Annual Report

2010
Connecting teachers to information and each other to create local change on a
global scale.
 Table of Contents

Letter from the Founder ..................................................................................... 2

Our Mission, Vision, and Approach ...................................................................... 3
TWB Strategic Plan At a Glance: 2010-2011 .................................................... 5
Where We Work ................................................................................................. 6
Flagship Programs .............................................................................................. 7
- Certificate of Teaching Mastery (page 7)
- Emergency Education (page 8-9)
- Peace Education (page 10)
- Millennium Development Ambassadors (page 11)
Teachers Without Borders Online Toolset .......................................................... 12
Maestros Sin Fronteras México (TWB in Mexico) ................................................ 13
Local Leaders ..................................................................................................... 14
Partners ............................................................................................................. 15
2010 Team .......................................................................................................... 17
Financials ...................................................................................................... 18
Support Our Work ............................................................................................. 20

Teachers Without Borders | Annual Report 2010 | Page 01

 Letter from the Founder

Every Wednesday, I arrive at the University of Washington early

so that I can set up and erase the board for my course: “Human
Rights and Education.” On February 11th, I rushed in with only
minutes to spare, having spent much of the morning trying to
reach (without success) 45 Egyptian Teachers Without Borders
members in order to gain some first-hand perspective on the
rapidly unfolding and exhilarating events in Tahrir Square. As I
reached for the eraser, prepared to replace the usual spaghetti of
mathematical formulas with my own list of items to cover, I no-
ticed a few words hastily scrawled with a faded dry-erase marker:
“It doesn’t have to be this way.”

Indeed. That was, essentially, my lesson, anyway. This was a

simple statement about not settling for the status quo; refusing to
be intimidated by those in power; organizing for something differ-
ent; overcoming obstacles; realizing that human agency is power-
ful, catalytic, momentous.

“It does not have to be this way.” I began to reflect on the work of
Teachers Without Borders over the past ten years. Despite mea-
surable gains to address education gaps worldwide, between 70
and 110 million children do not attend school, 40% of whom live in fragile nation-states. 50% of the world’s
teachers report that they are unprepared for the subjects and students they face. True teacher profes-
sional development never settles for the status quo or submits to top-down answers. A global community
of teachers asks difficult questions, organizes itself around topics that matter, and has been proven - con-
sistently - as the most influential, effective force for change. It doesn’t have to be this way. Teachers know
what to do.

In the hands of a great teacher, the unfamiliar becomes familiar, hope is kindled, and resilience is restored.
In the hands of a great teacher, there is room for another way.

Dr. Fred Mednick

Teachers Without Borders | Annual Report 2010 | Page 02

 Our Mission, Vision, and Approach

Our Mission

Teachers Without Borders connects teachers to information and each

other to create local change on a global scale.
At over 59 million, teachers are the largest group of trained
professionals in the world. As transmitters of knowledge and
community leaders, teachers are powerful catalysts for lasting
global change. However, their professional development is often
irrelevant, inconsequential, or missing entirely. Teachers must
therefore have a support network to provide the resources, train-
ing, tools and colleagues they need to fulfill their important role.
Teachers Without Borders offers that support.

Our Vision
TWB aims to enhance education globally by supporting teachers locally. A world with well-trained, well-
informed teachers is a world with smarter, healthier, wealthier, more peaceful individuals and societies.
Support for a single teacher can foster the well-being of hundreds—even thousands—of learners and their
communities.

Teachers Without Borders | Annual Report 2010 | Page 03

 Our Mission, Vision, and Approach

Our Approach
We Believe
Local expertise, leadership, mentor-
ship, and facilitation are the key to
sustainable change. TWB activities
are run by educators and local leaders
who best understand the requirements
and goals of their colleagues and
communities.

We Provide
Free courses, resources and tools to
help teachers around the world learn,
connect, collaborate, and create on-
line; in schools or community centers;
in workshops and seminars; and on
the radio. We remove barriers to avail-
ability, accessibility, acceptability, and
adaptability, through high-teach, high-
tech, and high-touch programs and
platforms.
High-Teach: We do our best to promote quality teaching and uphold the dignity of the profession. Our pro-
grams and open educational resources help teachers to better understand their subjects and use the skills
necessary to teach these subjects.
High-Tech: We have designed a unique, open-source online platform where educators around the world
can access resources and connect with each other. Our Groups Site allows teachers to share ideas and
information, and work together on projects. Each group provides discussion boards, document libraries,
calendars, and collaboration spaces to unite teachers with common interests and goals.
High-Touch
Although we use technology as an accelerator, we equally understand the power of the handshake, a well-
timed conversation, face-to-face learning, mentorship, and close-knit relationships. These interactions are
fostered in our seminars, conferences, workshops, and with our partners around the world.

We Strive
To empower the voices of all educators by designing our organization around the structure of an excellent
classroom in which everyone counts. Our programs and resources are based on the ideas, knowledge and
needs of teachers in various contexts and cultures. We do not send teachers from the West to the East or
from the North to the South; rather, we provide the space for teachers around the world to find and learn
from each other. Learning cannot be addressed through a single solution, a particular philosophy, a magic
bullet, or a software program; it is a tireless process of building teacher communities.

Teachers Without Borders | Annual Report 2010 | Page 04

 TWB Strategic Plan At a Glance: 2010-2011

Scale our Programs and Impacts Extend TWB’s Visibility

TWB’s High-Tech, High-Touch, High-Quality approach Major global channels and teaching networks
Flagship Programs Reach, Impact, and Leverage
• Certificate of Teaching Mastery • Global Creative Leadership Summit
• Emergency Education • William and Flora Hewlett Foundation
• TWB Toolset • Cisco Public Investment Benefit Group
• Voice of Teachers Journal • Ministries of Education
• Voice of Teachers Radio (Nigeria) • Organization of American States
• Peace Education • Carnegie Foundation for the Advancement of
Teaching

Lead in Open Educational Resources Accelerate Global Reach

From pilots and one-off projects to a revenue model 200,000 In 2011: Opportunities for acceleration
TWB Toolset Feature Set • Extended visibility
• Technology adoption
• Modular, curated group spaces
• Diversified revenue
• Multilingual media
• Strategic partnerships
• Content-driven communities
• Courses
• Mobile registration/evaluation

Build Long-Term Core Strategic Diversify Revenue Streams/Expand

Partnerships Prospects
Options for TWB’s institutional pillars From small number of grantors to an engine of growth
Emerging New Revenues • Large membership organizations
• Corporate CAE initiatives
• Federal grants
• University networks
• Speaking engagements
• A blended scenario
• Public campaigns
• Toolset licensing
• Consulting

Teachers Without Borders | Annual Report 2010 | Page 05

 Where We Work

Asia

Afghanistan China India Pakistan Turkey

Africa

Burundi Cameroon Kenya Nigeria

South Africa Rwanda Uganda Ghana

North and South America

Haiti Mexico United States Brazil

Teachers Without Borders | Annual Report 2010 | Page 06

 Flagship Programs

Our programs provide teachers around the world with the knowledge,
skills and networks to deliver quality education and create positive
change and development in their classrooms and communities.

Certificate of Teaching Mastery

The Story
Our flagship program, the Certificate of
Teaching Mastery (CTM), is a free, self-
paced, peer and mentor-supported teacher
professional development program. It con-
sists of five courses designed by and for pri-
mary 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.
In 2010, the CTM experienced unprecedented growth in Nigeria and was received enthusiastically in Mex-
ico, Kenya and Ghana. In Mexico, the program is now available in Spanish and can be completed through
a blended model of face-to-face and online delivery, supported by local partners and utilizing Webex and
TWB’s online toolset.

Statistics
• 1,678 teachers trained in 30 offline workshops
around the world
• Nigeria (various regions): 1,269 teachers; 21
workshops
• Saltillo, Mexico: 194 teachers; 3 workshops
• Nairobi, Kenya: 133 teachers; 4 workshops
• Kigali, Rwanda: 42 teachers; 1 workshop
• Atiwa-Kwabeng, Ghana: 40 teachers; 1 work-
shop
• 297 teachers trained online

Looking Forward
In 2011, the CTM will include new modules that focus on ICT integration in the classroom, learning disabili-
ties, and student engagement, among others. These new modules, along with the standard course, can be
completed in a self-paced, mentor-supported fashion online, or offline in workshops. With the help of TWB
partners, in 2011 the offline CTM program will reach educators in Nigeria, Ghana, Kenya, Uganda, Rwanda,
the Democratic Republic of the Congo, Liberia, Zimbabwe, and Mexico.

Teachers Without Borders | Annual Report 2010 | Page 07

 Flagship Programs

Emergency Education
The Story
The Emergency Education Program is dedicated to
creating physical and emotional safety for school
communities through teacher training and profession-
al development; educational logistics support; con-
tent development; and local partnerships. The pro-
gram focuses on preparedness and planning to avoid
crises, or to lessen their impacts. When needed, TWB
also supports emergency relief, reconstruction, and
recovery efforts.

In 2010, the Emergency Education Program was

largely shaped by the devastating consequences
of the earthquake in Haiti and severe flooding in
Pakistan. In Pakistan, TWB and its local partners
established child-friendly spaces and psychosocial
counseling centers in an Internally Displaced Persons
Camp in southern Pakistan. After the Haiti earth-
quake, TWB and its partners created and distributed
earthquake education posters, and formed partner-
ships to secure resources for earthquake education
teacher-training workshops in Haitian high schools in
2011.
In China, TWB transferred decision-making for emergency education activities to local colleagues and its
in-country personnel to ensure the sustainability of our programs. TWB’s China Country Coordinators and
Chinese colleagues organized a science inquiry through emergency education workshop for teachers in
Chengdu, which led to a long-term partnership with the Qing Yang Bureau of Education and the opening of
a TWB office in the Qing Yang Teacher Training Center.

TWB also formalized a partnership with the Educational Psychol-

ogy Department at Chengdu University that enabled psycho-
social research, training and community outreach activities in
Dujiangyan and surrounding areas affected by the 2008 Sichuan
Earthquake. In addition, an earthquake education training work-
shop was offered to teachers at Taziba School in Dujiangyan.
Finally, TWB’s Teacher’s Guide to Earthquake Education was
translated into Russian, Spanish, and French; and four emergen-
cy education podcasts were produced, discussing Haiti, space
education, and our local partner’s response to the Pakistan
floods.

Teachers Without Borders | Annual Report 2010 | Page 08

 Flagship Programs

Emergency Education continued

Statistics
China: Pakistan (Kemari Internally Displaced Persons
• 1082 students, 106 communities, 86 teachers/ Camp):
principals surveyed on needs for psychosocial • 280+ patients treated in outpatient medical clin-
support after the 2008 Sichuan earthquake ics
• 40 teachers trained offline (36 science teachers, • 6 child-friendly spaces
4 geography teachers) • 1 women-friendly space
• 34 university students participated in psycho- • 1 psychosocial counseling center
social research responding to the 2008 Sichuan
Haiti:
earthquake
• 300 earthquake education posters printed in
• 1 Science Inquiry Workshop
Creole
• 1 Earthquake Education Workshop
• 12 earthquake education lesson plans translated
• 1 Science Creativity Competition (12,000 stu-
into French
dents)
• 2 podcasts on Haiti earthquake education and
research

Looking Forward
In 2011, TWB’s Emergency Education efforts will be more
proactive by focusing on preventative activities in Haiti,
Pakistan, China, Tajikistan, Iran and Afghanistan. TWB
has partnered with geophysicists from Purdue University,
sponsored by the National Science Foundation, to conduct
earthquake education projects in Haitian high schools. In
Pakistan, TWB will continue to work with its local partner
(Potohar Organization for Development Advocacy) to pro-
vide vital psychosocial support services to the residents
of the Kemari IDP camp. In China, TWB will continue to
expand its science inquiry through emergency education
activities, and produce an earthquake education textbook
and accompanying teacher-training curriculum for use in
earthquake-affected areas of Sichuan Province.
Emergency Education will also expand into Persian-speaking countries through the PARSQUAKE Project,
which will establish a network of geohazards educators, administrators, engineers and scientists across
Central Asia and Persian-speaking communities dedicated to reducing earthquake vulnerability. PARS-
QUAKE will begin with earthquake education teacher training in Tajikistan.

The Supporters
Qing Yang Bureau, Qing Yang Teacher Training Center, Taziba School, University of Montana, University of
Washington, Blue Marble Space, Chengdu University, Potohar Organization for Development Advocacy, MIT
BLOSSOMS, Hellgate High School in Montana.

Teachers Without Borders | Annual Report 2010 | Page 09

 Flagship Programs

Peace Education
The Story
From April to October 2010, a team of seven TWB interns and
two TWB staff members collaborated to research, write, and
assemble a 300-page curriculum for teacher professional devel-
opment on peace education. Then, on November 1, 2010, TWB
launched the Dr. Joseph Hungwa Memorial Peace Education
Program, which covers peace education in theory and practice,
and is currently available online as a free download. In addition to
the online format, TWB facilitated its inaugural offline workshop in
San Diego.

Statistics
• 3,600 course downloads
• 42 teachers trained offline

Looking Forward
In 2011, offline Peace Education work-
shops will take place in Uganda, the
Democratic Republic of Congo, Kenya,
Nigeria, Mexico, and the U.S. The course
will also be offered online in a self-paced, mentor-guided format through the Nixty Open Courseware plat-
form. Additional content modules will be developed to cover topics such as nonviolent communication, art
and peace education, and interfaith harmony, among others. The program has been translated into Spanish
and the French version will be available in April.

The Supporters
Ministry of Education, Lira District, Uganda; The Metta Center; San Diego Early/Middle College; Foundation
for Integral Rural Development, Uganda; Lazaro Carrdenas High School, Tijuana, Mexico.

Teachers Without Borders | Annual Report 2010 | Page 10

 Flagship Programs
Letter from the Founder

Millennium Development Ambassadors

The Story
Millennium Development Ambassadors (MDAs) are educators and community leaders who are working to-
wards realizing at least one of the United Nations Millennium Development Goals in their communities. For
example, in 2010, Taofiq Idowu, an MDA in Nigeria, contributed to ending poverty (Goal 1) and promoting
gender equality (Goal 3) by providing micro-credit loans to a group of 20 marginalized, rural women, so they
could start small businesses and support their families. This past year, workshops have also been orga-
nized to educate teachers, leaders and youth about the MDGs, and encourage them to identify and address
MDG-related needs in their communities.

Statistics
• 195 Millennium Development Ambassadors ap- • 18 Millennium Development Ambassador work-
pointed throughout Nigeria shops held in Nigeria

Teachers Without Borders | Annual Report 2010 | Page 11

 Teachers Without Borders Online Toolset

Online Toolset Overview

The Story
TWB’s web-based platforms and tools allow
teachers and educational networks to connect,
learn and collaborate. Our website and online
group space provide teachers with informa-
tion and resources to enhance their professional
knowledge, and exchange ideas on teaching and
learning. Using Drupal’s content management
system, the latest version of TWB’s online toolset
is open-source, free, and specifically designed to
meet teachers’ needs.
In 2010 TWB refined and enhanced the online
group space. Teachers can sign up for free and
join one or more groups based on specific sub-
jects, regions, or TWB programs. Within these
groups, members can access discussion forums, galleries, collaborative books, calendars, messaging, RSS
feeds, link sharing, document/media uploading, and project management.

Statistics
• Unique visitors/users of all TWB online tools: • Number of members using TWB group space:
155,299 9,638
• Unique visitors to TWB website (www.twb.org): • Unique visitors to TWB’s online journal, Voice of
Teachers: 3,123
98,999
• Unique visitors to the TWB group space: 21,
376

Looking Forward
Throughout 2010, TWB developed an SMS-based
evaluation tool that will allow those involved in our
programs, particularly in developing countries, to
provide feedback through their mobile phones. This
capability will be employed in 2011 to ensure that
the impacts of TWB’s programs are measured by
those directly affected.

The Supporters
Cisco, Affinity Bridge, Development Seed.

Teachers Without Borders | Annual Report 2010 | Page 12

 Maestros Sin Fronteras México (TWB in Mexico)

Maestros Sin Fronteras (MSF) Overview

The Story
Under the leadership of TWB’s Mexico Coordinator,
Deyanira Castilleja, MSF’s programs and partnerships
in Mexico blossomed in 2010. TWB’s online resources
and toolset have been translated into Spanish and
are being used by Schools of Education and govern-
ment partners. But MSF has also focused on engaging
smaller groups of local teachers with the Certificate
of Teaching Mastery and Peace Education courses.
MSF’s program facilitators in Mexico have incorporated
ICT into teacher professional development by conduct-
ing online workshops through Webex, and by showing
teachers how to use online tools in their classrooms.
In 2010 MSF launched a webcast series, Enfoque EducaREDio, which provides a forum for Spanish-speak-
ing teachers and expert guest speakers to discuss the latest ideas, issues, and practices in education.
MSF also established a Fellowship Program in Mexico, which supports two Mexican teachers every year to
complete graduate-level programs at Mexican universities and develop Open Educational Resources that
address issues in K-12 education.
Statistics
• 1,886 teachers reached through TWB on- • 12 teacher-training and information workshops
line resources and offline courses • 10 scholarships for teachers attending the An-
• 186 open educational resources made available nual Conference of Mexican Teachers of English
in Spanish as a Second Language
• 17 online groups in the TWB group space • 6 monthly webcasts; 14,000+ downloads

Looking Forward
In 2011, MSF will continue to work with existing and new partners to expand our
programs into 23 Mexican states, and provide Mexican teachers with substan-
tially greater access to open educational resource modules; online, offline, and
blended courses; and conferences. We will also implement an effective Train-the-
Trainer program in multiple states to ensure greater local leadership, ownership,
endorsement and program growth.

The Supporters
Inter-American Teacher Education Network/Organization of American States;
Fundación Televisa; Red ICAE; SERAJ; Colegio Inglés.

Teachers Without Borders | Annual Report 2010 | Page 13

 Local Leaders

We believe local expertise, leadership, mentorship, and facilitation are

key to positive, sustainable change.

Mathias Osimbo Nigeria

After living in a marginalized area on the shore of Lake Victoria and working as a
fisherman to pay for school, Mathias is testament to the power of education and
dedication to provide a pathway out of poverty. Now a full-time mathematics and
physics teacher, Mathias Osimbo also volunteers countless hours as TWB’s Ke-
nya Country Coordinator. In 2010, he ran Certificate of Teaching Mastery work-
shops for 50 teachers, and organized a graduation ceremony for them once they
finished. He also led the CTM participants in a volunteer exercise outside of their
classrooms, taking them to help clean the waste around Kibera, one of Nairobi’s
largest slums.

Sameena Nazir Pakistan

As Executive Director of the Potohar Organization for Development Advocacy
(PODA), Sameena Nazir has been integral to TWB’s response to the 2010 floods
in Pakistan. With support from TWB and other local organizations, PODA has set
up child-friendly spaces and a counseling center to provide psychosocial and
medical support to people in the Kemari Internally Displaced Persons Camp.
Through her work with PODA, Sameena has promoted and advanced education
and human rights for primarily rural Pakistani women by teaching them livelihood
skills; supporting and guiding rural teachers; and providing democracy and hu-
man rights education to rural communities.

Zach Adam United States

Zach Adam joined the TWB team as an Emergency Education intern in 2009. He
is applying his knowledge of geosciences, astrobiology, and astronautics engi-
neering to develop a Teacher’s Guide to Space Technology for Disaster Manage-
ment, which combines space sciences education with emergency education. In
2010, Zach co-founded PARSQUAKE, TWB’s earthquake education initiative in
Persian communities. He also created a learning video on earthquake prediction,
and helped to secure funding for TWB’s flood relief work in Pakistan.

Teachers Without Borders | Annual Report 2010 | Page 14

 Partners

TWB Partners
TWB’s partners are local and international, for-profit and non-profit, from diverse sectors, and represent an
array of visions and missions. Our partners are instrumental in helping to run and promote quality programs,
accelerate progress, expand reach, and increase effectiveness.
TWB has built several types of partnerships based on mutually beneficial needs and goals.

Program Partners
Program partners enhance and extend TWB’s professional development activities. These partnerships de-
termine which organization takes the lead and which plays a supportive role. More often than not, TWB may
work through (or under the auspices of) a local NGO, rather than plant our own flag in a given country and
ask for support.
• Blue Marble Space • Inter-Agency Network for Education in Emergencies
• China Earthquake Aid at the University of • Organization of American States
Washington • Potohar Organization for Development Advocacy
• Colegio Inglés de Saltillo • Qing Yang Bureau of Education
• Dujiangyan Bureau of Education • Servicios a la Juventud (SERAJ)
• Educational Psychology Department at Chengdu • Taziba Middle School, Dujiangyan
University • The Pipeline Project at the University of Washington

Membership and Network Partners

Membership and network partnerships are designed to reach individuals and their associations: NGOs,
universities, schools, civil society organizations, subject-matter associations, and Ministries of Education.
These entities provide a ready venue and reach on a global scale.
• Lanterna Education • Fundación Televisa
• Global Autism Project • RED ICAE (Red Nacional por la Inclusión y la
• One Global Economy Calidad en la Educación)
• My Teacher, My Hero • Inter-American Teacher Education Network (ITEN)

Content Partners
Partners whose teacher professional development content is comprehensive, well-researched, accessible,
globally-portable, and suitable to Teachers Without Borders’ existing programs. TWB requires that all pro-
gram partners’ content is governed by a Creative Commons license that allows for the free remix and reuse
of materials, provided that proper attribution is given to the original author.
• Connexions Consortium • OpenCourseWare Consortium
• Giraffe Heroes Project • Scholastic TeacherShare
• Helium • Student Success Collaborative

Teachers Without Borders | Annual Report 2010 | Page 15

 Partners

Technology Partners
Technology partners ensure that TWB can reach its membership and members can connect with each
other. These partners provide support for TWB’s online toolset, as well as introduce us to free, open-source
tools teachers can use. In turn, TWB assists all of our partners with access to TWB’s online tools so that
they, too, can use the power of information and communications technology to mobilize social change.
• Citizen Global • Multi Links Telekom
• Collaborize Classroom • Webex
• Nixty

Fiscal Sponsorship
Teachers Without Borders provides fiscal sponsorship for a very limited number of start-up non-profits with
a mission consistent with ours. For qualifying organizations, TWB will not charge a processing fee.
• La Catalina Educational Foundation • Teach Peru
• Progress International • The Human Potential

Foundation Partners
Foundation partners provide funding and strategic business advice so that Teachers Without Borders never
makes a promise we can’t keep. These foundations have been instrumental in supporting our programs.
• Agilent Foundation • The William and Flora Hewlett Foundation
• Cisco Foundation

For information on individual partners, please visit the Partners page on our website: http://twb.org/get-involved/partner

Teachers Without Borders | Annual Report 2010 | Page 16

 2010 Team

Staff

Dr. Fred Mednick Dr. Konrad Glogowski Jessica Clark

Founder Program Director Business Operations Director

Brandon Waterman Solmaz Mohadjer Stephanie Knox

Director of Technology Director of Emergency Education Cubbon
Peace Education Program Coordinator

Nicole Kallmeyer Raphael Ogar Oko Deyanira Castilleja

Content Manager Africa Regional Coordinator Mexico Country Coordinator
Nigeria Country Coordinator

Li Hong Xu Shirley Ikem Amy Haverland

China Country Coordinator Evaluation and Reporting Officer Business Operations Director

Chinelo Egwumba Weitong Song

Membership Officer Content Editor and Community
Facilitator

International Spokesperson

Dr. Jane Goodall

United Nations Messenger of Peace
Founder of The Jane Goodall Institute

Board Members
David Gutelius, Ph.D
Reed Hansen
Gary Howlett
Laurie Racine
Steven Starr

Teachers Without Borders | Annual Report 2010 | Page 17

 Financials

The Big Picture

2010
In 2010,Teachers Without Borders focused on the implementation and extension of multi-year grants total-
ing $702,405, devoted to extending our programs, building our toolset, and building our capacity. We com-
mitted to this plan knowing that the world economic climate was mired in recession. Furthermore, we knew
that we could build a more robust future if we both delivered on grants and strengthened our infrastructure,
particularly in the area of membership coordination, partnership development, and administrative assis-
tance. As far as fund-raising itself, we were moderately successful, though fell far short of our yearly projec-
tion, especially because that infrastructure had not yet taken hold.

2011
Our overall financial picture is strong. Our strengthened infrastructure allowed us to systematize processes
and strengthen programs. Having solidified our TWB Toolset and having reaped the benefits of our infra-
structure investment, we are entering 2011 having regained steam. We have received $98,000 from Cisco in
order to scale our project in Mexico, along with $25,000 from the CVS Foundation for our work in learning
disabilities. Our individual solicitations are ahead of schedule, and as of March 2011, TWB will inaugurate
our new Board Chair: Joseph W. King, Ph.D, who has set the task of doubling the size of the Board in order
to accelerate sizable revenue from: (1) TWB Toolset contracts (2) specific fundraising solicitations for indi-
vidual donors, and (3) public campaigns.

2010 Revenue Balance Sheet (12/31/2010)

Revenue Amount Type Amount
Donors - Unrestricted (Capacity) $59,458 Total Assets $475,219
Grants and Restricted Donations $257,913 Total Liabilities $294,723
Multi-Year Grants (through 2011) $702,404 Total Equity $769,942
TOTAL Revenue $1,019,775 TOTAL Liabilities and Equity $475,219

2010 Expenses
Type Total
Program Expenses $795,710
Overhead Expenses $472,277
Total Expenses $1,267,987

Teachers Without Borders | Annual Report 2010 | Page 18

 Financials

2010 REVENUE PERCENTAGES

Revenue by Type 2010
2%   1%  

18%  
Category Amount
Grants (Restricted) $199,606
Grants (Unrestricted) $7,145
Donors (Restricted) $58,307
14%   Donors (Unrestricted) $45,313
Speaking Engagements $7,000
Total $317,371
63%  
2%  

Profit and Loss Statement 2010

*            Donors  Restricted  -­‐  Project  Specific   $            Donors  Unrestricted  -­‐  Capacity  

Net Income
           Speaking   Tour   '            Grants  Restricted  -­‐  Proj  Specific   Overhead Expenses
%              Grants  Unrestricted  -­‐  Capacity                Fn-­‐Gind  ContriHuIon  
Expense Amount Type Amount
Overhead $472,278 Personnel Expenses $323,153
Expenses $1,267,988 Office Expenses $75,172
Net Operating Income -$248,211 Marketing $26,034
Interest Income $3,103 Insurance $1,954
Overall Net Income -$245,109 Professional Fees $17,188
Technology $12,358
Program Expenses
Travel $16,415
Type Total
TOTAL Liabilities and Equity $472,278
Program Travel $48,398
In-Country Workshops $43,860
Content Creation $11,754
• Certificate of Teaching Mastery
Technology $20,885 • Emergency Education
Flagship Program Expenses $171,247 • Millennium Development
• Peace Education
Special Programs/R&D $7,769 • Voice of Teachers
Program Staffing $281,225
TWB Toolset $210,569
Total Program Expenses $795,710

Teachers Without Borders | Annual Report 2010 | Page 19

 Support Our Work

Support Our Work

Teachers Without Borders is a non-profit, non-denominational, non-governmental 501 (c)(3) U.S. organiza-
tion. 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.twb.org

By Check:
Teachers Without Borders
PO Box 25067
Seattle, WA
98165

For more information, please contact our Business Operations Director, Jessica Clark:
Jessica@twb.org
+1 (206) 623-0394, ext. 2

Teachers Without Borders | Annual Report 2010 | Page 20