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.
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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.
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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.
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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
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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
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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
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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
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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