Our Commitment to Diversity and Inclusiveness

Teach For All is committed to building a diverse and inclusive organization
that inspires individuals of all backgrounds—across nationalities, races, ethnicities, religions, political views, economic backgrounds, sexual orientations, physical disabilities, languages, ages, genders and prior experiences—to bring their full selves to the work of ensuring educational opportunity for all.

In so doing, we aim to model the world we envision—a globally interconnected community
in which individuals of all backgrounds are fully engaged and contributing to their full potential. Maximizing diversity in all of its forms will support good decision-making by ensuring that we consider as many perspectives as possible, including the perspectives of the incredible diversity of children in the classrooms and communities in which network partners are working.
Our Focus
In order to maximize our effectiveness in fulfilling Teach For All’s mission, we focus on increasing representation and inclusiveness with respect to two dimensions in particular:
We focus on diversity of geography. Those whose perspectives have been shaped by growing up and living in different countries and regions of the world bring intuitive understanding of diverse cultures and geographic norms as well as facility with diverse languages.
We also focus on increasing the representation and inclusiveness of team members who themselves have experienced the inequities we’re working to address by nature of sharing the background (e.g. economic, racial and ethnic, religious) of the most disadvantaged groups in their countries.
These life experiences provide perspective on the challenges and possibilities facing similarly disadvantaged students and communities.
Increasing diversity and inclusiveness on these two dimensions will be particularly important in fulfilling our mission in three ways:
  • First, it will enable better decisions that are grounded in an understanding of the needs and potential of children in the communities in which we work, all over the world.
  • Second, increasing diversity and inclusiveness on these dimensions will facilitate connections with our diverse constituents—with our partners themselves and with their constituents in the high-need contexts in which they work.
  • Finally, achieving greater representation in these areas will itself drive inclusiveness by creating an environment that is shaped by individuals from diverse backgrounds, where people are more likely to see those who share their backgrounds deeply engaged in the work.
To move ahead on this journey towards greater diversity and inclusiveness, 
all of us who are part of Teach For All must reflect on the ways in which diversity is central to our work. We must engage in an ongoing discussion and consideration of the ways in which our own background influences our perspectives and the ways in which we’re received, and of why increasingly diverse representation and inclusiveness is important. In the context of deepening understanding of the role of diversity in our work, we must ask ourselves what we can do—as individuals, as teams, and across our organization—to increase the diversity of our talent pipelines and the inclusiveness of our culture.