ANNUAL REPORT

TEACHERS
WITHOUT BORDERS
2008
3 - A LETTER FROM THE FOUNDER

4 - VISION AND MISSION

5 - OUR VALUE AND APPROACH: FOCUS

ON THE TEACHERS

6 - WHERE WE WORKED: 2008

7 - TWB CORE PROGRAMS: HIGH-TECH,

HIGH-TOUCH, HIGH-TEACH
TEACHERS
8 - 2008: A MILESTONE FOR TWB’S
CAPACITY
WITHOUT
9 - SPECIAL FEATURE: TWB TOOLSET
BORDERS
SUPPORTS TEACHER
11 - 2008 IN ACTION: CORE PROGRAMS & LEADERS, WORLDWIDE,
NEW INITIATIVES SO THAT THEY MAY PLAY
A VITAL ROLE IN THEIR
13 - STRENGTHENING OUR OUTREACH COMMUNITIES.
MEMBERS IN 144 COUNTRIES

14 - IN THEIR OWN WORDS

17 - IMPACTS: REACHING TEACHERS

17 - NEW PARTNERS: REACHING OUT

17 - NEW SYSTEMS, STRATEGIC

PLANNING

18 - THE FINANCIALS

18 - GETTING INVOLVED
Teachers Without Borders | Annual Report 2
If you had the ability to thank one or more of your teachers
for sparking in you a sense of curiosity, encouraging you to
reach higher, planting and watering in you the seeds of
hope, how would you go about it? What would you do or
say or build to honor the teachers? What if you were able to
support teachers you don’t even know – anywhere –
whether they are crowded into a converted warehouse in
the South Bronx or sitting cross-legged under a tree in Swa-
ziland? What if you could do something tangible to support
those who feel that powerful and inexorable tug to do great
things for children and the teaching profession and the
future?
hoto by bukinamino
For me, 2008 was the year in which Teachers Without
Borders reached further than ever to water those seeds of
hope, honor those teachers, enable local communities to
unleash their curiosity and creativity in the service of educa-
tion.
Eight years earlier, I imagined that the day would come
when the world’s children would enjoy fabulous teachers. It
is inconceivable that a single organization can accomplish
this most vital task, though we know that, in Margaret
Mead’s words, one should never underestimate a small
group of dedicated people who can change the world.
(S S@JDR O@QSMDQRGHO FDMDQNRHSX R@BQHjBD NOSHLHRL
academic excellence, problem-solving, creativity, initiative, a
sense of community, a sense of humor, and a sense of
hope.
(MVDCDOKNXDCNTQk@FRGHOOQNFQ@LRSNDUDMFQD@SDQ
6DG@UDE@BDCSGDLADENQD
numbers, strengthened the TWB Toolset in order to reach
more teachers with state-of-the-art tools traditionally
reserved only for the wealthy; we introduced the Millennium
Development Ambassadors program, whereby local teach-
ers can provide tangible proof of their impacts on the major
global issues of our time (poverty, lack of universal educa-
tion, gender inequity, child mortality, HIV-AIDS, maternal
health, environmental degradation, lack of connection to the
global community); we supported Scholastic Magazine’s
effort to open its resources to every teacher in the K-8 com-
photo by Rocco Stecher
/TAKHB!DMDjS(MUDRSLDMS&QNTO@MCSGD6HKKH@L@MC%KNQ@
Hewlett Foundation, we are now able to return to the region
with more robust science inquiry programs, emergency
education for teachers, and psychosocial services for both
teachers and students.
As I write this Annual Report in early 2009, the U.S.
economy has plummeted. We do not expect that our
BTQQDMS jM@MBH@K RS@MCHMF B@M QDKX NM BG@QHS@AKD BNMSQHAT-
tions alone. At the same time, as we develop alternative
revenue streams, we remain optimistic. For one, with our
FQD@SDQSQ@MRO@QDMBX@MCSQ@BJQDBNQCBNMjCDMBDHM3D@BG-
ers Without Borders has risen and so contributions may
funnel to organizations such ours who have become known
quantities.
We know, too, that a good idea and hard work, as well as a
clear vision and a clear conscience, are the fuel we need to
RDDTRSGQNTFGCHEjBTKSSHLDR
and thrived.
We approach 2009 with optimism, a groundswell of
support, and a team.
)TRS @R VD NODM NTQ "DQSHjB@SD NE 3D@BGHMF ,@RSDQX HM
hospitality and end it in gratitude, we invite you to read our
Annual Report in that same spirit. Welcome. Come
celebrate. Participate. Invite your friends to join TWB.
Together, we can make a difference where it really matters –
LTMHSXVDKDCVNQJRGNORHMjUDRTA2@G@Q@MBNTMSQHDRENQ for the teachers.
Cisco’s commitment to the Clinton Global Initiative.

We also suffered an inestimable, numbing loss from the

earthquake in Dujiangyan, China this past May, leveling
communities with whom we had been working for the past Dr. Fred Mednick, Founder
two years. Thanks to the Agilent Foundation, the Cisco

Teachers Without Borders | Annual Report 3

 photo by bukinamino

photo by Rocco Stecher

OUR VISION:
At over 59 million, teachers are the largest single group of trained professionals in the world and
the key to human welfare. They know who is sick, who is missing, and who is orphaned by
AIDS. They often administer the polio drops, protect their students from danger, and identify
VGN HR @S QHRJ ENQ GTL@M SQ@EjBJHMF NQ @ LHKHS@QX F@MF   3D@BGDQR 6HSGNTS !NQCDQR DM@AKDR
teacher leaders, worldwide – those with the special spark and initiative to rely on a global com-
munity – to create and sustain positive change in their own back yard and, in turn, to be of ser-
vice to their global colleagues.

OUR MISSION:
Teachers Without Borders supports teacher leaders, worldwide, with professional development
opportunities, content, and connection to each other in order that they may play a more vital
role in their communities. We focus on teachers with initiative, who are passionate about their
subjects and compassionate towards children.

Teachers Without Borders | Annual Report 4

 VALUE &
APRAOCH Focus on Teachers
t(MSGDENQLDQB@RDBTKSTQDHR@RDSNESQ@CHSHNMRSG@S
photo by Rocco Stecher
In order for children to be successful in the community,
SD@BGDQRLTRSG@UDSGDSNNKRSGDXMDDCSNETKjKKSGDHQHLONQ-
tant role. Teachers often lack the resources, support, and
mentorship they need to be effective. Teacher training, how-
ever, is often impractical, spotty, or missing entirely, com-
pounded by a worldwide teacher shortage.
One constant expressed need from the global community
of teachers is teacher professional development. In addi-
tion, over 100 million children do not go to school at all.
Despite recent gains, girls are often left behind. Indeed, the
gap between the education haves and have-nots is deep.
TWB recognizes that teachers are rarely included in educa-
The education of girls (and retention in school) acceler-
ates social welfare, and so any teacher’s organization
must consider girls’ education as a priority. Each addi-
tional year of schooling for girls positively correlates to
declines in infant mortality, fewer children, increased health
and family income. But one more year is not enough. This is
about social justice and equity.
Culture matters. Elliot Eisner of Stanford University has
CDjMDCBTKSTQD@Rf@V@XNEKHEDt@MCf@LDCHTLENQFQNVHMF
SGHMFR
don’t change. In the latter case, culture is a kind of Petri
dish, which grows and adapts to modern conditions. It is a
delicate balance. Mistakes are made when those who seek
to preserve culture provide no tools to help communities
address contemporary challenges. Those pushing growth
and change often strip away culture and identity. TWB’s
focus on human integrity and agency ensure that culture is
celebrated, along with positive change.
Teachers Without Borders depends upon local exper-
tise. The organization IS its collective wisdom; every
member represents teachers everywhere. We are therefore
able to work in emergencies, as part of national reform
efforts, and with relief organization or charities precisely
because we rely on local expertise. That expertise, in turn,
is a resource for others.
SHNM@KONKHBXBG@MFDNQRHFMHjB@MSCDBHRHNML@JHMF
3D@BG-
ers are not just a resource for our children; they are the
photokey
by bukinamino
to international development on all levels.
The practice of effective professional development is
often, uneven, protracted, unsupported, or missing
entirely. In addition, teachers are rarely included in educa-
Generosity matters. We want to be known as hospitable,
gracious, and generous - qualities we believe are instru-
mental to successful development endeavors and the
momentum of human agency. We realize that generosity is
@ MDBDRR@QX ATS MNS RTEjBHDMS ENQL NE @CCQDRRHMF MDDCR
and engaging communities. A healthy society and a global
SHNM@K ONKHBX BG@MFD NQ RHFMHjB@MS CDBHRHNML@JHMF
  6D BHSHYDMQDPTHQDR@BQHjBDQDRNTQBDR@MCRTOONQS

cannot emphasis enough that teachers are not just a
resource for our children; they are the key to development.

Education is unevenly distributed throughout the world;

intelligence is not. Therefore, Teachers Without Borders
facilitates the free and open use of collective wisdom gener-
ated by teacher leaders from every culture to help all teach-
ers work more effectively.

Bridging the digital divide will create access to more

opportunities and information. The digital divide now is
not so much west vs. east or urban vs. rural, but between
those that have platforms, content and knowledge
networks, and those that do not. The marginalized have no
ability to create and share content, build communities, and
determine their own fate. One of the most important
obstacles to overcome involves the ability to educate
oneself, localize content, and solve problems.
Teachers Without Borders | Annual Report 5
WHERE WE
WORKED Countries of Focus in 2008

Cameroon Kenya Rwanda

China Nigeria Turkey

India Pakistan South Africa

Teachers Without Borders | Annual Report 6

 TWB CORE
PROGRAMS High-Tech, High-Touch, High-Teach

Teachers Without Borders’ TWB recognizes that

teacher professional development cannot be
DSSURDFKHG ZLWK D RQHVL]HðWVDOO PHWKRGRORJ\
TWB’s activities – stemming from our values and
DSSURDFKòFDQEHGLVWLQJXLVKHGE\DQDSSURSULDWHDQG
sophisticated blend of “high-tech, high-touch, and
KLJKWHDFKú

Technology is promising, but without human support and

world-class content, hopes are dashed. Face-to-face
support without technology or content cannot scale and
therefore marginalizes huge swaths of the population.
Excellent content without a means of delivery – technologi-
cal and human – withers away, unnoticed.

TWB views teachers as multipliers, technology as accelera-

tors, and quality content as illuminators.

&HUWLðFDWH RI 7HDFKLQJ 0DVWHU\ &70 HR @ jUDBNTQRD

professional development program designed to help teach-
ers become mentors and leaders. This teacher-driven and
LDMSNQRTODQUHRDC OQNFQ@L KD@CR SN @ BDQSHjB@SD @MC @M
e-Portfolio, allowing graduates to obtain course credit from
universities, apply for more advanced positions or higher
pay, and offer services for Teachers Without Borders' global
projects. photo by bukinamino
Courseware created by TWB members and partners who
are building toward a global teachers’ university. As a TWB
member, you can also create your own courses. Currently,
3GDHMHSH@-
Teachers Without Borders is requesting courses in literacy,
disability education, practical/marketable skills, youth lead-
ership, and entrepreneurship and business development.
Subject Conferences focus on subject-matter, themes,
and pedagogy skills. In China and South Africa, for
example, Teachers Without Borders has provided continu-
ous training in science-inquiry methods, mathematics
disabled access to computers, and local teacher profes-
sional development initiatives
0LOOHQQLXP 'HYHORSPHQW ,QLWLDWLYH brings together a
global alliance of local educators and institutions dedicated
to building a world without borders and the realization of the
4MHSDC-@SHNMR,HKKDMMHTL#DUDKNOLDMS&N@KR
tive is designed in such a manner that the global develop-
ment divide can be overcome, and a new world emerges, in
which everyone can live in freedom, harmony, cooperation,
and co-prosperity.
TWB Tools connect teacher leaders to information and
each other in order to scale and share their efforts. Funded
AX"HRBN/TAKHB!DMDjS(MUDRSLDMS&QNTOSGDRDHMSDQMDS-
SD@BGHMF SDBGMHPTDR @MC $MFKHRGK@MFT@FD OQNjBHDMBX
 based tools provide purpose and direction by connecting
TWB has also convened several conferences of teachers
EQNL QDFHNMR HM BNMkHBS HM SGD ,HCCKD $@RS 1V@MC@ @MC intention is to provide a comprehensive, easy-to-use,
India
&RPPXQLW\7HDFKLQJDQG/HDUQLQJ&HQWHUV (CTLCs) are
physical sites that serve as gathering places for teachers
and provide opportunities for local communities to educate
themselves. These centers have offered health and HIV-
AIDS workshops, job-announcements and training,
networks of teachers to courses, content, and groups. Our
culturally-accessible platform that can allow legions of
teachers to make change at the local level. Beyond its effec-
tiveness as a catalyst for our own members, TWB Tools
have made it possible for our partner organizations to
connect, create, and collaborate. Examples of TWB Tools in
SGDjDKCHMBKTCDSGDMediterranean Youth Technology Club
and Youth for Habitat
Teachers Without Borders | Annual Report 7
 CAPACITY photo by bukinamino

2008: A Milestone for TWB

(M  VD RSQDMFSGDMDC NTQ HMEQ@RSQTBSTQD @MC B@O@BHSX DM@AKHMF NTQ BNQD OQNFQ@LR SN kNTQHRG @MC MDV SD@BGDQKDC
OQNIDBSRSNDLDQFD  ONQSHNMNEFQ@MSREQNL"HRBN/TAKHB!DMDjS(MUDRSLDMS&QNTO@MCSVNFQ@MSREQNLSGD6HKKH@L@MC
%KNQ@'DVKDSS%NTMC@SHNM@KKNVDCTRSN@BGHDUDSGDENKKNVHMF

The selection of key staff in: leadership, content, evaluation, and systems
Partnership and CRM procedures, enabling us to expand our reach and stay in touch
Regional coordination
Consultant support in PR and fundraising
Strengthening of the TWB Toolset for scalability and replicability
Large-scale projects: Sub-Saharan Africa, China, Middle-East, and U.S. (eScholastic)

In our public and private moments as an organization, we must act sincerely as the most generous
MNMOQNkSHMSGDVNQKC 6DLTRSFHUDFHUDFHUDSGDLNCDKNE@SQTDSD@BGDQNENTQQDRNTQBDRNTQSHLD
NTQBNMSDMSNTQDWODQHDMBDNTQSNNKR@MCLNRSNE@KKNTQADKHDUDSG@SSD@BGDQR@QDSGDJDXSN@
ONRHSHUDETSTQD 6DLTRSGDKOSGDODNOKD@MCNQF@MHY@SHNMRBKNRDRSSNNTQVNQKCfRBGHKCQDM ū

- Dr. Fred Mednick, Founder

Teachers Without Borders | Annual Report 8

 SPECIAL
FEATURE Connect - Create - Collaboration: TWB Toolset

The evidence is clear: teachers do not have time, learn best

from each other, and deserve to be heard on a global scale.
We are particularly excited about the TWB Toolset: a free,
open-source platform we developed that addresses funda-
mental issues facing teacher leaders. Major components
(accessible with a single sign-in) and trackable in Salesforce
include:

A global teacher network allowing teachers to connect

across borders and enhancing the dignity of the profession

Available now are the major components of networks,

groups, and courses. Soon, we shall integrate:

Action groups designed to accomplish TWB programs and
creative solutions on the ground
DotSub (an extraordinary multilingual subtitling program allowing
SD@BGDQRSNL@JDjKLRHMSGDHQNVMK@MFT@FDATSSD@BG@BQNRR
borders – relying on an open-source community). We shall use
DotSub to teach courses, connect classrooms, and engage the
public in connecting teacher professional training with interna-
tional development.

Courseware@MCBDQSHjB@SHNMOQNFQ@LRENBTRHMFNMSD@BGDQ Ushahidi (a geo-location, crowd-sourcing program allowing

professional development, along with a full learning management
system that ensures collaboration and metrics for evaluation
TOOLS FOR TWB AND ANY NON-PROFIT
teachers with cell phones or those with low bandwidth to show
where they are and what they’re doing). In short, everyone
matters, and cell phones are another avenue for being counted
and making a difference.

The toolset was designed with our organization’s goals in Webex: (extensive, state-of-the-art web conferencing and
mind, but is not limited to a “teachers’ platform.” The inter- breakthrough collaboration solutions). Owned by Cisco but just
MDS HR jKKDC VHSG FKNA@K NMDRHYDjSR@KK fRNKTSHNMR t  .TQ made available for integration into the TWB Toolset for 2009,
partnerships with other organizations allow access to Webex’s elearning and conferencing components will bolster and
lesson-plan tools and content repositories. We would accelerate our group space, ensuring an environment for global
rather focus on something extensible, scalable, and adapt- learning second to none.
able.
Our approach is, indeed, different because it is demand- Our partners help us create and connect tools with teachers
driven. If the objective of a great classroom is to empower
the students, so – too – are we able to deploy the tools for
our own members and create a generic, white-label version
available to partner organizations for their own purposes
and needs, at low cost. Why reinvent the wheel? Besides,
NTQFN@KHRSNADUHDVDC@RSGDLNRSFDMDQNTRMNMOQNjSHM
the world.

Teachers Without Borders | Annual Report 9

 SPECIAL
FEATURE TWB Toolset (continued)

Legions of teacher leaders help their communities, even if may be hailed as openness may be perceived as an intru-
the electricity is off. At the same time, without technology, sion into privacy; what may be celebrated as the power of
whole populations would be marginalized and scale would the individual may be dismissed as western narcissism. Our
be out of the question. work, therefore, is more community-development than edu-
cational delivery, more program than platform.
6HSGNTSSDBGMNKNFX36!BNTKCMNSG@UDHCDMSHjDC@MCLDS
with those teachers in India who convened the “Shall We All of these issues inform the core of TWB Tools. It’s about
Stay the Same?” workshops in Gujurat (2001) that launched sharing education, which should know no border. It’s about
NTQ"DQSHjB@SDNE3D@BGHMF,@RSDQX 6HSGNTSSDBGMNKNFXVD removing those obstacles. It’s about enhancing accessibil-
would not have met Sister Donata (2005) - the Rwandan ity, availability, acceptability, and adaptability so that teach-
nun - who helped us organize our Hutu and Tutsi teacher ers can do this most essential job. Ultimately, it’s about
gatherings. We could not have found our members, gained student achievement and hope and participation.
traction, nor enabled any real distribution or capability for
localization. We wish to offer such tools to our members and our
colleagues. In doing so, everyone wins.
Though not tech-centric, TWB is tech-savvy. Our real value
is the blend of high-tech, high-touch, and high-teach
approaches. High-tech enables members to connect,
collaborate, and create curricula that enhance members’
roles as educators and accelerates the indisputable power
of high-touch (face-to-face human interaction and
community-building) and high-teach (content that meets
practical needs and respects the dignity of culture and edu-
cation for its own inherent value).

We are also addressing the issue of obstacles. A segment

of our members have also experienced a dizzying array of
technology “solutions” that often feel more invasive than
pervasive, more intimidating than liberating. We under-
stand, too, that technology is also culturally bound. What

photo by bukinamino

Teachers Without Borders | Annual Report 10

 2008
IN ACTION Core Programs & New Initiatives
CONFERENCES AND WORKSHOPS
Teachers Without Borders conducted workshops in teacher
professional development in Nigeria, Cameroon, Kenya,
China, and South Africa. Our partner organizations
conducted similar trainings in India and Pakistan.
We focused on science and IT training, allowing unprec-
edented access to content, colleagues, and tools. Unfortu-
nately, our science-inquiry trainings in China were
suspended, due to the tragic earthquake of May 2008.
A particularly proud moment took place when our African
Regional Coordinator, Raphael Oko, launched a 2008
Teaching Tour, culminating in the Gombe Teachers’ Confer-
ence. The Gombe State Ministry of Education provided
NEjBH@KENQ36!SNOQNUHCDSGD"DQSHjB@SDNE3D@BGHMF,@R-
tery to train the 25,000 Nigerian youth service core mem-
bers.
TWB TOOLSET DEVELOPMENT
One might initially consider the TWB Toolset a means to an

end. However, in 2008, TWB Tools also became a program
and a core offering. Teachers Without Borders spent a
RHFMHjB@MSO@QSNECDUDKNOHMFSGDSNNKRDSHMSN@LDSG-
odology for communities to embrace, focusing on gathering
requirements and clarifying objectives in order to facilitate
their own deployment of the toolset. Such efforts resulted
in the development of the Mediterranean Youth Technology
Club and Youth for Habitat projects (described below). We
created a curriculum (TWB “Cookbook”) for users, and in
2009 (Q1) shall create a clean version of the toolset for rapid
adoption and use by like-minded non-governmental organi-
zations around the world, thereby expanding our own scale
and strengthening our sustainability.
CERTIFICATE OF TEACHING MASTERY
6D SQ@MREDQQDC SGD "DQSHjB@SD NE 3D@BGHMF ,@RSDQX  EQDD
BNTQRDRKD@CHMFSN@MD/NQSENKHN@MC36!BDQSHjB@SHNMSN@
new platform, allowing for scalability and reach. The
content can be hand or machine translated and content can
be downloaded, remixed, and reused.
In 2008, the CTM was used to train 4,666 teachers from
around the world with emphasis in West and East Africa.
CTM Program expanded to allow for localization in Brazil,
Nigeria, Cameroon and Rwanda
CTM was adopted by Ministries of Education in Zambia,
Nigeria and China
COMMUNITY TEACHING AND LEARNING CENTERS
In 2008, Teachers Without Borders decided to focus less
attention on the development of bricks and mortar Commu-
nity Teaching and Learning Centers, preferring to add value
to existing sites that offer internet access and a gathering
place for teachers. Nevertheless, we grew. As a result of
efforts by TWB-Canada, we opened 7 computer labs, serv-
ing 4000 learners
ONGOING (FROM 2007): CLINTON GLOBAL INITIATIVE
In 2008, TWB received a grant on behalf of the Cisco Com-
mitment to the Clinton Global Initiative to Sub- Saharan
Africa in order to introduce and extend our core program –
"DQSHjB@SDNE3D@BGHMF,@RSDQXlSGQNTFGSGD36!3NNKRDS
(supported by face-to-face training, content, and support)
SN RHFMHjB@MSKX K@QFDQ MTLADQR NE SD@BGDQR HM $SGHNOH@
Rwanda, Nigeria, Kenya, and Cameroon. This high-tech,
high-touch, high-teach approach has been embraced by
educators in Sub-Saharan Africa because it is research-
CQHUDMKNB@KKXNVMDCjRB@KKXQDRONMRHAKD@MCOQNCTBSHUD
In these countries over 3,000 teachers have been trained
on the CTM online or face-to-face.
ONGOING (FROM 2007): MEDITERRANEAN YOUTH
TECHNOLOGY CLUB (MYTECC)
MYTecC is a bridge-building initiative that aims to foster a
culture of peace amongst youth within the Mediterranean
Basin, the Middle East, and the Arab world. Countries
involved: Cyprus, Egypt, Israel, Jordan, Morocco, Pales-
tine, Portugal, Turkey, and Yemen. An overriding pillar of
MYTecC is the community website, developed as a partner-
ship between Cisco Systems and Teachers Without
Borders. It is a human network using Web 2.0 technologies
for the sake of providing the participating students with a
fertile platform to come together and communicate with
their peers across borders. By April 2008, two months after
the start-up of MYTecC, more than 300 youth participating
in the program had already posted over 850 photos and 89
videos, and are still active, nurtured by a diverse group of
instructors at Cisco Networking Academies and community
centers.
NEW: MILLENNIUM DEVELOPMENT AMBASSADORS
PROGRAM
In 2008, Teachers Without Borders launched the Millennium
Development Ambassadors’ program in Nigeria by provid-
ing face-to-face workshops for leaders who are, in turn,
obligated to train others. To date, Millennium Development
Teachers Without Borders | Annual Report 11
 2008
IN ACTION Core Programs & New Initiatives Continued
Ambassadors (MDA) program reached 98 teachers in 17
states in Nigeria, thus accelerating the Millennium Develop-
ment work of the United Nations. TWB's MDA program has
since spread to both Cameroon and Kenya, with Ghana,
Rwanda, Benin and the Philippines waiting to pilot this
program.
NEW: CHINA EARTHQUAKE RELIEF
The May 12th, 2008 earthquake devastated the very com-
munity in which Teachers Without Borders had been
conducting science-inquiry training for Middle-School
teachers since 2006. Teachers Without Borders responded
quickly by working with a newly formed organization com-
posed of University of Washington study-abroad students
at Sichuan University – China Earthquake Aid. Together,
with the Chinese American International School in San
Francisco, we provided a school back-pack distribution
program, arranged for 4,000 books and school supplies for
response to this major issue, Teachers Without Borders
(TWB) team in Nigeria has recently launched a pilot project
in Jabi Motor Park in Nigeria’s national capital, Abuja, to
bring education to the under-served population at this
motor park. In West Africa as well as East and Central
Africa, motor parks are the hub for transportation and busi-
ness transactions. On a weekly basis, TWB volunteers in
Abuja travel to the Jabi Motor Park to provide literacy
courses, hygiene education and character-building classes
for the workers.
ONGOING (FROM 2007): SCHOLASTIC MAGAZINE
In partnership with the William and Flora Hewlett Founda-
tion, Teachers Without Borders and Scholastic Magazine
joined forces to connect Scholastic Magazine’s 2.5 million
members, per month, with free open-educational
resources, designed to support K-8 teachers in the United
2S@SDR
  3GHR OQNIDBS HR SGD jQRS OTAKHBOQHU@SD NODM-
delivery to a Qiang-minority population in Aba Prefecture, educational resource project of its kind, combing the largest
assembled earthquake science and safety materials (with publisher of school-related materials (in every classroom in
the help of Cisco employees now translated into Chinese), LDQHB@ VHSG @ RL@KK HMSDQM@SHNM@K MNMOQNjS 3D@BGDQR
distributed cards from students around the world, and Without Borders). Teachers Without Borders will interna-
strengthened our ties with government agencies. Our work tionalize the program throughout 2009.
G@RD@QMDCSGDjM@MBH@KRTOONQSNE@OQHU@SDCNMNQ FHKDMS
Technologies, the William and Flora Hewlett Foundation,
@MC"HRBN/TAKHB!DMDjS(MUDRSLDMS&QNTO

NEW: YOUTH FOR HABITAT (YFH)

Teachers Without Borders (TWB) worked with Youth for
Habitat (YFH) to customize the TWB Toolset in order to
connect the organization’s youth to extensive and inclusive
online network throughout Turkey. These tools allow YFH
participants to connect, collaborate, and cohere as a coali-
tion of partners that share best practices and programs.
Issues include: Information and Communication Technol-
ogy, Sexual Health and Reproductive Health, Communica-
tion Skills, and Leadership. Our partner, Youth Association
for Habitat, the parent organization of YFH, is implementing
several social development projects on different issues,
designed to reach more than 100,000 young people. The
target for Teachers Without Borders for 2008 was to train
1,000 young people to use the tools, but the anticipated
potential of the TWB tools is to reach the 100,000 youth in
the Youth for Habitat network.

NEW: LITERACY FOR MOTOR PARKS

In Nigeria, lack of adequate education by road transporters
G@RADDMHCDMSHjDC@RSGDL@INQB@TRDNEQN@C@BBHCDMSR (M

Teachers Without Borders | Annual Report 12

STRENGTHENING
OUR REACH TWB Members in 144 Countries

In 2008, Teachers Without Borders established a formal

database of membership. All prior lists of members were
merged into a new customer relationship management
(CRM) database: Salesforce. We have prepared a system
SNQDFHRSDQLDLADQRNMKHMD@MCG@UDDRS@AKHRGDC@MNEkHMD
QDFHRSQ@SHNM@KSDQM@SHUDENQHMSGDjDKCNTSQD@BGB@LO@HFMR 
We continue to work with our TWB Regional leadership to
gather membership lists and post monthly total member-
ship updates.

With development of the new website and social network,

membership registration has been designed to seamlessly
sync data to our CRM. When a new member registers
online their information is immediately accessible by TWB
staff, allowing for selective search of skills and interests,
demographics and contact information. In addition, staff
can track communication with members, organize future
campaigns and report statistical information for grants and
Board member requests. As of September 2008, TWB
members have had access to our TWB social network and
B@MTOC@SDOQNjKDHMENQL@SHNMSGQNTFGSGDVDARHSD@SSGDHQ
convenience. Members also have the ability to choose the
level of privacy of their information.

Our membership program is grounded in the philosophy

that TWB empowers our members to pursue TWB opportu-
nities that best match their professional interests and expe-
rience. 2008 was our year for establishing the functional
fundamentals for a successful membership system and we
see 2009 as the year to put these new technological advan-
tages to good use. TWB members now have a secure
online community to create, connect and collaborate with
the common purpose to improve global education.

3D@BGDQR6HSGNTS!NQCDQRG@RLNQDSG@MNEkHMD@MC
online members participating in active programs. In the
past year, successful membership outreach campaigns
have included Cameroon, Kenya, and Rwanda. As we plan
for 2009, we see regional expansion for membership in
,DWHBN$K2@KU@CNQ@MC"GHM@VGHBGQDkDBSRNTQOQNFQ@L
and regional leadership development.

Teachers Without Borders | Annual Report 13

 IN THEIR
OWN WORDS

A key component of membership registration is asking new members to share why they chose to join
Teachers Without Borders. The following is a small sampling of our TWB members in their own words.

I would love to be a part of helping to empower people
through education. I also believe that those who have
HMRTEjBHDMS NQ MN @BBDRR SN DCTB@SHNM @QD TME@HQKX @MC
through no fault of their own deprived of a basic right,
@MC(VNTKCFQ@ASGDNOONQSTMHSXSN@RRHRSHMSGHRQDF@QC
 I joined TWB because I want a total eradication and
– South Africa
I would like to help the most disadvantaged sections of
 +@ $CTB@BHłM DR TM CDQDBGN TMHUDQR@K X TM SQ@A@IN
social.
– Argentina
ONRRHAKDDWSHMBSHNMNE'(5 (#2O@MCDLHBHMNTQRNBHDSX
VGHKDHMBTKB@SHMF@RDMRDNEDPT@KHSX@LNMFRS@KKHM@M
DMUHQNMLDMS@KKXEQHDMCKXVNQKC
RNBHDSX DRODBH@KKX HM BTKSTQD L@SSDQR @MC RN NM  – Nigeria
0THRHDQ@ @XTC@Q @ CHETMCHQ K@ BTKSTQ@ @ OTDAKNR LDMNR
favorecidos. BST@KKX(VNQJVHSGONNQ@MCCD@EBGHKCQDMHMLXBNTM
– Spain SQX

– Brazil
I am a teacher here in Iowa. I teach High School
students and would love to teach abroad within the next (ADKHDUDHMXNTQRS@SDCLHRRHNM@MCVNTKCKHJDSNBQD@SD
jUDXD@QR
(EDDKSG@SCNHMFSGHR(VHKKG@UD@LTBGADSSDQ @"G@OSDQGDQDHM$K2@KU@CNQSNGDKOHLOQNUDDCTB@SHNM
of the culture and the people of others countries. Living through enhanced teacher training opportunities. Thank
among them is far better than reading in a book! XNT

– United States – El Salvador

I am an English teacher who looks forward to widen her (V@MSSNL@JD@CHEEDQDMBDAXGDKOHMFODNOKDADBNLD

KD@QMHMFGNQHYNM (KNUDSD@BGHMF@MC(G@UD@KV@XRADDM PT@KHjDCSD@BGDQRHMCDUDKNOHMFM@SHNMR
LNSHU@SDC AX SGD E@BS SG@S ( BNMSQHATSD HM SGD KD@QMHMF – Australia
process of the new generation. TWB will just spice up
LXLNSHU@SHNM@MCD@FDQMDRRSNOQNLNSD  The potential for both learning and teaching is innate.
– Morocco $CTB@SHNM HR MNS NVMDC AX @MX RHMFKD ODQRNM NQ @MX
institution and in this sense it is the unconditional right of
( V@MS SN INHM LX BNKKD@FTDR VNQKCVHCD HM NQCDQ SN DUDQXGTL@MADHMF (VNTKCITRSKHJDSNO@QSHBHO@SDHM@
exchange skills and improve our best profession. project that recognizes this fundamental fact.
– Rwanda – Canada

( @L @ MDV SD@BGDQ  ,X jQRS ONRHSHNM HR HM @ "GHMDRD 3D@BGDQR6HSGNTS!NQCDQRHRLXBGNRDMNQF@MHY@SHNM (S
TMHUDQRHSX SD@BGHMF .Q@K $MFKHRG SN NUDQ  RSTCDMSR  HR ADB@TRD ( QD@KKX B@QD @ANTS SGD DCTB@SHNM ENQ SGD
3GHR HR LX RDBNMC B@QDDQ  ( RTOONQS SGD FN@KR NQ SGHR XNTSG  ( SGHMJ 3D@BGDQ VHSGNTS ANQCDQ VHKK AD @ FNNC
organization and I need all the help I can get!! OK@BDENQLDSNAQN@CDMLXTMCDQRS@MCHMFNMDCTB@
– China tion through sharing experiences among the members.
– Indonesia
I think teachers can change the world.
– Turkey To make a difference in the most vulnerable lives.
– Kenya
(@LMNVQDSHQDC@MCTMSHKK@RSXD@QG@UDS@TFGS$MFKHRG
@MC %QDMBG SN ENQDHFM @CTKSR @MC @KRN SN UDQX XNTMF
children. I feel I could do more as I do have some free
time.
– France

Teachers Without Borders | Annual Report 14

 IN THEIR
OWN WORDS In Depth With Our Members

$OLVRQ6P\WK&HUWLðFDWHRI7HDFKLQJ0DVWHU\'HYHORSPHQW0H[LFR
KHRNM G@R ODQRNM@KKX DWODQHDMBDC SGD ONRHSHUD HLO@BS NE BNLAHMHMF BK@RRQNNL SD@BGHMF DWODQHDMBD VHSG MNMOQNjS
UNKTMSDDQHRL   KHRNM BNLOKDSDC GDQ /G #  HM SGD ,@M@FDLDMS NE -NMOQNjS FDMBHDR VHSG "@ODKK@ 4MHUDQRHSX @MC
balances her volunteer time between Operation Smile and Teachers Without Borders. She is currently participating in
SGDCDUDKNOLDMSNE36!R"DQSHjB@SDNE3D@BGHMF,@RSDQX,DMSNQ/QNFQ@L@MCADKHDUDRfvSD@BGDQR@QD@UHS@KBNL-
ponent in achieving sustainable development and peace around the world”.

3KLOLS7DK)RQ0HPEHUVKLS2XWUHDFK&DPHURRQ
/GHKHOQDBNFMHYDCSGDMDDCENQSD@BGDQSQ@HMHMF@MCOQNEDRRHNM@KCDUDKNOLDMSHM"DMSQ@K EQHB@ !NQM@MCDCTB@SDCHM
+HLAD"@LDQNNM/GHKHOBNLOKDSDCGHRSD@BGDQSQ@HMHMFOQNFQ@L@MCQDBDHUDC@CDFQDDHM$BNMNLHBRVHSGGNMNQR
EQNLSGD(MSDQM@SHNM@K4MHUDQRHSX /GHKHOV@RHMUHSDCSNOQDRDMS@SSGD(MSDQM@SHNM@K36!"NMEDQDMBDHM-HFDQH@@MCG@R
VNQJDC@KNMFRHCD1@OG@DK.JN36!-HFDQH@SNDWO@MCSGDSD@BGDQSQ@HMHMF@MCCDUDKNOLDMSNOONQSTMHSHDRHM"@LDQ-
NNM (M%@KKNE/GHKHORTBBDRRETKKXK@TMBGDC@36!LDLADQRGHONTSQD@BGOQNFQ@LHM"@LDQNNM@MCBNMSHMTDR
to provide leadership in the region.

.DWH'UH[OHU7:%2Q&DPSXV$XVWUDOLD
*@SD#QDWKDQHRSGDENTMCDQ@MCOQDRHCDMSNE3D@BGDQR6HSGNTS!NQCDQR4MHUDQRHSXNESGD2TMRGHMD"N@RS.M"@LOTR
"G@OSDQ .QHFHM@KKXEQNL$KLHQ@.MS@QHN"@M@C@RGDBNLOKDSDC@CDFQDDHMSGD'D@KSG2BHDMBDR/QNFQ@L@S,B,@R-
SDQ4MHUDQRHSXHM'@LHKSNM *@SDQDBDMSKXFQ@CT@SDCEQNLSGD&Q@CT@SD#HOKNL@HM$CTB@SHNM/QNFQ@L2BHDMBD@SSGD
4MHUDQRHSXNESGD2TMRGHMD"N@RSHM0TDDMRK@MC TRSQ@KH@ 3GD42".M"@LOTR"G@OSDQG@RQ@HRDCETMCRSNRTOONQS
@MHMCHUHCT@KHMSGDCDUDKNOHMFVNQKCSGQNTFGSGD,@RSDQXHM3D@BGHMF/QNFQ@L (M-NUDLADQRGDSQ@UDKKDCSN
-DO@KSNUNKTMSDDQ@S@MNQOG@M@FDNTSRHCDNE*@SGL@MCTSGQNTFG5NKTMSDDQENQ"NLLTMHSX#DUDKNOLDMS-DO@K 36!
42".""G@OSDQG@RQ@HRDCLNMDXSNCDUDKNO@QDRNTQBDBDMSDQVGHBGVHKKADNODQ@SDCAX5"#-DO@K 3GDBDMSDQVHKK
give students and community members the opportunity to learn from volunteers as well as local teachers.

5RL6KLOOR<RXWK)RU+DELWDW7HFKQRORJ\,VUDHO
1NHVNQJRSNBNMMDBSFKNA@K-&.KD@CDQRGHOVHSGKNB@KCDUDKNOLDMSSD@LRHMNQCDQSNSQ@HMMDVSDBGMNKNFXE@BHKHS@SNQR
@MCCDOKNXNODMRNTQBDRNKTSHNMR@SSGDKNB@KBNLLTMHSXKDUDK 'DADKHDUDRHSHRLNQDHLONQS@MSSNFHUDSGDKNB@KSD@LR
SGDSNNKR@MCSGDJMNVKDCFDQ@SGDQSG@MCHBS@SDRNKTSHNMR 1NHG@RADDMHMRSQTLDMS@KHMSGDRTBBDRRNEANSG,83DB"
@MC8NTSGENQ'@AHS@SRONQS@KHLOKDLDMS@SHNM@MCNODQ@SHNMR 'DEDDKRSG@SAXRG@QHMFSDBGMNKNFX@MCHMBQD@RHMFBNL-
LTMHB@SHNMNOONQSTMHSHDRVDATHKCBTKSTQ@KTMCDQRS@MCHMF@MCRSQDMFSGDMKNB@KBNLLTMHSHDR@RVDKK@RL@JD@FKNA@K
impact.

6ROPD]0RKDGMHU&KLQD(PHUJHQF\5HOLHI(GXFDWLRQ86
2NKL@YHR@FDNRBHDMBDRFQ@CT@SDRSTCDMS@SSGD4MHUDQRHSXNE,NMS@M@@MCGDKODCSNDWSDMC@GHFGOQDBHRHNM&/2
FQNTMCRS@SHNMRMDSVNQJ@BQNRR/@JHRS@M EFG@MHRS@M@MC3@IHJHRS@M #QHUDMAXGDQHMSDQ@BSHNMRVHSGD@QSGPT@JDRTQUH-
UNQR @MC BTQHNTR BGHKCQDM VGN UNKTMSDDQDC SN @RRHRS GDQ HM SGD jDKC 2NKL@Y ADF@M @ FDNG@Y@QCR DCTB@SHNM @MC
NTSQD@BGOQNFQ@LHM"DMSQ@K RH@HM (MQDRONMRDSNSGD2HBGT@M$@QSGPT@JD2NKL@YCDUDKNODCG@MCRNM
D@QSGPT@JDDCTB@SHNM@BSHUHSHDRENQSD@BGDQRHM"GHM@ 2GDADKHDUDRSG@S@BNLOQDGDMRHUDRBHDMBDA@RDCD@QSGPT@JD
emergency education program can best save lives and anguish when scientists accept a personal responsibility for
communicating the results of their work to teachers and students.

'U-RVHSK+XQJZD3K'&HUWLðFDWHRI7HDFKLQJ0DVWHU\)DFLOLWDWRU1LJHULD
#Q  )NRDOG 'TMFV@ G@R BNLLHSLDMS SN L@JHMF @ CHEEDQDMBD HM !DMTD 2S@SD -HFDQH@  'HR BNKK@ANQ@SHNMR VHSG 36!
1DFHNM@K +D@CDQ 1@OG@DK .JN G@UD RSQDMFSGDMDC @MC DWO@MCDC SD@BGDQ CDUDKNOLDMS HM EQHB@   #Q  'TMFV@ HR @
E@BHKHS@SNQVHSGSGD-@SHNM@K.ODM4MHUDQRHSXNE-HFDQH@@MCSD@BGDRBK@RRDRHM&DMDQ@K2STCHDRENTMC@SHNMRNEDCTB@SHNM
@MCOQNEDRRHNM@KFQNVSGHMDCTB@SHNM 'DGNKCR@/G # HM$CTB@SHNM@K,@M@FDLDMS@MC@KRNRDQUDR@RSGD"NNQCHM@-
SNQ ENQ 3D@BGDQR 6HSGNTS !NQCDQR !DMTD 2S@SD  #Q  'TMFV@ G@R E@BHKHS@SDC L@MX "DQSHjB@SD NE 3D@BGHMF ,@RSDQX
OQNFQ@LRHMSGDQDFHNM@MCINHMDC36!fvSNTOKHESL@MJHMC@MCSGDDMUHQNMLDMSSGQNTFGVNQJHMFVHSGSD@BGDQR@MC
community educators here and in the great beyond”.

Teachers Without Borders | Annual Report 15

 IN THEIR
OWN WORDS In Depth With Our Members (CONT)

Konrad Glowgoski, Ph.D (TWB CA Network, Canada)

Konrad holds a Ph.D. degree in Curriculum Studies from the Ontario Institute for Studies in Education of the University
NE3NQNMSN 'HROQHMBHO@KQDRD@QBGHMSDQDRSRKHDHMSGDjDKCNE@CNKDRBDMSKHSDQ@BX@MCSD@BGDQDCTB@SHNMCDUDKNOLDMS 
Konrad has worked closely with TWB Canada’s President Noble Kelly to develop and expand TWB Canada’s interna-
tional projects and online social network. Konrad and the TWB Canada team travelled to South Africa and Kenya where
they lead workshops on ICT integration and teacher curriculum training in English, Science, and Math. In 2009, Konrad
will co-lead a TWB Canada team in Kenya, he states, “I am committed to global equity and education for all”.

Yogi Agrawal, Ph.D (India)

Yogi is an atmospheric scientist deeply devoted to his hometown village. His organization, Vishal Himalaya Foundation
(VHF), works closely with Teachers Without Borders. A VHF-TWB Teachers Center has been created in Akola, Maha-
rashtra State, donated by local authorities. Yogi and VHF have provided essential rsources to the neediest schools in
RKTLRHMBKTCHMFANNJRBNLOTSDQRLDCH@@MCSQ@HMHMF 'HRRBGNNKHMHSH@SHUDADMDjSRRBGNNKRBNLOTSDQK@AR@MC
over 10,000 students.

Yunus Peer (South Africa, China)

Yunus has made it possible for hundreds of teachers and thousands of students, in two continents, to study Math-
ematics, Science, English, and teaching methods; and he has made it possible for schools and a prison to access
technology; developed plans for a TWB Sabbatical Institute in South Africa, where teachers from around the world can
meet, share ideas, and make a difference. In his vision, by day, this diverse group of educators will work in a commu-
nity school; the evening shall be open for community education and a health clinic.

Noble Kelly, (Teachers Without Borders Canada President)

Noble has worked tirelessly to lead program development in Kenya and South Africa as well as create a TWB Canada
"NLLTMHSX .MKHMD -DSVNQJ  -NAKDR jQRS DWODQHDMBD HM 2NTSG EQHB@ V@R HM  VNQJHMF VHSG @A@MCNMDC @MC
orphaned boys cared for by a friend in Durban. After incorporation in March 2007, receiving charitable status in April
2007, developing an infrastructure that sees provincial liaisons in multiple provinces and territories across Canada, and
a membership list in the hundreds, TWB-Canada was able to initiate and implement projects in Kenya and South Africa
in 2008.

Teachers Without Borders | Annual Report 16

 IMPACTS
Reaching Teachers

PROGRAM NUMBERS NOTES

TWB Conferences and Workshops 31 Workshops in Sub-Saharan Africa
334 # of participants
TWB Toolset 1,342 # of members in 2008 after NEW launch
2,142 # using toolset (+MYTecc, YFH)

4,666 Globally: special focus – Africa

Millennium Development Ambassadors 1,321 Current program in: Nigeria (piloted), Kenya, and Cameroon
Community Teaching and Learning Centers 7 Labs
(Kenya) 4,000 # of students
China Earthquake Relief 400 Children served
Mediterranean Youth Technology Club 300 Youth using online tools
Youth for Habitat 500 Youth IT training with the online tools
Literacy at Motor Parks 40 Target: Drives and Service Hackers
Scholastic Magazine Launching in Spring 2009

NEW Reaching Out

PARTNERS

One Global Economy: University of Washington:

Providing community development and portals for Particular attention on China Earthquake Aid
Cisco’s commitment to the Clinton Global Initiative
TESSA: Ministries of Education:
Teacher Education for Sub-Saharan Africa (UK) China, Nigeria, Kenya

NEW
SYSTEMS Strategic Planning

Teachers Without Borders has experienced dramatic growth in 2008. Such a process has necessitated an entirely new
way of conducting our business. We have integrated Salesforce’s Customer Relations Management into our toolset for
tracking our members, and have invested time and money into additional applications designed to track our projects, our
technology, our partnerships, and our impacts.

Increased capacity and visibility, along with an expectation of even greater impacts has required the development of a
new Strategic Plan which will require Board approval by Q2, 2009 and bring us to March 23, 2010 – Teachers Without
Borders’ 10th Anniversary. The Strategic Plan outlines a set of targets and processes for programs; an exponential
increase in membership; Board development; consistent organizational procedures and communications systems; and
a concrete plan for diverse revenue streams that reduce dramatically our dependence upon grants.

Teachers Without Borders | Annual Report 17

FINANCIALS
Financial Statement

ASSETS Dec 31, 2008

Total Assets 1,754,658.62

Liabilities & Equity

Total Liabilities 504,440.97

EQUITY

3900 · Retained Earnings 802,487.21

Net Income 447,730.44

Total Equity 1,250,217.65

TOTAL LIABILITIES & EQUITY 1,250,217.65

2008 INCOME STATEMENT

Beginning Balanace at 1/1/07: 110,451.57

REVENUE:

Donations 141,079.79

Grants 1,289,353.00

In-kind donations 311,640.00

TOTAL REVENUE 1,742,072.79

EXPENSES:

Program Expenses 819,959.03

Overhead Expenses 489,267.77

TOTAL EXPENSES 1,309,226.80

Net Revenue 432,845.99

Total Other Income 14,884.45

END OF YEAR SURPLUS* 447,730.44

Total Ending Balance 558,182.01

-.3$3GHRRTQOKTRQDkDBSROQNFQ@LQDUDMTDQDBDHUDCHMD@QL@QJDCENQOQNFQ@LR
which will be implemented in 2009

Teachers Without Borders | Annual Report 18

FINANCIALS
Financials Continued

The following charts show the categories of funding received and how those funds were spent. Although
Teachers Without Borders makes every effort to spend 87.5% of all funds received on program
expenses, 2008 proved to be a year in which a great deal of resources were used developing our website
and social network to lay the groundwork to support all of our programs moving forward. Therefore, an
increased amount of funding was allocated to that area in 2008 as shown on the chart below.

How funding was spent in 2008

OperaƟng Expenses Program Expenses Website development

$148,362.50
$226,092.21

$934,772.09

2008 Funding
DonĂƟons Grants In-Kind

$141,079.79,
$311,640.00, 18% 8%

$1,289,353.00,
74%

Teachers Without Borders | Annual Report 19

FINANCIALS
Financials Continued

MAJOR GRANTORS AND DONORS IN 2008. THANK YOU!

Name Amount
Hewlett Foundation 1,482,000.00
Cisco 890,000.00
Agilent Technologies Foundation 149,703.00
Kwok Charitable Trust 67,650.00
Microsoft Matching Gifts Program 11,254.36
Cushman, Buffy 7,300.00
Gates Foundation Matching Gifts Program 6,000.00
Wheeler, Carl 5,000.00
Foster Family Private Foundation 4,000.00
Ing Family Foundation, Ltd. 3,500.00
Heimerdinger, Paul 3,450.00
Berg, Lyla 2,800.00
Metz, James 2,500.00
Knights of Pythias 1,500.00
Rotary Club of Metropolitan Honolulu 1,000.00

Teachers Without Borders | Annual Report 20

 GETTING
INVOLVED

photo by Rocco Stecher

3D@BGDQR 6HSGNTS !NQCDQR HR @ MNMOQNkS MNMCDMNLHM@SHNM@K MNMFNUDQMLDMS@K NQF@MHY@SHNM B   .TQ $(-Ŭ HR
@MCVD@QDQDFHRSDQDCHM@KK4 2 2S@SDR@MC"@M@C@

Teachers Without Borders is supported by grants and individual donations. We allocate 87.5 cents of every dollar received
to our programs and services. Therefore, we welcome general gifts to support our capacity to deliver our teacher profes-
sional programs and to support our partners with tools, content, and resources. Your donation will make a difference!

BY CREDIT CARD:
Donations online via Paypal through our website www.teacherswithoutborders.org

BY CHECK:
Teachers Without Borders
321 Third Ave., S #304, Seattle, WA 98104.

For more information, please contact our Business Operations and Financial Director, Amy Haverland:
amy@teacherswithoutborders.org and 206-623-0394 extension 3

Teachers Without Borders | Annual Report 21