Educational Institutions

Teaching for Change

  • Washington, DC
  • www.teachingforchange.org

Mission Statement

Teaching for Change provides teachers and parents with the tools to create schools where students learn to read, write and change the world.

Main Programs

  1. Professional Development
  2. Parent Power
  3. Publications
Service Areas

Self-reported

National

Teaching for Change serves educators nationally through distribution of carefully vetted teaching materials, the Zinn Education Project, and professional development. We also provide access to hard to find multicultural and social justice books through our 50+ recommended booklists.

In the greater Washington, D.C. area, we strive to meet our mission by coordinating Tellin' Stories, our highly effective approach to parent-school engagement and offering professional development on the Civil Rights Movement, Central America, and go-go.

ruling year

1989

Executive Director

Self-reported

Ms. Deborah J. Menkart

Co Principal Officer

Self-reported

Mrs. Allyson Criner Brown

Keywords

Self-reported

schools, multicultural education, school reform, equity, critical pedagogy, anti-racist education, curricula, teaching, education, multicultural, Teaching for Change

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EIN

52-1616482

Physical Address

1832 11th Street NW

Washington, 20001

Contact

Cause Area (NTEE Code)

Alliance/Advocacy Organizations (B01)

Elementary, Secondary Ed (B20)

Parent Teacher Group (B94)

IRS Filing Requirement

This organization is required to file an IRS Form 990 or 990-EZ.

Programs + Results

How does this organization make a difference?

Overview

Self-reported by organization

Teaching for Change is dedicated to measuring - and sharing - the impact of our programs.

Programs

Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Program 1

Professional Development

Through our professional development program, we provide workshops and courses on Teaching for Change publications, including, "Putting the Movement Back into Civil Rights Teaching."

We also partner with Rethinking Schools to implement the Zinn Education Project, a collaborative effort that offers resources and support for teaching people's history in K-12.

Category

Education

Population(s) Served

Adults

None

Budget

Program 2

Parent Power

The Tellin’ Stories Project is a unique approach to building grassroots multiracial parent power in schools through training, professional development, and parent engagement.

Category

Education

Population(s) Served

Adults

None

Budget

Program 3

Publications

In addition to providing high-quality publications, we produce our own widely-acclaimed books such as, "Beyond Heroes and Holidays", "Putting the Movement Back into Civil Rights Teaching", and the "Caribbean Connections" series.

We also provide access to hard to find progressive and multicultural literature for teachers, parents and children through our 50+ recommended booklists.

Category

Education

Population(s) Served

Children and Youth (infants - 19 years.)

Adults

None

Budget

Charting Impact

Self-reported by organization

Five powerful questions that require reflection about what really matters - results.

  1. What is the organization aiming to accomplish?
    • Elevate the role of everyday people in history and today;
    • Help people see the systemic or root causes of injustice as a first step in problem solving.
  2. What are the organization's key strategies for making this happen?
    The strategies we use in professional development and parent organizing draw on the teachings of Paulo Freire and others in popular education and the use of critical pedagogy. We also use the Right Question Project methodology.
    To promote the teaching of people's history, we provide teaching activities and other resources for teaching outside the textbook.
  3. What are the organization's capabilities for doing this?
    Curriculum development, parent organizing, bookstore management, event programming, professional development.
  4. How will they know if they are making progress?
    As an example, here our indicators for our work in Mississippi.

    At least 55 teachers will be able to effectively:
    • use the Question Formulation Technique, Socratic Seminar, and other effective methods of inquiry-based education;
    • connect Mississippi history to the curriculum in age appropriate and engaging ways;
    • use role plays and/or dramatization in their classrooms;
    • create meaningful field experiences;
    • teach U.S. history through the lens of Mississippi history with a focus on race, class, and gender
    At least 55 teachers will have access to a professional learning community that will lead to:
    • peer observations and exchanges,
    • support and affirmation for teaching outside the textbook,
    • an opportunity to learn from/with and to teach peers,
    • greater likelihood of staying in the profession in Mississippi.
    Ever teacher in the state (and beyond) will have access to lessons and vetted resources for teaching about Mississippi history from the bottom up with an emphasis on the long history of the Civil Rights Movement. These lessons will be shared online for free access and by teachers in the learning community at school district events and professional association meetings such as the Mississippi Conference for the Social Studies.
    Students of the 55+ teachers, as described in an earlier section, will have a greater chance of truly learning from history – thereby improving their outcomes on the state tests and learning lessons from history for life today.
    Students throughout the state will be encouraged to focus on local history through the Local History Awards at the Mississippi History Day competition. As with in 2013, six awards will be offered to students and their sponsoring teacher.
    A funded infrastructure will be established to sustain the teacher fellowship program.
  5. What have and haven't they accomplished so far?
    We have just secured the grants to expand our parent organizing and for the statewide work in Mississippi. Therefore progress on those indicators will be reported beginning this fall. However we have many other indicators of our success over the past year. For example, we launched a Latino parent leadership training: http://www.teachingforchange.org/tellin-stories-latino-parent-leadership-training
Service Areas

Self-reported

National

Teaching for Change serves educators nationally through distribution of carefully vetted teaching materials, the Zinn Education Project, and professional development. We also provide access to hard to find multicultural and social justice books through our 50+ recommended booklists.

In the greater Washington, D.C. area, we strive to meet our mission by coordinating Tellin' Stories, our highly effective approach to parent-school engagement and offering professional development on the Civil Rights Movement, Central America, and go-go.

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Financials

Financial information is an important part of gauging the short- and long-term health of the organization.

TEACHING FOR CHANGE
Fiscal year: Jul 01-Jun 30
Yes, financials were audited by an independent accountant.

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Operations

The people, governance practices, and partners that make the organization tick.

Teaching for Change

Leadership

NEED MORE INFO ON THIS NONPROFIT?

Free: Gain immediate access to the following:
  • Address, phone, website and contact information
  • Forms 990 for 2015, 2014 and 2013
  • Board Chair, Board Co-Chair and Board Members
  • Access to the GuideStar Community
Need the ability to download nonprofit data and more advanced search options? Consider a Premium or Pro Search subscription.

Executive Director

Ms. Deborah J. Menkart

Co Principal Officer

Mrs. Allyson Criner Brown

BIO

Deborah Menkart is the co-editor of Beyond Heroes and Holidays: A Practical Guide to K-12 Anti-Racist, Multicultural Education and Staff Development. A first-generation daughter of European immigrants, Deborah grew up in Washington, D.C. She has a Masters in Curriculum and Instruction from George Washington University.

Governance

BOARD CHAIR

Kate Tindle

Synergy Enterprises, Inc.

BOARD LEADERSHIP PRACTICES

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section, which enables organizations and donors to transparently share information about essential board leadership practices. Self-reported by organization


RESPONSE NOT PROVIDED

BOARD ORIENTATION & EDUCATION

Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations?


RESPONSE NOT PROVIDED

CEO OVERSIGHT

Has the board conducted a formal, written assessment of the chief executive within the past year?


RESPONSE NOT PROVIDED

ETHICS & TRANSPARENCY

Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?


RESPONSE NOT PROVIDED

BOARD COMPOSITION

Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?


RESPONSE NOT PROVIDED

BOARD PERFORMANCE

Has the board conducted a formal, written self-assessment of its performance within the past three years?