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HomeMy WebLinkAboutsubmittalTEACH FOR AMERICA MIAMI SUBMITTED INTO FONDER UPDATE Teach For America Miami Corps F'act3r BLI C RECORD C Number of Corps Members: 40 ITEM W,1 ON ' 1-' Number of Students Serving: 4,590 Number of Miami -Dade Public Schools Serving: 16 Curriculum Span: 1-12, including ESE Neighborhoods Served: Carol City, Liberty City, Opa Locka, Little Haiti, and North Miami Next year: 50-60 more teachers will be placed for a total of approximatelyl00 Corps Members Involved in Extracurricular Activities • At Madison Middle. School, Dave Hardy started a poetry club and is currently researching poetry contests in which his members can participate and is applying for grant opportunities to help fund the club. He is also coaching basketball. • At Brownsville Middle School, Dan Pierce coached the soccer team and Danielle Abrams is coaching track. • At Miami Central Senior High School Jordan Puglisi and Rebecca Good are the sponsors of Poets Nation, the student poetry organization. • At Miami Northwestern, Shawn Andrews is coaching baseball and Craig Donovan is coaching volleyball. • At JFK Middle, Christopher Ruszkowski started a drama club and is coaching basketball. • At Madison Middle School, Danny Ramirez coached the soccer team and Alicia Gilbert is coaching track. • At Thomas Jefferson Middle, Brook Colgan is coaching track. • At North Miami Middle School, Joe Cho started a science club. Teach For America Miami: Corps Members' Success Stories By Kathleen Reynolds, Program Director • Tina De la Fe has established a classroom culture that heavily emphasizes student participation and accomplishment, and she is emphasizing student -centered learning to an exceptional degree in her instructional planning and delivery via project -based learning activities. Ms. De la Fe has current plans to start a student newsletter for her middle school Language Arts classrooms at North Miami Middle School. • Nina Teng teaches in an Exceptional Student Education placement at Miami Central Senior High School. As the lead teacher in her classroom with autistic students, Ms. Teng is well on her way to achieving ambitious goals for her students in life -skills and academic instruction, including incorporating Curriculum Based Instruction, which has her class going on life -skills outings twice a week to various locations around the county. Ms. Teng involved her students in and organized other participants for a "Walk F.A.R. for N.A.A.R," a walk which raised funds for National Alliance for Autism Research. • In addition to maintaining and upholding high standards for student achievement in his World History classroom at North Miami Beach Senior High School, Andy Moore has become actively involved with the local teacher's union, United Teachers of Dade. Mr. Moore has also taken on a leadership role in the Professional Development Committee within Teach For America's Corps Leadership Group. Miami -Dade County Public Schools Currently with Teach For America Teachers School ELEMENTARY Van E. Blanton Earlington Heights Holmes Liberty City Miami Park Westview MIDDLE SCHOOL Brownsville Jose de Diego Thomas Jefferson John F. Kennedy Lake Stevens Madison North Miami HIGH SCHOOL Miami Central Miami Northwestern North Miami Beach Telephone Address (305) 696-9241 10327 NW 11 Ave., Miami 33150 (305) 635-7505 4750 NW 22 Ave., Miami 33142 (305) 836-3421 1175 NW 67 St., Miami 33150 (305) 691-8532 1855 NW 71 St., Miami 33147 (305) 691-6361 2225 NW 103 St. Miami 33147 (305) 688-9641 2101 NW 127St., Miami 33167 (305) 633-1481 (305) 573-7229 (305) 681-7481 (305) 947-1451 (305) 620-1294 (305) 836-2610 (305) 891-5611 (305) 696-4161 (305) 836-0991 (305) 949-8381 4899 NW 24 Ave., Miami 33142 3100 NW 5 Ave., Miami 33125 525 NW 147 St., Miami 33168 1075 NE 167 St., NMB, 33162 18484 NW 48 Pl., Carol City 33055 3400 NW 87St., Miami 33147 13105 NE 7 Ave., N. Miami 33161 1781 NW 95 St., Miami 33147 1100 NW 71 St., Miami 33150 1247 NE 167 St., NMB 33162 Principal Edith Hall Gretchen Williams Dr. Lillian Cooper Susan Keye Henry Crawford Dr. Rosa Simmons Orlando B. Milligan Thomasina O'Donnell Frances Young Kay Mikulas Dr. Alvin Brennan Anne Marie Duboulay Howard I. Weiner Samuel Johnson Dr. Steve Gallon III Raymond Fontana 14 Rookie Teacher of the Year Nominations and 8 Awards! Access Center 3 Award— Debon Lewis received this honor on behalf of his entire Access Center which includes approximately 47 schools. Brownsville Middle School Award - Debon Lewis Jose De Diego Middle School Award - Adrian Uribe North Miami Middle School Award- Joseph Cho Madison Middle School Kennedy Middle School Jefferson Middle School Westview Elementary School Award - Jose Munoz Van E. Blanton Elementary School Award - Arun Kosaraju Miami Park Elementary School Holmes Elementary School Northwestern Senior High Award - Brian Perry Central Senior High Award - Nina Teng Nominee: Dan Pierce Nominee: Meagan Carlock Nominee: Tina De La Fe Nominee: Dave Hardy Nominee: Christopher Ruszkowski Nominee: Brook Colgan Nominee: John Ahlers Nominees: Veronika Herrera, Keith Brooks Nominees: Eric Schlegel, Shawn Andrews Nominees: Craig Donovan, Rebecca Good, and Jordan Fields-Puglisi North Miami Beach Senior High Award - Andy Moore Miami -Dade Words of Support "Teach For America has brought a number of outstanding and committed new teachers that have a sincere desire to serve the children in our schools. The yearly challenges and struggles of recruiting and retaining highly qualified educators in urban schools have been greatly abated via the Teach For America program. The preparation and presence of program participants have made a positive impact on the educational lives and experiences of our students." --Dr. Steve Gallon III, principal of Miami Northwestern Senior High School "The Teach For America teachers at Jose De Diego Middle School are fabulous! Their caring and dedication are inspiring to the administrative staff and other teachers. --Dr. Thomasina O'Donnell, principal of Jose De Diego Middle School "I was fortunate! The Teach For America teachers that came to Holmes Elementary School arrived with vigor and enthusiasm. They have the potential to become master teachers. Their energy and willingness to learn exceeds the norm. Thanks, Teach for America!" -- Dr. Lillian Cooper, principal of Holmes Elementary School "The Teach For America teachers here at Miami Central have done an outstanding job. They came in functioning as though they were veteran teachers." -- Mr. Samuel Johnson, principal of Miami Central High School "I have been extremely pleased with the Teach For America social studies teacher this year. He is energetic, creative, and has excellent classroom management skills. I only regret that I did not hire more teachers from this organization." -- Kay Mikulas, principal of John F. Kennedy Middle School Thank you to our amazing fenders! Teach For America Miami would not be possible without support the support from the following donors: The John S. and James L. Knight Foundation Malco Charitable Foundation Miami -Dade County Public Schools Ocean Bank Staff Members: Wachovia Foundation Washington Mutual The William J. and Tina Rosenberg Foundation Program Contact Information Carey Kane Interim Executive Director carey.kane@teachforamerica.org 305-573-1334 Kimberly Reyes Director of Operational Support kimberly.reyes@teachforamerica.org 305-573-1306 Kathleen Reynolds Program Director (305) 573-1332 kathleen.reynolds@teachforamerica.org Dameon Muhammad Program Director (305) 573-1390 d.ameon.muhammad@teachforamerica.org Teach For America Miami 3550 Biscayne Boulevard Suite 403 Miami, Florida 33137 Phone (305) 573-1306 Fax (305) 573-1297 Sponsor A Teacher Campaign Commitment Form TEACHFORIUNERICA ❑ Yes! I would like to join the Sponsor A Teacher Campaign to increase Teach For America's impact in New York City. I would like to sponsor teachers at $5,000 each. ❑ I am interested in being part of the committee to help Teach For America find other sponsors. CONTACT INFORMATION Name: Business Affiliation: Address: ❑ I prefer to remain anonymous. Phone: Fax: Email: Scheduling Assistant: Phone: In order to make the best possible match between you and a teacher, please complete the following: Universities Attended: Areas of Study:_ Home Town: Special Interests: Grade or Content Preference: ❑ I would prefer not to be matched with a teacher. PAYMENT INFORMATIO.N SUBMITTED INTO THE PUBLIC RECORD FOR ITEM Dar ON 4---to? ❑ Enclosed is my check made payable to Teach For America in the amount of $ ❑ Please charge my gift to my credit card in the amount of $ Card Type Acct. # Signature Exp. Date Teach For America is a 501(c)(3) nonprofit organization. All contributions are tax deductible to the full extent allowed by law. Teach For America does not sell, share or exchange donor lists. **Please return to Teach For America • New York, 315 west 364 Street, 6" Floor, New York, NY 10018, or via fax to (212) 279-2081. For more information, please contact Ruhma Singh at (212) 279 2080 ext 113. HOW YOU CAN HELP • Raise awareness for Teach For America • Charitable support — Sponsor A Teacher • Employee volunteer base • Leverage material resources for classrooms TEACWORAMERICA Corps Profile 2003 Recruiting History Since its inception in 1989, over 67,000 individuals from all academic majors have applied to Teach For America, and over 10,000 have been placed as teachers in 20 geographic areas across the country. Applicant History Year Applicants Matriculants' 1990 1991 1992 1993 1994 1995 1996 1997 1998 1999 2000 2001 2002 2003 2,500 X 3,100 X 3,000 X 3,594 3,100 2,925 2,228 2,522 2,747 3,058 4,068 4,946 13,877 15,706 Total 67,371 587 489 537 479 479 656 789 900 951 1731 1719 • A 'matriculant'. is someone who accepted Teach For America's offer and began the summer institute. X Our information mums were not set up to archive this information. Expansion History by Year Year Region Year Region 1990 Georgia' Los Angeles New Orleans New York City Eastern North Carolina South Louisiana 1991 Bay Area Houston Mississippi Delta Rio Grande Valley 1992 Baltimore Washington, D.C. 1993 New Jersey 1994 Phoenix 2000 Atlanta Chicago 2001 New Mexico 2002 Detroit St. Louis 2003 Miami Philadelphia ' The original Georgia site was rural Teach For America no longer places corps members in rural Georgia.. Corps members are currently placed only in Atlanta. 2003 Corps Statistics This year's corps represents 356 universities, over 500 cities, all 50 states, and the District of Columbia. Extra Curricular Involvement & Leadership and Academic Achievement Majors for 2003 Corps Members Colleges Most Attended by 2003 Corps Members 92% of responding corps members reported that they held a leadership position in at least one activity while attending their undergraduate college or university. Average GPA 3.5 Art and Architecture Business Education Government and Public Policy Humanities Language and Literature Math, Science, and Engineering Social Studies Other 3% 4% 2% 17% 12% 18% 12% 17% 16% Breakdown by Race/Ethnicity of the 2003 Corps Total People of Color. 32% European American 68% (Note: Of the 96% reporting ethnicity) African -American 12% Other 2% Asian -American 6% Latino/Hispanic 7% Multi -Ethnic 5% University of Michigan Northwestern University University of California -Loa Angeles Indiana University University of Wisconsin - Madison The University of Teas at Austin University of California -Berkeley University of Pennsylvania Harvard University Cornell University University of Illinois at Urbana -Champaign University of North Carolina University of Florida Georgetown University Washington University in St. Louis George Washington University University of Virginia Emory University Michigan Sate University University of Oregon New York University University of Maryland University of Chicago University of Georgia University of Notre Dame NATIONAL BOARD OF DIRECTORS Eli Broad Chairman AIG SunAmerica Inc. Sue Lehmann Management Consultant Michael Lomax Don Fisher President Founder Dillard University Gap Inc. TEACHFORAMERICA Nancy Peretsman Leo J. Hindery, Jr. (Chair) Executive Vice President & CEO Managing Director YES Network Allen & Company, LLC John Hotchkis Chairman & CEO Ramajal LLC Sir Howard Stringer Chairman & CEO Sony Corporation of America Walter Isaacson Larry Stupski President & CEO Chairman The Aspen Institute The Stupski Family Foundation David Kenny CEO Digitas Ken Thompson Chairman & CEO Wachovia Corporation Wendy Kopp Greg Wendt President & Founder Senior Vice President Teach For America Capital Research Company Mitch Kurz New York City Public School teacher Former Vice Chairman, Young & Rubicam Sherry Lansing Chairman, Motion Picture Group Paramount Studios Jide Zeitlin Managing Director Goldman, Sachs & Co. www.teachforamerica.org Worth DECEMBER 2002 TH�1�0�1 GivTi'ilitell GiveWjsely As more Americans are bearish about giving, charity is ever more needed. Get the biggest bang for your buck. BY RESHMA MEMON YAQUB WE LIVE IN A NATION OF TREMENDOUS LUXURY, YET every three hours, a child is killed by gunfire. Twelve million American kids live in poverty. A third of the women in the United States have been sexually assaulted. Around the world, 37 million people are refugees or have been displaced from their homes. The facts are alarming. The good news is that we have the power to change them —with our words, with our actions, and, perhaps most important, with our money. That's why Worth, for the second year in a row, set out to identify those charities that are doing the best job, dollar for dollar, of mitigating these problems. These have not been easy times for charities, however. Accord- ing to Giving USA 2002, an annual report by the AAFRC Trust for Philanthropy, Americans gave $212 billion to charity in 2001, virtually unchanged from the nearly $211 billion they gave in 2000—but a decline of 2.3 percent in inflation -adjusted terms. More than three-quarters of this money, or $160.7 billion, was donated by individuals, and of that, nearly half came from those with a net worth of $1 million or more. Essentially, the wealthiest Americans are the ones holding phi- lanthropy together, but that support is getting shakier. A 2002 study by Phoenix Companies found that 69 percent of people with a net worth of at least $1 million feel obligated to give, down from 79 percent in 2001. Clearly, the combination of a two -year - old bear market and a slow economic recovery has made people insecure about their wealth. Corporations are feeling less charita- ble too: In 2001, they gave 14.5 percent less than in 2000. Donor confidence has also been eroded by scandals involving accounta- bility at some charities. Change is under way. The U.S. Internal Revenue Service, which audits just 1 percent of tax-exempt groups, has made a commitment to be more stringent. The BBB Wise Giving Alliance, a watchdog 9 group in Arlington, Virginia, recently raised its standards, requir- ing charities to make budgets available to the public and spend 65 percent of revenue on programs (up from 60 percent). Charities are becoming more transparent about how they use donations, while donors are increasingly restricting gifts to certain programs. We have made some important modifications to this year's list of the top 100 charities. Last year, we excluded religious organiza- tions because they are not required to make their financial infor- mation public. This time, we made exceptions for four crucial faith -based groups, including the Salvation Army and Volunteers of America. We continue to require that charities be national or international in scope, be nonpolitical, and have a track record of at least three years. About half the groups on this list are new. The environment, health, and relief categories have been pared down; the education category reflects a new priority on K-12 public education. Human services is our only expanded category, reflecting an increasing reliance on these basic services. We've also added the arts, but because their impact is typically regional, we focused on five major cultural centers —New York City, Chicago, Los Angeles, San Francisco, and Washington, D.C. Exclusion from our list is not an indictment. Many more good charities out there are doing good work and deserve your sup- port. But we are confident that the charities on this list will spend your money wisely and will do their best to change some of the grim facts of today's world that we all face. r THE ENVIRONMENT RELIEF AND DEVELOPMENT HEALTH IHUMAN SERVICES EDUCATION THE ARTS DECEMBER 2002 I WORTH THE ALL STREET JOURNAL. ONLINE July S, 2002 A Better Class of Teachers School's out for the summer, and if you're not happy with the kids' final report cards, you should read the one that Education Secretary Rod Paige just gave their teachers. In a more demanding age than our own, a big, red "F" would be stamped on the cover of his report to Congress on teacher quality. Academic standards for teachers are "appallingly low," says Mr. Paige, and his 66-page report is full of damning data. Take the 29 states that use something called the Praxis Pre -Professional Skills Test to assess teacher abilities in math, reading and writing. Only one -- Virginia -- sets a passing score at the national average in reading. In every other state, teachers can "pass" the exam if they read below the national average. Passing scores for Florida, Texas and the District of Columbia are set at below the 20th percentile. California, meanwhile, requires that teachers pass a basic skills test set at only the loth -grade level. Much of Mr. Paige's criticism is rightly aimed at teachers' colleges, which he blasts for placing more emphasis on how to teach than on what to teach. The predictable result is that too many teachers don't know their course material. Twenty-seven states have no requirement that teachers demonstrate mastery of the content of the subjects they are hired to teach. Mr. Paige wants all teachers to pass rigorous exams in the subject they teach. But raising standards is only half the battle. Mr. Paige also directs his wrath at states' "outdated certification systems," which "seem to maintain low standards and high barriers at the same time." He wants to see more alternative -certification programs that welcome candidates from other professions who don't meet the traditional certification criteria. Too many states "scare off' promising candidates, he says, by demanding that they take needless courses in "education," which involve teaching theory. New York offers a model here. To address large teacher shortages for math, science and English as a second language, the state enacted alternative certification in 2000. Its Teaching Fellows Program has since proven "incredibly successful" at bringing professionals into the classrooms in highest -need districts, says Saul Cohen, a member of the state Board of Regents. As chairman of the committee responsible for licensing teachers, Mr. Cohen finds that "the people these programs attract to teaching are of very high intellectual caliber." This year 2,200 professionals will seek certification through the fellows program. Teach For America, a non-profit program that places recent liberal arts graduates as teachers in failing schools, is another success story. The Center for Research on Education Outcomes finds that TFA teachers succeeded in boosting student achievement in Houston's Independent Schools District between 1996 and 2000. And Secretary Paige's report says there is evidence that TFA teachers "may in fact elicit greater academic gains from their students than non-TFA teachers." Mr. Paige's report is a welcome contribution to the battle for accountability in education, which has too often focused only on students. Teachers shouldn't be stigmatized, but neither should they be protected from competition and public scrutiny. While their unions may object, most individual teachers will appreciate the incentive to excel. WACHOVIA News Announcement Oct. 27, 2003 Contacts: Wachovia Championship Wachovia Community Affairs Teach For America Charlotte -Mecklenburg Schools Allison Miley Alison Rice Press Center Jerri Haigler (704) 383-9763 (704) 383-5644 (212) 279-2080 (980) 343-5963 WACHOVIA CHAMPIONSHIP GIVES TEACH FOR AMERICA $1 MILLION Teach For America partners with Charlotte -Mecklenburg Schools to bring national program to Charlotte CHARLOTTE, N.C. — Today the Wachovia Championship announced a donation of $1 million to Teach For America, the primary charitable recipient of a portion of proceeds from the 2003 golf tournament. The money was given by Champions for Education, Inc., a 501(c) (3) foundation formed to raise funds for education that manages and operates the event as the tournament host organization. Teach For America has also been selected as the primary beneficiary of a portion of proceeds from the upcoming 2004 event. "As part of the Wachovia Championship, Champions for Education, Inc., is thrilled to be able to share a portion of the proceeds from the tournament with this extremely worthy organization," said Ken Thompson, board member of Champions for Education, Inc. and chairman and CEO, Wachovia Corp. "We are excited that this gift will benefit children across the nation as well as here in Charlotte. We'd like to extend our thanks to every volunteer and spectator who attended the inaugural event, as you helped make this contribution a reality." Proceeds from all PGA TOUR events benefit charities selected by the tournament organization. Teach For America will use the $1 million donation to further efforts in the 20 communities it operates in today. As well, half of the gift is designated to help Teach For America expand its current North Carolina presence into Charlotte, where it plans to place and support 50 new teachers for the 2004-2005 school year. "We would like to thank Wachovia, not only for this extremely generous gift, but also for being such a committed partner at so many levels of the organization," said Wendy Kopp, president and founder of Teach For America. "Thanks to the support of partners like Wachovia, Teach For America continues to thrive as an organization. Over the last three years, we have grown our corps from 1,000 corps members in 13 communities to more than 3,200 corps members in 20 communities. This growth means many more corps members working relentlessly as teachers during their two-year commitments to - more - ensure that many more students growing up today have more of the opportunities they deserve. And, it has meant growing our alumni force, leaders working within education and from every sector and at every level of policy, to effect lasting, fundamental change that will help eliminate educational inequity." Teach For America is building the movement to eliminate educational inequity by calling upon our nation's most promising future leaders —recent college graduates of all backgrounds and academic majors —to commit two years to teach in urban and rural schools in some of our nation's lowest income areas. Alumni of the program are a growing force of leaders working in education and from every other sector —law, medicine, policy, etc. —to strengthen our nation's schools and take on the range of social issues that limit the prospects of children growing up in low-income communities. With support and partnership from Charlotte -Mecklenburg schools, Teach For America will begin placing teachers in the Charlotte area in the fall of 2004. "Urban school districts throughout the country face a constant challenge of recruiting quality teachers to work in challenging settings," says Dr. James L. Pughsley, superintendent of schools. "Research shows that one of the single most important factors in student achievement is having a top quality teacher in every classroom. Our goal in Charlotte -Mecklenburg Schools is to recruit and retain teachers who possess the knowledge, skills and desire to truly make a difference for every child. CMS is extremely fortunate to be part of a community that values public education and supports efforts to meet the challenges we face. We are pleased to help bring the nationally recognized Teach For America force to the Charlotte area and value the support Wachovia gives to CMS." Wachovia Corporation is the title sponsor of the Wachovia Championship. In keeping with Wachovia's strong commitment to furthering education opportunities in local communities, the company supports Teach For America through donations, volunteer efforts and support for the eight offices in Wachovia's retail footprint, as well as numerous offices across the country. Ken Thompson, Wachovia chairman and CEO, is on the board of directors of Teach For America. About the Wachovia Championship and Champions for Education, Inc. The inaugural Wachovia Championship was held May 5-11, 2003, at Quail Hollow Club in Charlotte. It is one of the largest, most prestigious sporting events in the Charlotte region. Wachovia, the title sponsor, and the PGA TOUR's initial agreement is to continue the event through 2006. It is intended as an annual tradition that will bring customers, players and patrons back each year for an unforgettable golf experience. The $5.6 million purse in 2003 was one of the highest on the TOUR, and guaranteed the winner — David Toms — more than $1 million. The prize money, renowned golf course and facility, and early May time slot are a key draw to many of the stars on the PGA TOUR. The 2004 tournament will be held May 3-9. - more - TEACHFORANIERICA Contact: Amy Palladino Teach For America (212) 279-2080, ext. 134 apalladino@teachforamerica.org TEACH FOR AMERICA DEPLOYS LARGEST -EVER CORPS, EXPANDS INTO MIAMI AND PHILADELPHIA Organization will have More Than 3,200 Teachers in 20 Regions Across the Country NEW YORK, AUGUST 12, 2003 — In its ongoing effort to build the movement to eliminate educational inequity, Teach For America deployed its 2003 corps of 3,200 members — the organization's largest ever — to urban and rural areas across the country, where they begin what Teach For America hopes will be a lifelong pursuit of expanding opportunities for children. For the first time, the organization will place teachers in Miami and Philadelphia, bringing the total number of Teach For America placement communities to 20. In the 13 years since the organization started placing teachers, its 10,000 corps members have reached more than 1.5 million students. "In order to realize our vision of educational equity for all, we need to continue to grow our presence and impact in low-income communities across the country," said Wendy Kopp, founder and president of Teach For America. "This passionate corps of young leaders is dedicated to improving the educational and life prospects of their students. Beyond impacting students directly, their two years in the classroom will inspire them to continue working throughout their lives, from every sector and at every level of public policy, to effect the systemic changes necessary to close the achievement gap in this country." In the spring of 2003, Teach For America reached the mid -way mark of a phased expansion plan. Over the last three years, Teach For America has grown its applicant pool from 4,000 to 16,000 individuals, grown its corps from 1,000 corps members in 13 communities to more than 3,200 corps members in 20 communities, grown its general operating funding base from $10 million to $30 million, improved its programmatic infrastructure, and increased the impact of its corps members and alumni. - more - www.teachforamerica.org TEACHFORAMERICA With the addition of Miami and Philadelphia, the complete list of Teach For America placement communities is: Atlanta South Louisiana North Carolina Baltimore Miami Philadelphia Bay Area Mississippi Delta Phoenix Chicago New Jersey Rio Grande Valley Detroit New Mexico St. Louis Houston Greater New Orleans Washington D.C. Los Angeles New York City Teach For America teachers go above and beyond traditional expectations to help compensate for the socio-economic challenges their students face and inspire them to achieve dramatic academic gains. For example: • All of Susan Asiyanbi's (New Jersey '01) fourth graders started the school year on a second grade math level. To improve their math skills, Susan divided students into groups by ability level and gave each group individual attention. She worked with students before class on an interactive math website, and hosted math competitions to give her students an opportunity to showcase their talents. By year's end, all of her students increased at least two — and sometime three — grade levels on the state math assessment. • Very few of Jessica Kramer's (Los Angeles '01) kindergarten students started school knowing any letter names, numbers, shapes, or colors, and most did not speak more than 10 words in English. To build the foundation his students needed to achieve academically, Kramer wrote grants to purchase books and developed a system of academic tools that parents used to coach students at home. By year's end, Kramer's students moved up two full English Language Development (ELD) levels, 90 percent fully mastered the year-end reading assessment, and many could write at an early first -grade level. • At the beginning of the school year, most of Joe Negron's (New York '01) sixth grade math and science students were performing on a third- or fourth -grade level. Negron instituted various learning modalities into his lessons, and conducted regular tutoring sessions at the public library to move his students forward. As a result, Negron's class produced half of the students in the school that performed at the top level on the City's annual math assessment, and one of his students earned a perfect score, the school's first in more than a decade. • The majority of Anne Pennington's (Mississippi Delta '01) kindergarten students entered her class without knowing the alphabet, let alone being exposed to books. Pennington taught her students key comprehension strategies, and by mid -year 90 percent of her students mastered the Mississippi state standards in reading for kindergarten and started working on first -grade skills. - more - www.teachforamerica.org The Champions for Education, Inc. board manages and operates the event. Five members comprise the current Champions for Education, Inc., board of directors: • Johnny Harris — President, Quail Hollow Club • Harry Jones — Mecklenburg County Manager • Anna Spangler Nelson — President, C.D. Spangler Construction Co.; Partner, Wakefield Group • Rick Priory — Chairman, President and CEO, Duke Energy • Ken Thompson — President and CEO, Wachovia Corp. About Wachovia Wachovia Corporation (NYSE:WB) is one of the largest providers of financial services to retail, brokerage and corporate customers throughout the East Coast and the nation, with assets of $389 billion and stockholders' equity of $33 billion at Sept. 30, 2003. Its four core businesses, the General Bank, Capital Management, Wealth Management and the Corporate and Investment Bank, serve 9 million households, including 900,000 businesses, primarily in 11 East Coast states and Washington, D.C. Its broker -dealer, Wachovia Securities, LLC, serves clients in 48 states. Global services are provided through more than 30 international offices. Online banking and brokerage products and services also are available through Wachovia.com. About Teach For America Teach For America is the national corps of outstanding college graduates who commit two years to teach in low-income urban and rural communities and become life-long advocates to expand opportunity for children. Corps members go above and beyond traditional expectations to impact the lives of children growing up in low-income communities. Beyond their two years, corps members take their insight and added commitment to assume leadership roles from inside education and from every other sector and work toward the fundamental changes necessary to provide more equal opportunities for all children in our nation. Since its first 500 corps members entered classrooms in 1990, Teach For America has recruited more than 10,000 outstanding college graduates of all academic majors. Corps members teach in 20 locations in underserved communities across the country. For more information on Teach For America, please visit: www.teachforamerica.org About CMS Charlotte -Mecklenburg Schools (CMS) is the 23`d largest school district in the country with more than 114,000 students and 14,000 employees. CMS has been recognized nationally for increasing student achievement while narrowing the achievement gap. With student achievement as the district's top priority, the administration has focused on providing access to rigorous coursework for every child. In 2003, Newsweek Magazine ranked four CMS high schools to its "Top 100 Best High Schools in America" list for the - more - number of Advanced Placement (AP) and International Baccalaureate (IB) courses offered. Last year, 52 percent of the district's graduates took at least one AP or IB course. In addition, tremendous gains have been made in the past six years with more than 87 percent of fifth grade students performing on grade level in reading in 2002-2003 and 92 percent on grade level in math. About the PGA TOUR The PGA TOUR is a tax-exempt membership organization of professional golfers. Its primary purpose is to provide significant competitive earnings opportunities for past, current and future members of the PGA TOUR, Champions Tour and Nationwide Tour; to protect the integrity of the game; and to help grow the reach of the game in the U.S. and around the world. Approximately 120 events are being contested on the three TOURs in 2003, for more than $290 million in prize money. In addition to providing competitive opportunities for its membership, TOUR events also generate significant sums of money for charity. TOUR events have raised approximately $750 million for charity since 1938, the first year such records were kept. The PGA TOUR's Web site address is www.pgatour.com. TEACIfORAMERICA About Teach For America Teach For America is the national corps of outstanding college graduates who commit two years to teach in low-income urban and rural communities and become life-long advocates to expand opportunity for children. Corps members go above and beyond traditional expectations to impact the lives of children growing up in low-income communities. Beyond their two years, corps members take their insight and added commitment to assume leadership roles from inside education and from every other sector — and work toward the fundamental changes necessary to provide more equal opportunities for all children in our nation. Since its first 500 corps members entered classrooms in 1990, Teach For America has recruited more than 10,000 outstanding college graduates of all academic majors. Corps members teach in 20 locations in underserved communities across the country. For more information on Teach For America, please visit: www.teachforamerica.org. ### www.teachforamerica.org f.%, 411.c4e the 10. ,t oflPyotoaci liesM•t DD I OCTOBER 2003 NTERMEDIATE School 151 in New York CIty's im- poverished South Bronx is an ugly brown -brick building that looks like a prison. Huge and squat, it sits on a ramshackle side street across from • an enormous housing project. The school isn't pretty on the in- side either. Ninety-five percent of its mlddle-school students failed to meet standards on the most recent citywide exams. Police have been called to the building many times, and on more than one occasion they've taken stu- dents away in handcuffs. Despite all that, about 500 young children were transferred to I.S. 151 from their crumbling nearby elemen- tary school. Now more than 1,500 kids —from hip -hopping teens to fright- ened kindergartners —are crammed together inside. On bad days, older kids race through the halls ripping down bul- letin boards, breaking clocks or pulling fire alarms, and the announcement comes over the loudspeaker; "'Ibach- ers, lock your doors!" I.S.151 is where Carolyn Leuner was sent for her first year of teaching. September 2002 These first two weeks have been far frorn easy; gang switched from teaching Sth- and 6th- gtade science to kindergarten four days before school started, realizing that my *Name changed to protect privacy. 76 students didn't know any letters of the al- phabet or how to write their names. One didn't even know she had a first and last name. Murry don't know colors. I. know I have a long road ahead to get my students where they need to be so that they are prepared for the fast grade. And on top of that, there is Zaino.* Today, Zaire hit Michael because he wouldn't share his black crayon with her. Ipull than apart and ask Zaire how she would feel If Michael had hit her. She simply shuts off at this point —puts her fingers In her ears and stares at me blankly. She never looks away, but she never responds to what Isay. I send her back to herseat, hoping that I have reached her with my inspiring words. Before I can even get back to the center of the classroom, Zaire has run around the room, tearing down posters, flip- ping her group's table onto its side. After the initial shock wears off I re- alize Zaire has the ability to disrupt any lesson anytime. I talk to her mother, her brother, her sister. Their response: We can't control her at home either. LEUNER. a five-foot, 11-inch athletic - looking blond Cornell University graduate has arrived with almost no teaching background. Her only for- mal training was a five -week crash course given the summer before school started. Leuner is a member of Teach For America (TEA), the national program that recruits high -achieving college graduates to work in the kind of low-income rural and urban schools from which many educators flee. After her sink -or -swim introduc- "One, two, three. Eyes on me." Capturing children's attention is the first step In teaching them to read. tion to teaching inner-city children, Leuner worked hard to create an oasis of calm in her classroom. Now, on a sunny Tuesday, 19 tiny five- and six - year -olds sit patiently on the class- room's multicolored rug. Their names are a symphony of Latino, Caribbean and African Ameri- can sounds: Alonja, Alricka, Larimar, 77 RO i OCTOBER 2003 Malik, Miguel, Moises, Princess, Saf- fiyah, Shamrya, Vergilio, Zuley. Leuner calls the class to order: "Let's read!" The children look at words neatly written on an oversize pad and begin chanting in spirited, loud voices as they read a sentence their teacher has written on the pad: "Big Guy! Finger Space! Finger Space! period!" "Big Guy" is the name Leuner uses for a capital letter. "Finger Space" means the space between each word ina sentence. These kids aren't just reading; they're engaged. having fun and learning punctuation too. "Who wants to show me something on the pager Leuner asks. An impish little boy with coal -black hair and dark eyes waves his hand frantically. "Jorge, come on down!" Leuner chants game -show -host style. Wearing a pair of blue jeans much too big for him, a Tight blue shirt and a big black tie, Jorge jumps up. He points to and reads the word great on the pad. It goes on like this all day, every day. Leuner challenges, entertains and in- trigues. And gradually her students respond. October 2002.16 morning! see Zaira standing outside waiting for the school building to open. I walk out, and we begin talking about the grass and the sky. She tells me that she likes my shoes and that she wishes I would wear my hair down. Noticing that 1 am wear- ing eyeliner, she says, "Miss Leuner, your eyes look funny. Do you need 78 glassesNl laugh, and she grabs my hand That day Za im ate my chalk, refused to get out of her chair for lunch and bit Jasmine on the arm. But I realized that I was constantly making a laundry list of what she did wrong. l would automatically believe any tattles the other kids made on her. Granted a lot of them were true, but I had put her in a little bat Even though on the surface I was encouraging and stiU trying to give incentives and work with her family, I knew that deep down 1 had given up on her. I made a vow that day to maintain in her the same high expectations 1 maintained for the rest of my students. So, over the next weeks, I continue to talk to her family, but I start talking more to •herI find out that she wants to be exactly like her brother, that she loves to sing, that there are no books at home, no crayons, no glue —that is the real reason she isn't doing her work. I find out that she puts her fingers in her ears because she expects to get yelled tit. She loves being line leader, and she loves the book "If You Give a Pig a Pancake." Zaira and I begin to work together during lunch on her letters and her sounds. We spend every morning chat- ting before school as 1 work to build her social skills, her academic skills, but most of all her belief in herself. This has become our sacred time together. She begins writing scribbles at first and then her mass of colors begins to emerge into pictures. Most of all, she suddenly de- sires to come to school and become part of the community of [earners we have created in our classroom. LEUNEa USES a combination of hand - clapping, rhymes and chants to man- age the level of activity in her classroom. When those techniques fail, she has an icy, devastating stare —one of which is usually enough to get chatty Clari- bel or super -social Jorge to stop call- ing out. Perhaps her most effective tool is a color -coded behavior -tracking sys- tem: Blue is best, Green a warning, Orange means a loss of privileges. It has been astonishingly effective at keeping the kids in line. Discipline is fundamental to Leuner s approach to teaching so Is a little TLC when a five -year -old really needs some. "Jasmine, if I have to tell you to quiet down again, you're going to Green!" she says. Early in the year, as part of her out- reach to her students' parents, Leuner suggested that they ask, "What color were you in school today?" A number of the parents were so pleased with this system that they are using it at home. This, and a lot of other tools, came 79 RO I OCTOBER 2003 right out of the Teach For America playbook. It is one of the many ways in which Leuner says TFA has guided, inspired and aided her. March 2003. All the children know their letters now. They know left and right, west and east. They can add sin- gle -digit numbers. All of them are writ- ing sentences with periods at the end. Zaira is still the first to get out of her seat during a lesson, but she finishes her work now and hasn't hit anyone in class since November. Zaira just fin- ished her own story —with capital letters at the beginning of her sentences and filled with illustrations and a title page —describing her adventures to the moon in a rocket ship. Books are sacred in my room, and my children love to read. My students will come up with rhyming words and words ending in the same sounds. They know what the word "stealth" means, and they use it to go on stealth missions through the hallways, undetected. Michael, who wears the same tucked - in shirt almost every day, reads on a third -grade level and is writing on a first -grade level already. They are all brilliant. FACULTY, ADMINISTRATORS and parents agree: Carolyn Leuner is remarkable — an extraordinary teacher. Her calm demeanor (she almost never yells at her students), her idealism and her classroom -management skills have paid off. Her students know exactly what to do from the moment they ar- rive. Homework goes in the home- 80 work box. And students sit in their assigned seats. When Leuner calls out, "One, two, three. Eyes on me!" they quickly reply, "One, two. Eyes on you!" Rules are firm, and the teacher has high expectations for every stu- dent. But in her classroom, learning — poetry, math, science, reading —is exciting and her students have come to crave it. March 2003. I have been hearing ru- mors that Zaira is leaving At the end of one school day, her mother walks in with bags of her brother's and sister's school stuff It was true. I can feel tears welling up in my eyes. "Hi, Miss Leu- ner,"she says. aWe are moving to a new neighborhood. I'm bringing Zaira's brother and sister to their new school on Monday. But I've worked it out so Zaira can stay. I am going to drive her every morning and pick her up every after- noon for the rest of the year." Zaira just clung to me. Now IT's late June, and the kindergarten classes have just completed graduation ceremonies. Leuner's kids and theirfamilies jam into her classroom to say goodbye. It's bittersweet. After wavering all year about which grade she wanted to teach In the fall, Carolyn had fi- nally decided to "loop" with her class —continue with the same chil- dren into first grade. For some rea- son, however, her request was denied, so she will be back in kindergarten next fall. She's feeling great sadness at let- ting go of these students. There have been losses and extraordinary suc- cesses. And today she and the chil- dren share a sense of pride and accomplishment. "Welcome," she says to everyone. Then there is a catch in her voice: "rm going to cry." As tears flow, she tells the many parents, "This has been an amazing year for me. Your children are so bright!" The kindergarten kids get diplo- mas, and Leuner salutes each child in- dividually, describing his or her special quality: "Saffiyah has a great imagi- nation. Michael is one of the smartest children I've ever met. Rhona, who didn't know the alphabet, is now read- ing books by herself. Miguel has a smile for everyone. Marlene is one of the best artists I've ever seen. Jorge is always looking out for others." Every child gets a heartfelt, honest minute of praise. Except one. CLASS ACTION One child is missing. One promis- ing child has slipped away into the confusing crosscurrents that sweep around poor families. Zaira. Despite her mother's best efforts, she wasn't able to finish the year with her classmates. Distance, job conflicts, time, family contingencies —every- thing created too many obstacles, Leuner suspects. Yet, Zaira was powerfully present in Leuner's mind that day. Zaira had caught a bit of the light and might hold on to it. "Zaira—all the Zairas," Leuner says, "is why I teach for America." Founded in 1990, Teach For Amer- ica recruits recent college graduates to devote two years to teach in urban and rural schools in low-income commu- nities. Some 9,000 exceptional young people have participated in the pro- gram. Tb learn more, visit its website, www.teachforamerica.org. 81 Miami Teach For America is the national corps of outstanding recent college graduates who commit two years to teach in urban and rural public schools and who become lifelong leaders in the effort to expand opportunity for children. Today, forty of the nation's top recent college graduates are teaching in sixteen public schools in six of the lowest - income areas of Miami as part of Teach For America. These Miami corps members and alumni are part of a national Teach For America community over ten thousand strong. These 40 determined and committed individuals work relentlessly to achieve dramatic gains in student achievement for over 4,000 students in Liberty City, Carol City, Little Haiti, Opa-Locka, North Miami, and North Miami Beach. The principal response throughout Miami - Dade County has been overwhelmingly supportive; Mr. Samuel Johnson, principal of Miami Central High School, stated, "The TFA teachers here at Miami Central have done an outstanding job. They came in functioning as though they were veteran teachers." These charter corps members are well on their way to completing the charter year in the Miami region with notable success. Eight corps members have already been voted "Rookie Teacher of the Year" at their respective schools, and 10 more have received nominations. In addition to being excellent classroom teachers, the Miami charter corps members are also coaching athletic teams, sponsoring academic clubs, serving as advisors to student organizations, and laying the groundwork for new aca- demic programs, including a Saturday FCAT preparation initiative. "What attracted us to Teach For America was its unique combination of visionary leadership and measurable achievements. The organization has a broad mission that focuses on building a long-term movement, rather than settling for addressing short-term needs. And Teach For America backs its image with specific, measurable objectives and documented results." -Ken Thompson, CEO, Wachovia Corporation CHARACTERISTICS OF THE CORPS • Average GPA: 3.5 • Average SAT score: 1310 • Held leadership roles on campus: 89% • People of color: 32% MIAMI: CORPS MEMBERS & STUDENTS REACHED CORPS MEMBERS STUDENTS REACHED 2003 40 4,590 2004 100 2005 100 8,500 8,500 `04-05 estimates are based on national recruitment projections. MIAMI: REVENUE NEEDS Corporations: 2004 Foundations: Individuals: Public Funds: $400,000 $200,000 $34,000 $150,000 COST PER CORPS MEMBER It costs Teach For America $9,500 to fund each corps member for one year. Through national fundraising efforts and federal support, our national office is able to subsidize the cost of bringing corps members to twenty regions across the country. Ongoing Support 6% Fundraising Local Management & General Recruitment Pre -Service Institute MIAMI SUPPORTERS CORPORATIONS AT&T Ocean Bank Wachovia Washington Mutual FOUNDATIONS The Knight Foundation The Rosenberg Foundation PUBLIC Miami -Dade County Public Schools CONTACT Teach For America • Miami Carey Kane, Interim Executive Director 3550 Biscayne Boulevard, Suite 403 Miami, FL 33137 p (305) 573-1334, f (305) 573-1297 carey.kane@teachEoramerica.org "Teach For America has brought a number of outstanding and committed new teachers that have a sincere desire to serve the chil- dren in our schools. The yearly challenges and struggles of recruiting and retaining highly qualified educators in urban schools have been greatly abated via the Teach For America program. The preparation and presence of program participants have made a positive impact on the educational lives and experiences of our students." -Dr. Steve Gallon III, Principal, Miami Northwestern Senior High School 2003 Teach For America — Miami Charter Corps First Name Last Name Alma Mater Placement Subject 1 Subject 2 Subject 3 Danielle Abrams UNIVERSITY OF CALIFORNIA-SANTA BARBARA Brownsville MS 6th, 7th & 8th - Reading Lab John Shawn Ahlers Andrews DEPAUW UNIVERSITY UNIVERSITY OF SOUTHERN CALIFORNIA Miami Park Elementary Northwestern HS 1st 11 th - American History 12th - American Government Thomas Boisvert SYRACUSE UNIVERSITY Holmes Elementary 4th Luke Brennan TUFTS UNIVERSITY Lake Stevens MS Id. - Civics Keith Brooks COLGATE UNIVERSITY Holmes Elementary 5th Meagan Kristan Carlock Carter UNIVERSITY OF MICHIGAN-ANN ARBOR UNIVERSITY OF MISSOURI- COLUMBIA Jose de Diego MS Liberty City Elementary 8� — General Science 2nd Joseph Brook Cho Colgan UNIVERSITY OF VIRGINIA-MAIN CAMPUS NORTH CAROLINA STATE UNIVERSITY AT RALEIGH North Miami MS T. Jefferson MS 6th - Science 7th - Comprehensive Science 8th - Earth Space Science 9th - Earth Space Science Heather Day MOUNT HOLYOKE COLLEGE Miami Park Elementary Elementary ESE Tina DeLaFe AVERETT COLLEGE North Miami MS 6th - Language Arts 7th - Language Arts Jessica Demaree GEORGE WASHINGTON UNIVERSITY Central HS 11 th - American History Craig Donovan UNIVERSITY OF WASHINGTON- SEATTLE CAMPUS Central HS 9th - Earth Space Science l Oth & l l th - Chemistry Jordan Fields-Puglisi INDIANA UNIVERSITY- BLOOMINGTON Central HS 10th - English Sandra Gallardo UNIVERSITY OF CHICAGO Blanton Elementary 3rd Alicia Gilbert INDIANA UNIVERSITY- BLOOMINGTON Madison MS 7th - Language Arts 8th - Reading Rebecca Good UNIVERSITY OF CALIFORNIA- BERKELEY Central HS HS - Reading Jennifer Guilamo UNIVERSITY OF ILLINOIS AT URBANA- CHAMPAIGN Jose de Diego MS 8th - Math David Hardy Jr. COLGATE UNIVERSITY Madison MS 7th - Language Arts Veronika Herrera CALIFORNIA STATE POLYTECHNIC UNIVERSITY- POMONA Holmes Elementary 3rd Arun Kosaraju UNIVERSITY OF PENNSYLVANIA Blanton Elementary 5th Marie Kunthara THE UNIVERSITY OF TEXAS AT AUSTIN Liberry City Elementary 3rd Debon Lewis UNIVERSITY OF PENNSYLVANIA Brownsville MS 6th - World Geography 7th - Civics Andy Moore UNIVERSITY OF MINNESOTA-TWIN CITIES North Miami Beach HS 9th - World History Jose Meagan Munoz Nearing UNIVERSITY OF ROCHESTER UNIVERSITY OF MICHIGAN-ANN ARBOR Westview Elementary North Miami Beach HS 5th HS - Biology HS - Physical Science Theresa Noble BRYN MAWR COLLEGE Westview Elementary 3rd Jessica Oates SLIPPERY ROCK UNIVERSITY OF PENNSYLVANIA North Miami Beach HS l Oth - English 12th - English Brian Perry UNIVERSITY OF MISSOURI- COLUMBIA Northwestern HS 9th - English 11 th - English l Oth - Reading B Daniel Pierce DAVIDSON COLLEGE Brownsville MS 7th - Comprehensive Science 8th - Earth Space Science Arliss Prass HOBART WILLIAM SMITH COLLEGES Central HS HS - ESE: TMH Daniel Ramirez WILLAMETTE UNIVERSITY Madison MS 6th - General Science 7th - General Science Christopher Ruszkowski UNIVERSITY OF MINNESOTA-TWIN CITIES JFK MS 7th - Civics Eric Schlegel UNIVERSITY OF ALABAMA IN HUNTSVILLE Northwestern HS HS - Intensive Math HS - Algebra Michael Shapiro CORNELL UNIVERSITY Lake Stevens MS 8`" - Science Amanda Simson UNIVERSITY OF VIRGINIA-MAIN CAMPUS Jose de Diego MS 8th — Math Nina Teng UNIVERSITY OF PENNSYLVANIA Central HS HS - ESE: Autistic Adrian Uribe UNIVERSITY OF CALIFORNIA-LOS ANGELES Jose de Diego MS 7`h - Geography Brandi Vardiman INDIANA UNIVERSITY- BLOOMINGTON Earlington Heights Elementary 3"1 TEACHFO 1 M I Teach For America Miami FY2004 Budget Expenses REGIONAL BUDGET FY 2004 Local Regional Share of Recruitment & Pre -service CM Professional Alumni Program Management and Local National Selection Training Development & Support General Development Overhead Total Full Time Salaries and Benefits $ 79,865 $ 29,791 $ 115,332 $ 12,863 $ 98,467 $ $ 27,353 $ 363,671 Part Time Salaries 20,154 45,638 2,402 332 2,378 - 1,240 72,145 Communications 9,100 4,077 6,275 1,351 5,964 1,606 28,374 Office Supplies & Equipment 2,977 6,688 5,456 324 5,345 2,500 23,290 Rent 1,803 564 9,970 72 9.950 7,733 30,093 Program Materials 12,226 3,283 428 221 250 22 16,430 Advertising and PR 9,840 787 1,085 493 799 485 13,490 Staff Professional Development 861 229 1,804 431 1,723 3,363 8,411 Travel including Pre -service room and board 26,430 113,476 4,702 1,224 3,317 1,608 150,757 Research 198 165 - 494 857 CM Support including Financial Aid 32,558 6,048 6,036 5,564 50,206 Insurance - - - - 1,680 1,680 Professional Fees 1,693 2,080 108 240 - - 2,678 6,799 Other, Intl Depreciation 8.799 1.568 390 1 742 352 4 180 17.031 Total Expenses $ 206,505 $ 208,182 $ 154,164 $ 19,294 $ 134,581 $ - $ 60,506 $ 783,233 % of Total 26% 27% 20% 2% 17% 0% 8% 100% Aso fifth grade teacher in the South Bronx, I experien od first -hind the shortcomings of the public educ,�tion ystem and a, a result, decided to rlodicote my career to vvorkm q to clone the achievement gap. Ray Area 0 los Angeles Phoenix South Dakota Detroit C.) ) New York City 0 Battimore u New Jersey Chicago X) Philadelphia L-7 Washington, DC, ) St. Louis C ) 0 North Cm Mina New Mexico Mississippi Delta Atlanta South Louisiana Houston r Greater New Orleans Rio Grande Valley Q 0 Miami TEACH FOR AMERICA IS TO TODAY WHAT THE PEACE CORPS WAS FOR AN EARLIER GENERATION. ITS Y'SS:C,N O OBILIZING RECENT COLLEGE GRADUATES TO TAKE THEIR SKILLS TO THE CLASSROOMS OF UNDERPRIVILEGED SCHOOLS SEEMS NO SATIONAL, BUT AWESOME. SIR HOWARD STRINGER CHAIRMAN ANID CFO, SONY CORPORATION O 1, =•• ' CORPS MEMBERS GAIN THE INSIGHT AND COMMITMENT TO EFFECT LONG-TERM CHANGE AFTER THEIR TWO-YEAR COMMITMENT. Upon graduating from Carleton College in 1990, Dr. Sarah Van Orman joined Teach For America and taught high school physics and rural Georgia. She went on to complete her MD at Mayo Medical School and to train in internal medicine and pediatrics at the Pritzker S.;:, Medicine at the University of Chicago, where she remains as a faculty member. Currently, she focuses on adolescent and young adult health s-..,; with a special interest in school -based health care. Dr. Van Orman is part of a program called "Adept Pediatrician", which partners phe ai„s a with local elementary and middle schools. Every week she's back in the classroom teaching health education to Chicago students. Sarah is one of over 7,500 Teach For America alumni who understand the challenges facing students in low-income communities and how thz is currently set up to respond to those challenges. Fueled by the insight they gain and their outrage at the injustices facing their students. our become lifelong leaders working to create effective institutional change to eliminate educational inequality. Alumni Continue Working to Expand Opportunity for Children Teach For America Alumni Survey, Fall 2002: • 63% of alumni (dating back to 1990 corps members) are working full-time in education, 3'7% as K-12 teachers and 26% in administrative, higher education and other positions in the field of education. • Both within and outside of the education field, 79% of alumni have been influenced in their career choices by their desire to expand opportunities in low-income neighborhoods, and 84% of alumni participate in civic activities motivated by the desire to expand opportunities in low-income neighborhoods. Alumni in Leadership Role Our alumni are leading systemic change in education. • Like Dave Levin and Mike Feinberg, Houston alumni and founders of the nationally acclaimed Knowledge is Power Program (KIPP), they are running and staffing high -performing charter schools in communities across the country. • Like Michelle Rhee, Baltimore aturnne and CEO of the NIr:e<: which last year brought in more than ,i fifth oi the now ie, City, Atlanta Washington, DC Kansas City, and `pan-rusc. change the way new teachers are brought in to the piol ,sic.: And, they are°supporting and leading change from other sectors. • Like Bill Norbert, New Orleans alumnus and Majority Whip ir, of kepre4-,entatives, May are working to impart state h gisiaticr education, requirements for teachers, testing standard,. recr. and other important initiatives. • Like Alanna 0otdrnan, Los Angeles alumna and lawyer with La: Watkins who coordinates the firm's adoption project, they are resources of major corporations and law firms to increase their to social change. CORPS MEMBERS HAVE THE LEADERSHIP SKILLS TO PROVIDE MORE STUDENTS GROWING UP TODAY WITH THE EDUCATIONAL OPPORTUNITIES THEY DESERVE. When Joseph Negron, a 2001 New York City corps member and Harvard College graduate, began teaching his 6th grade math and science classes, all of his students were performing below grade level. In fact, one student could not multiply single digit numbers. By the end of the school year, this student received one of the highest scores on the district -wide math test. Joe's other students enjoyed similar success, with the overwhelming majority performing at or above the 6th grade level. Joe is one of 3,100 corps members nationwide who are working to close the achievement gap everywhere from the Bronx and Harlem in New York City, to remote rural areas in the Mississippi Delta, to South Central Los Angeles. Characteristics of the Corps e ulp';Al ',rnry' . A`:ei aan (tHA l ld lr a0er ;l,il on (arrlpuH . ... 97'4, Peoplo of color. Independent Study Reveals Impact on Student Achievement Center for Research on I_ dur anon Outcomes August 2001, Corps members teaching grades 3 8 in Hoi_iston, Texas, produced gains in student achievement ;In great as, and often greater than, other new leache: in then schools in every area and at c,very grade level. Independent Study Reveals High Principal Satisfaction Kane, Parsons & Associates, August 2001. • Nearly 3 out of L, principals responded that corps members are more effective than their other beginning teachers. • On indicators of successful teaching, the vast majority of principals raled corps rnernbers as good or excellent: 97% Achievement orientation and drive to succeed 91% Instructional planning 94% Knowledge of the subject matter 92% Working with other faculty and administrators 94% Assuming responsibility for student achievement 95% Motivation and dedication to teaching 87% Accessing additional resources to meet student needs 90% Seeking ongoing professional. development CHILDREN GROWING UP IN LOW-INCOME COMMUNITIES DO NOT HAVE THE SAME EDUCATIONAL PROSPECTS AS CHILDREN IN OTHER AREAS. Every year, our best to tend G_1 Our Ressonse. WE ARE CALLING UPON OUR NATION'S MOST PROMISING LEADERS TO ADDRESS THIS INJUSTICE. During their two-year commitment to teach in urban and rural communities, our corps members — outstanding recent college graduates of all academic majors — exceed traditional expectations to ensure their students progress academically. At the same time, corps members gain the insight and commitment that lead them to be effective lifelong advocates for change from both inside and outside the field of education. Thus, we are building a powerful movement to eliminate educational inequality — a movement that fuels itself through expanding the opportunities available to children growing up today, and that ultimately aims to effect fundamental, lasting change by addressing the root causes of the problem and implementing systemic solutions. Our History AS A SENIOR AT PRINCETON UNIVERSITY IN 1989, WENDY KOPP DREAMED UP THE IDEA OF TEACH FOR AMERICA IN HER UNDERGRADUATE THESIS. The initial response showed that it was an idea meant to happen — in the first year alone, 2,500 graduating seniors applied, school districts hired the 500 who were selected and trained to participate, and foundations and corporations donated the $2.5 million necessary to make it happen. Since then, over 10,000 talented, committed individuals have joined Teach For America. Over time, the organization has climbed a steep learning curve — strengthening its approach to recruiting, selecting, training and supporting corps members and alumni, and developing the organizational and financial capacity to sustain its efforts. In the process, the organization has built a strong track record of providing excellent teachers and building a pipeline of future leaders with the insight and commitment to effect broad -based social change. Teach For America has been supported by both President Bush and President Clinton, as well as by community, corporate, and educational leaders. Today, 3,100 corps members teach in 21 regions across the country, while a force of more than 7,500 alumni continue to work throughout the country, from every sector, to ensure that one day all children in our nation will have the opportunity to attain an excellent education. WE ARE WORKING TO BECOME AN EVEN MORE EFFECTIVE MOVEMENT TO EXPAND OPPORTUNITY FOR CHILDREN. In the first decade of Teach For America, we saw firsthand the disparities in educational outcomes that persist between children growing up in our nation's lowest a.nd highest income areas. At the same time, we saw clear evidence in classrooms across the country, where children growing up in poverty are excelling on an absolute scale, that these disparities do not need to exist. As a result, all of us at Teach For America are working with a greater sense of urgency than ever before. We are striving to ensure that our corps members have an even greater impact on their students' academic achievement, and to do more to foster the ongoing leadership and collaboration of our alumni as a force for change. At the same time, we are working to grow significantly the size of our corps so that by 2005, close to 4,000 Teach For America corps members will be teaching at any given time in approximately 23 communities across the country. Our Five Priorities o n';nhr" ! ,c, r r .sul il1r. 11l1f1 ri,i .sir r,ir il`s , (,);I,‘nrir xi .vo nenl 10,;J tii Hu' -ulrl nnr)unu; r` ,llunn! cater tin0 11-)11()('' tC . I/r) 'lur Vlsifn , r ;l r n,r�nl tU;! I' h„ . ;Un 1r nil) (i;'I Growth Goals Year 2003-200/ 2004-2005 2005-2006 C or ps Members 3,100 't ti: 0 0 3,800 National Board of Directors Eli Broad Chairman, AIG SunAmerica Inc. Don Fisher Founder, Gap Inc. Leo J. Hindery, Jr. (Chair) CEO, YES Network John Hotchkis Chairman & CEO, Ramajat LLC Walter Isaacson President & CEO, The Aspen Institute David Kenny CEO, Digil�s Mitch Kurz Nenr York City Public. School teacher Former Vice Chairman, Younq & Rubicam Sherry Lansing Chairman, Motion Picture Group, Paramount Studio, Sue Lehmann Management Consultant Michael Lomax President, Dillard University Nancy Peretsman Fxenitirre Vice President & Manngine Da. or Allen COrTTarri, LLC Sir Howard Stringer Ch ,I rnen & Cl IO Sony r..orpn , , nn ro/trn Larry Stupski t.lattb plan. 1 he Stup ,L r�arilily ' n;r m: m(ien Kon Tho-npson Chairman & L Q Ut nvin Grew Wendt Vic', Pre Idc.r ( piI„1 I!de Zeitlii, o .irlirlcl Ita II 8 EACH YEAR, TEACH FOR AMERICA SELECTS A CORPS OF OUTSTANDING INDIVIDUALS, TRAINS THEM DURING SUMMER INSTITUTES, PLACES THEM AS FULL- TIME, PAID TEACHERS IN OUR NATION'S LOWEST INCOME URBAN AND RURAL PUBLIC SCHOOLS, AND COORDINATES A SUPPORT NETWORK TO HELP THEM SUCCEED DURING THEIR TWO YEARS AS TEACHERS AND BEYOND. Recruitment Selection In 2003, Teach For America selected and placed 1,750 outstanding individuals from 16,000 applicants. Placement Training the int,hlrile, rind in many case,, before the start of the institute, corps members rongn _r3Ls in the r a': -.signed regionalsites fora Local orientation called induction". During this time eo;po members learn about the local. communities in which they vA'IIl teach, locale housing, and interview for their actual teaching positions. Ongoing Support Network One of the most powerful aspects of Teach For America is the support network that helps corps members realize their full potential as teachers. Teach For America strive, to place corps members in schools with other corps members and alumni thus enabling them to collaborate on projects and to support each other's professional. growth, In addition, regional program directors observe corps members throughout the year, reflect with them on their students' progress and on their • professional growth, and direct them to professional development resources that will meet their particular needs. Our local staff members also organize content area and grade level instructional groups facilitated by excellent teachers and work with area school districts, schools of education, professional associations, and other organizations to give corps members access to the best teacher education and teaching resources available. Certification Requirements School districts hire corps members through alternate routes to teacher certification, which means that corps members can begin teaching without the education courses that are typically required of teachers in public schools; in most cases, they must take courses after they begin teaching. Teach For America works with states and districts to ensure that all corps members are considered "highly qualified" under the federal requirements of No Child Lett Behind. Alumni Network Teach For America connects its alumni to one another ancl to opportunities as they continue to work to expand opportunity for children. Alumni remain connected through e-newsletters and our website, as web as regional and national summits that bring alumni together to network and learn from others in a range of fields. Our Office of Career and Civic Opportunities (OCCO) also helps alumni access professional and civic opportunities to maximize their impact in effecting systemic change. Financial Arrangements Corps members are paid full-time teacher salaries, which currently range from $22,000 to $40,000, depending on the region. Teach For America covers most of the major expenses for the summer institute, including room and board, as well as expenses for one to two weeks during regional. inductions. In an effort to allow for qualified candidates of all economic situations to join our corps, we also offer more than $2 million annually in transitional grants and no -interest loans to help corps members make it to their first paychecks. Packages range from $600 to $4,800 based on demonstra.ted need and the cost of Living in a corps member's region. 9 What attracted us to Teach For America was its unique combination of visionary leadership and measurable achievements. The organization has a broad mission that focuses on building a long-term movement, rather than settling for short-term needs. And Teach For America backs its image with specific, measurable objectives and documented results Ken Thompson, Ch ,l' n1 II., l' :i,J f'! iu, n(, l", „ to .1 , r', l , Tettifrtn, For 4mercas rrIssion r,5 to hULd ttnn oN..,to on o rd.. to E.:L.!: t-t-Hrlat0000 most g ro mosmg f utu re. Leaders — outstanifing recent cotLe qe graduates of oi d ,tt: moo ors o m n'tdt two, yOoo tO eachn Urbanand ruraLdubhc sch, oo Ls and o becomc..:t t..feLo71g Lftt,a e t.."5 i.r3 ex pang P • FOR IN ORDER TO REACH OUR AMBITIOUS GOALS, TEACH FOR AMERICA MUST CONTINUE TO GROW ITS REVENUE BASE SIGNIFICANTLY. Nearly two-thirds of our revenue comes from supporters in the regions where our corps members teach, and the vast majority of our funds come from private foundations, corporations, and individual gifts. Operating Revenue Needs In the past two years, Teach For America has grown its operating revenue from a base of $11 million to nearly$30 million in annual. support from more than 2,000 separate funding sources. To continue to increase our impact, we must grow our revenue base still further. 2002 Teach For America's Cost Structure It costs Teach For America more than $9,000 per corps member per year to recruit, select, train, and support our corps of exceptional teachers. These costs break out as follows: Corps Member Professional Development Alumni Program & Support Development Local Management & General 21% National Overhead Recruitment & Selection Pre -Service Training Institute Teach For America Provides Excellent Value for Philanthropic Investors ❖ `.north \,1.It;;rr.inc named Teach I or America t s one of "Atnericd.c 100 Best (;parities" in December 2002. [ he list identifies national non -profits that put doii v nlonev to work most clitiently in carrying, out the organization's mission. (;giant N;tvig;itot t;ranlyd I each } or ,Ainc:rica a for (one of fottr)-star rating for it.. (fiscal managcni nt, based on the ewaluarion of the Ins �hnt tct sften(lin r; flra� aces .Intl rt_� long; term sustainalilnv. Charity Navigator I at;ot,�,.antzation that he } chantthlc t;i�cls nrth(. dIrri,iwis by rrovidine; hike, maiion on naorc rlIan 1,7O0 c1 iii(.,s aril by cy,Illiminr, rh(_ financial health of each of the.,r challtic�<. Wachovia Corporation Invests in Teach For America's Future I( I ,. ,\171<'Ik vold if) l l,bfi,U lV rl\ ta ( QI'hOrati(l rl Co ,,TIOAV OUr 171(1N. nlCrll and h,1,ticr!hi in oneten regional pU(II( lUp siu 1 1 national cnrpr,latepartner, A achovia hat, iov,r,ted It.n�ill 'ACHOVIA s;ur , , ;t, ensure its, support has a real and l,astirlg> final>.xr. One day, all children in this TEACHFORAMERICA 3550 Biscayne Blvd. • Suite 403 • Miami, FL 33137 nation will have the opportunity e 305 573-1334 • F 305 573-1297 • carey.kane@teachforamerica.org to attain an excellent education. Carey Kane, Interim Executive Director