities and experiences.
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Leadership Development Recognised
new Associates commencing teaching in 2012
Independent research confirms effectiveness Released in mid-2012, the second instalment of a threepart independent report into the Teach For Australia program highlighted the key strengths which underpin our ability to impact classrooms and schools. Performed by the Australian Council for Educational research, the findings focused on the quality of recruits yielded from our rigorous selection process; the extensive support network to nurture excellence in the classroom; and the rigour of the clinical model.
Inaugural TransformED conference a resounding success The first TransformED conference brought together the Teach For Australia community, including Alumni, Associates and staff, as well as Australia’s most progressive and innovative educators. The event showcased various perspectives on teaching and leadership, and was a platform to learn, lead and leverage ideas that are key to transforming students’ lives.
100% Associates teaching in low-SES schools
Teach For Australia
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Here are just a few of the highlights…
PROMOTION TO SCHOOL LEADERSHIP • 2 x Leading Teachers after just three years in the classroom
MAKING THEIR FUTURES BRIGHTER
INSPIRING STUDENTS TO ACHIEVE
In 2012 Teach For Australia made a remarkable impact in the classrooms and schools we worked in. Our Associates inspired their students to believe in their abilities and bring their talents to life, were rapidly elevated to positions of school leadership, and were recognised for outstanding achievement both inside and outside the classroom.
VCE Lab Studies, metro Melbourne: two students were the only individuals in the state to score above 40 for the subject
Year 12 psychology, metro Melbourne: highest mid-year exam average of any class across the school
VCE Business Studies, Grampians Region VIC: 6 out of 14 students scored in the 40s with a top score of 47
Year 9 Science, Katherine Region NT: 80% of students in one class jumped a full grade over the course of 2012
• Multiple heads of faculty including science, maths, English, Chinese and ESL • Promotion to key coordinating roles including:
• Select Entry Accelerated Learning Coordinators • VCE Coordinators • Year-level Coordinators • Key Learning Coordinators • Careers Coordinators
of Associates were Promoted to positions of school leadership
14 THOUSAND Students impacted by Teach For Australia Associates every week
100 Percent surveyed principals who want another Teach For Australia Associate
Awarded: ACT New Educator of the Year after one year teaching
Appointed: VCE Physics Examination Panel
I graine Ridley-Smith, 2011 Associate and maths and physics teacher
Justin Matthys, 2012 Associate and maths and physics teacher
Winner: 2012 Australian / Vogel Literary Award for a debut novel
Published: Peer reviewed article in leading maths publication
Paul. D. Carter, 2012 Associate and English teacher
Hayley Paproth and Lachlan Yeates, 2011 Associates and maths teachers
Teach For Australia
“One of my students, a highly disengaged year 10 boy who wanted to drop out, told me that I inspired him to stay in school and finish Year 12. When I asked why he changed his mind, he simply said ‘because you didn’t ignore me, and now I know I can do it’. He didn’t elaborate on what he meant, but it had a huge impact on me.” Kimberley Louwrens, 2012 Associate teaching in the Katherine region, Northern Territory
“HONESTLY IF I COULD HAVE ONE WISH I WOULD WISH FOR MORE TEACHERS JUST LIKE YOU. You have helped everyone so much both inside and outside of class. things at home have even gotten better since i joined your class. I HOPE ONE DAY I CAN HELP PEOPLE LIKE YOU HAVE DONE AND KEEP CONTINUING TO DO.” Jacinta, Kooweerup Secondary College student and ‘Writers Workshop’ participant, in a letter to 2011 Associate Liam Wood
“When I told him he’d scored the highest result in the class for his final exam he was ecstatic, crying and telling me he wanted to be an engineer like I was.” Alumnus Justin Woolley, on the reaction of a refugee student whom he guided to excellence in his physics class
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“From my own family, I knew of the power of education and the ability it has to bring people out of poverty and turn their fortunes around.” Alumnus Srinivas Manchikanti, on his reasons for becoming a teacher via the Teach For Australia program
“Making it to the final four schools in Victoria proved to the students that with determination and hard work they really could achieve anything, regardless of where they had come from.” Alumnus Jennifer Ames, on taking her school debating team in metropolitan Melbourne to the state finals
Teach For Australia
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our new recruits STEPPING INTO THE CLASSROOM In 2012 Teach For Australia brought another 40 passionate and inspiring young individuals into the teaching profession, representing diverse backgrounds, and each with a shared ambition to change the lives of the students in their care. Our increasing focus on filling skills shortages in the key areas of maths, science and english, as well as going deeper into regional and remote areas, continued in 2012 with excellent results. Here’s a snapshot:
The Average ATAR of a Teach For Australia Associate
Proportion of applicants accepted into our selective program
What they are teaching
Striking a gender balance
Where they are placed
40% SCIENCE & MATHS 20% ENGLISH 20% OTHER
52% FEMALE 48% Male
62% METROPOLITAN 23% REGIONAL 15% REMOTE
Teach For Australia Teach For Australia
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... and successful teachers In 2012, all 42 Associates from our second cohort successfully completed their Postgraduate Diploma in Teaching (TFA) from the University of Melbourne’s Graduate School of Education.
A PIPELINE OF FUTURE LEADERS...
This is a significant achievement, with Associates undertaking their academic studies over two years while at the same time managing an 80% teaching load, as well as a rigorous program of leadership development.
100% of Associates from our second cohort successfully completed the program in 2012, adding 42 teachers to our growing community of Alumni. Like Alumni before them, they are going on to pursue their teaching careers with even more vigour, are looking toward other creative ways of confronting educational disadvantage, and moving into positions of influence across education and elsewhere.
A tailored program for a specific mission
movementS so far teaching and education 79% further study 7% social ventures 7% GOVERNMENT AND POLICY 5% private sector 2%
Associates who wouldn’t have otherwise pursued teaching
The MGSE course is a stream of the Master of Teaching program, which utilises an academically taught and clinically-applied teaching model. It is designed to develop interventionist teaching practices that are evidence-based, and which are highly effective in disadvantaged settings. For our 2012 Alumni, this was further enhanced with the introduction of the new subject Addressing Educational Disadvantage, designed by MGSE specifically for Teach For Australia Associates’ contexts and needs. It builds on MGSE’s model of clinical intervention, and supports Associates to move their impact beyond their own classroom, to address a school-level issue or need.
Throughout their Teach For Australia experience, our 2012 Alumni undertook a series of intensive training periods, and regular visits by MGSE Clinical Specialists, who observed their teaching and provided feedback to strengthen the links between theory and practice. Clinical Specialists also worked closely with each Associate’s In-school Mentor and Training and Leadership Adviser to support their on-going development as teachers.
First class honours The Alumni of 2012 performed exceptionally well throughout their two year course, with a high percentage of Associates achieving First Class Honours for the following subjects: • Professional Practice and Portfolio: 95% • Individualising Learning and Teaching: 83% • Specific Subject Learning Areas: 80%
• Addressing Educational Disadvantage: 50%
Teach For Australia
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In 2012, the Victorian government and DEECD signed up for its third cohort of Teach For Australia Associates. The continued confidence in the program was evidenced by many participating principals recommending the program to their peers.
2012 saw Teach For Australia Associates enter Northern Territory classrooms for the first time, with six Associates commencing teaching in government schools in Katherine and Tennant Creek. Feedback from participating school principals has indicated that the Teach For Australia program is helping to stabilise staffing and slowly stem the tide of teacher turnover. Principals have noted their professionalism, enthusiastic rigour towards their teaching practice, and resilience towards the challenges of classroom management, as key strengths in all of the Associates teaching in the NT.
Building on the success of our inaugural entry into the ACT in 2011, the ACT Directorate of Education placed a further cohort of Associates for 2012. Three new schools joined Belconnen High School and Erindale College in taking on Associates in 2012. As in Victoria, ACT principals are strong advocates of the program and 2012 saw further interest from new schools for 2013, alongside those who participated in 2011 but did not have vacancies in 2012.
Growth is contingent on a number of key factors, none more so than funding. The level of federal funding at the end of 2011 was confined to an additional cohort, manifesting in a more conservative approach to growth targets. The other factors that support or hinder growth are:
The year saw a number of new schools participating, as far west as Portland, and for the first time schools in Melbourne’s southern metropolitan region. We also welcomed two new schools from the Catholic sector, adding to the two participating schools from 2011. Competition for high quality new teaching graduates in the ACT and the newly added jurisdiction of the Northern Territory, required Teach For Australia to share recruited talented across a broader base of schools and regions, limiting some supply to Victoria. With demand for Associates from Victorian schools continuing to grow throughout 2012, Teach For Australia was well placed to recommence growth of Associate placements in 2013.
GROWING OUR FOOTPRINT
Five new principals participated in the Teach For Australia selection process in 2012, leading to the demand for an additional four Associate placements in 2013. Teach For Australia welcomed one new Catholic school and one new independent school into our participating school community for 2013.
the regulatory environment that enables Teach For Australia Associates to access the classroom;
the political will of governments and their bureaucracies to take on an initiative such as Teach For Australia as part of their overall strategy to improve student outcomes ; and
genuine vacancies and school demand
In 2012, the strategy for growth into new jurisdictions required taking stock of the above conditions and assessing the various barriers and opportunities. It was clear on the back of 2011 that legislative barriers pertaining to regulatory frameworks needed greater time to be amended. As a result, in consultation with the WA Department of Education, a decision was made to forgo placement in WA because the legislative changes were taking longer than anticipated. Within existing jurisdictions, the work of 2012 focussed on developing clearer maps for growth by collaborating with our key partners; employers and MGSE. A strong emphasis was placed on better understanding the supply and demand landscape in existing jurisdictions, driving more efficiencies and impact in clusters of schools. Overall, in 2012 Teach For Australia embarked on a strategy to consolidate growth effort by building depth (greater number of placements) in existing jurisdictions and generating demand from regional clusters of schools for the following year of placement.
Teach For Australia
Audited financial reports
Rufus Black Chairperson
Master of Ormond College; Strategic Advisor to VIC Secretary of Education; Director, Committee for the Economic Development of Australia; Director, Corrs Chambers Westgarth
STATEMENT OF FINANCIAL POSITION
STATEMENT OF COMPREHENSIVE INCOME
as at 31st of December 2012
for the year ended 31st of December, 2012
Classification of expenses by nature
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Fellow, Australian College of Educators; Founding co-chair Edwell Australia
Federal Member for Aston; Co-founding Board Member of Teach For Australia
Cash and cash equivalents
Trade & other receivables
TOTAL CURRENT ASSETS
John W.H. Denton
Staff and contractors
Partner and CEO, Corrs Chambers Westgarth; Primeministerial Representative, APEC Business Advisory Council; Chair, ABAC Finance & Economics Working Group; Chair, Business Council of Australia Global Engagement Taskforce
CEO, Centre for Strategic Education Melbourne; Chair, Australian Institute of Teaching and School Leadership; Deputy Chair, Australian Curriculum Assessment and Reporting Authority
Property, plant & equipment
TOTAL NON CURRENT ASSETS
Net surplus for the year
STATEMENT OF CASH FLOWS
for the year ended 31st of December, 2012
Funding in advance
TOTAL CURRENT LIABILITIES
Funding in advance
TOTAL NON CURRENT LIABILITIES
Net cash (absorbed)/provided from operating activities
Net cash used in investing activities
Net increase/(decrease) in cash held
Cash at beginning of year/period Cash at end of year/ period
Senior Partner and Managing Director, Boston Consulting Group Melbourne
CEO and Founder, Teach For Australia
Teach For Australia
THANKING OUR PROGRAM PARTNERS AND SUPPORTERS Our ability to enable passionate young people to pursue their ambition to make a difference relies on the support of our many partners, across the public sector, academic institutions, social ventures and the business community. We thank
each of them for their on-going support, and for sharing in our vision of an Australia where every Australian child will obtain an excellent education.
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“The experience convinced me to make educational disadvantage a priority in my life. My long-term goal is to change our education system by making it more equitable.” Jennifer Ames, Teach For Australia Alumnus
Teach For Australia Level 1, 103 Flinders Lane Melbourne Victoria 3000 T. 03 8640 4500 F. 03 8640 4599 email@example.com teachforaustralia.org