International, Foreign Affairs, and National Security
We Teach The World - The World Teaches Us
WorldTeach partners with governments and other organizations in developing countries to provide volunteer teachers to meet local needs and promote responsible global citizenship.
Ms. Mitra Shavarini
2 Garden Street
Cambridge, MA 02138 USA
international, teaching, development, education, volunteer, Africa, Asia, Latin America, Pacific Islands, Eastern Europe
International Cultural Exchange (Q21)
Children's and Youth Services (P30)
Educational Services and Schools - Other (B90)
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What are the organization's current programs, how do they measure success, and who do the programs serve?
SOURCE: Self-reported by organization
WorldTeach, Inc. Programs
Latin America: Ecuador - one year teaching assignments in a range of school environments, departures in early September and early February; summer teaching assignments are available from late June to late August. Brazil - summer placements are concentrated in the city of Curitiba and coastal towns of Paraná from June- August. Mexico - summer teaching assignments to Tecnológico de Monterrey’s (Tec) Leaders of Tomorrow program. Asia: China - one year program departs each August to teach in Hunan and Zhejiang Provinces. Thailand: one year teaching assignments in a range of schools, departs in October. India - summer program, June - August, in Ladakh, high in the Himalayas. Nepal - Eight weeks, June - August, of community research on the key barriers in girl's education in rural and semi-rural districts of Nepal. Africa: Namibia - one year assignments depart in December to teach in middle and secondary schools; summer placements involve Information Technology -- basic computer and internet skills -- in rural northern secondary schools from late June - late August. Morocco - summer teaching service in urban settings with disadvantaged high school aged students or young adults. South Africa - From June to August, tutor a range of subjects and extracurricular activities first in a black township, followed by schools in a 'coloured' township. Pacific Islands: American Samoa - one year assignments teaching math, science and English in public high schools and elementary schools, departs early August. Marshall Islands - one year assignments depart late July to teach English in elementary and high schools on both urban areas on outer islands; full government scholarship to cover volunteer fee. Micronesia - Teach a variety of subjects in high schools and at the College of Micronesia.
Children and youth (0-19 years)
Where we workNew!
Five powerful questions that require reflection about what really matters - results.
SOURCE: Self-reported by organization
What is the organization aiming to accomplish?
What are the organization's key strategies for making this happen?
What are the organization's capabilities for doing this?
How will they know if they are making progress?
What have and haven't they accomplished so far?
WorldTeach has as a primary goal to support Ministries of Education and other educational organizations in bringing teachers to classrooms teaching subjects that they don't have the resources to provide. In addition, WorldTeach aims to provide a meaningful experience for volunteers who live and work abroad for an extended time, supporting them as they learn more about other cultures and other ways of doing things, thus promoting responsible global citizenship.
WorldTeach's strategies for achieving these goals center around responding to the expressed needs of our partners internationally, providing high quality teaching for their classrooms, concentrating on the student learning outcomes. We provide a 3 - 4 week orientation prior to the opening of school to prepare the volunteers to be successful in their upcoming experiences both in and out of the classroom. We have teaching coordinators in the United States (from the Harvard Graduate School of Education) to provide support and to reinforce teaching skills of volunteer teachers in each country program.
We have quite robust capabilities to do what we have undertaken. With the in-country support of experienced and trained field staff, on call 24/7, the volunteers are strongly and capably supported from the time they enter the country until they leave. The field staff are there for the training (Orientation, Mid-Service, End of Service), as well as for site visits, and importantly, for any safety, health, adjustment, teaching or other problem. Our team supporting the teaching is outstanding. They have developed support materials for the curriculum in each grade level in each country where WorldTeach teachers teach English. In addition, we offer TEFL certification for those who are interested. We have been lauded by our accreditor as providing "unparalleled support."
We have been chosen at the partner to help many governments implement their goals of bringing English into the classroom. We were the first and only partner in Costa Rica with the Ministry of Public Education (brought to Costa Rica by President Oscar Arias in 1987.) We were the pioneering partner with Chile's "English Opens Doors," helped Georgia's "Teach and Learn with Georgia" with training materials, and pioneered the English program in Colombia, where President Santos held a press conference to report his satisfaction with the WorldTeach program. We are the only partners in the Marshall Islands, in Micronesia, and in American Samoa. We were the first and only partners with Hunan Provincial Government's English program. We helped develop the IT program for the government of Namibia and implement it in our summer program there. We were invited by the Minister of Education of Tanzania to start a program there.
WorldTeach is making strong progress in achieving its goals, which remain firmly fixed in valuing the safety of the volunteers first, as well as providing them with support and opportunities to build new skills via invited speakers and developing professional development materials. We aim to provide the highest quality experience for our volunteers that we can provide, so that both they have a meaningful experience contributing to international education and the students they teach show significant progress in learning English.
Our volunteers are surveyed three times during their year of service: after Orientation, at Mid-Service, and at the End of Service Conferences. WorldTeach consistently gets high ratings from the volunteers in all areas of service.
We ensure that the quality of the program is as high as possible, to best meet the changing needs of our partner institutions .
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The people, governance practices, and partners that make the organization tick.
as of 5/9/2018
Dr. Fernando Reimers
Ford Foundation Professor of the Practice of International Education, Harvard University
Treasurer. Advanced Leadership Fellow at Harvard University, and former Chairman of Blackstone India
Secretary. Mossavar-Rahmani Center for Business & Government, Kennedy School of Government, Harvard University
Founder. Gates Professor of Developing Societies, Harvard University
Chairman of Publicis North America and Chairman of Publicis Academy
Executive Dean of the Harvard Graduate School of Education
Founder and Board Chair of Creative Associates International
Lecturer in Public Policy and Faculty Chair of MPA Programs at Kennedy School of Government, Harvard University
President of the Poses Family Foundation
Executive Chair, Millennium Development Goal Health Alliance. Former President of Save the Children
Founder and CEO of Summer Advantage Programs
Executive Director, Kellogg Institute for International Studies at the University of Notre Dame
Director of Education Abroad at SMU in Dallas, Texas
SOURCE: Self-reported by organization
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.SOURCE: Self-reported by organization
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?
Has the board conducted a formal, written assessment of the chief executive within the past year?
Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year?
Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership?
Has the board conducted a formal, written self-assessment of its performance within the past three years?