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New Teacher Center is a national non-profit that raises student acheivement by helping new teachers become great teachers.
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Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Agenda
• Welcome – Brian Kaplan, NTC Vice President of Development
• A Funder’s Perspective – Lance Fors, NTC Board Chair
• NTC Overview and Journey – Ellen Moir, NTC Founder & CEO
• NTC Business Model and Strategy – Sue Perkins, NTC Chief
Financial Officer
• Impact Panel – Moderated by Ellen Moir
• Vito Chiala, Principal, William C. Overfelt High School, East Side Union High
School District, San Jose, CA
• Alvin Floro, First-Year Art Teacher, William C. Overfelt High School, East
Side Union High School District, San Jose, CA
• Cindy Lundberg, Mentor, Santa Cruz / Silicon Valley New Teacher Project,
Mountain View Whisman School District, Mountain View, CA
• Margaret Nielson, Second-Year Pre-school Autism Teacher, Mountain View
Whisman School District, Mountain View, CA
• Questions
Copyright © 2011 New Teacher Center. All Rights Reserved.
Lance Fors Chair, NTC Board of Directors
A FUNDER’S PERSPECTIVE
Copyright © 2011 New Teacher Center. All Rights Reserved.
Ellen Moir NTC Founder & CEO
NTC OVERVIEW AND JOURNEY
Copyright © 2011 New Teacher Center. All Rights Reserved.
New Teacher Center improves
student learning by accelerating
the effectiveness of new teachers
and school leaders.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Every child deserves a great teacher. OUR WORK IS ABOUT…
Impact. Teachers are the single most
important school-based factor in
student success. When teachers
excel, students excel.
Equity. Low-income schools have
disproportionate numbers of
inexperienced teachers. By helping
new teachers get better faster, we’re
closing the achievement gap.
Community. 50% of new teachers—
more in low-income schools—leave
the profession in 5 years. By
increasing retention, we build
stronger communities in schools.
Photo
court
esy o
f S
ylv
ia C
assell
Ele
menta
ry S
chool
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Mentor
Development
New Teacher
Development
Program Leadership
& Induction Systems
Development
Principal
Capacity Building Program
Evaluation
Elements of
High Quality
Induction
Our Induction Model
Increased Teacher
Effectiveness
Stronger District
Human Capital
Increased
Student
Achievement
Increased Teacher
Retention
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Our Reach IN 2010-2011, NTC REACHED:
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Key Accomplishments in 2011 EXTERNAL RECOGNITION
• 2011 Skoll Award for Social Entrepreneurship
• 2011 Ashoka Fellow
• Expansion of Chicago Public Schools contract
• Critical partner in Hillsborough County School
District (Tampa, FL)
• Raised $7.53 million with high funder retention
• Awarded $3 million from the Gates Foundation
• Growth in induction, principal development
contracts, and Teaching & Learning Conditions
survey contracts; greater policy influence
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Key Accomplishments in 2011
INTERNAL GROWTH AND CAPACITY BUILDING
• Brought in a new Chief Financial Officer
• Further built infrastructure and internal capacity,
including:
• Expanded Impact and Communications teams
• Implemented new performance management system
• Launched strategic growth planning process
• Completed development of Teacher Assessment
and Support System
• Streamlining and strengthening internal technology
capabilities
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
The Road Ahead PRIORITIES FOR 2012
• Establish new district partnerships for
comprehensive, systems-based induction
• Launching work in New York and Los Angeles
• Broaden and deepen work with existing clients:
• Chicago, Hillsborough County, Hawaii Dept. of
Education, East San Jose, Oakland, San Francisco
• Build strong infrastructure to support growth
• Strengthen link between mentor practice, teacher
practice, and student achievement
• Raise capital to support growth
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Innovations at NTC
TECHNOLOGY-ENABLED PROFESSIONAL LEARNING
NTC’s goal is to utilize technology to:
• Expand NTC’s reach to more new teachers, mentors
and site leaders
• Offer delivery options for all NTC services online,
designed with end user value and ease of use
• Allow flexibility and integration of emerging
technology and innovation
• Provide robust reporting on impact of practice
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Innovations at NTC
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM)
• Helping new math and science teachers teach
STEM topics through online mentoring and content-
specific tools
• Partner in 100kin10 initiative, in which 130
organizations like NTC commit to recruiting,
developing, and retaining 100,000 excellent STEM
teachers in the next 10 years
• Exploring ways to develop teachers’ ability to bring
technology into their classrooms effectively
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Innovations at NTC
OTHER PRIORITIES FOR 2012
• Field-testing and launching Teacher Assessment
and Support System, which includes both
summative and formative teacher assessment
• Enhanced principal development model
• Launch Mentor Alumni Network
• Focus areas
• Common Core Standards and Assessments
• English Language Learners
• Social-Emotional Well-Being
Copyright © 2011 New Teacher Center. All Rights Reserved.
Sue Perkins NTC Chief Financial Officer
NTC BUSINESS MODEL AND STRATEGY
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Successful First Phase of Growth
STRONG MODEL AND FINANCIAL GROWTH
• Gold standard for new teacher
induction; district thought partners
in human capital strategy
• Last year, supported induction in
250 school districts across 35
states and served teachers in all
50 states through online
mentoring model
• $20 million organization with
headcount of 200 over 5 offices
around the country
$5.0
$7.0
$9.0
$11.0
$13.0
$15.0
$17.0
$19.0
$21.0
FY11 FY12
NTC Operating Expenses, FY11 - FY12 ($M)
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Entering the Next Growth Phase
Now, NTC is focused on:
• Sustainability
• Scalability
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Sustainable Business Model
FINANCIAL STRENGTH AND AREAS OF NEED
• Revenue consistently
about half fee-for-service
income and half
philanthropic contributions
• As NTC grows, proportion
of fee-for-service revenue
likely to increase
• Realities of contract-based revenue from districts mean
that the more NTC grows, the greater our need for
working capital
• Capital to support operations, technology, scale
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Focus on Scalability
DRAMATICALLY EXPANDING OUR REACH
We have huge potential to scale our impact:
• Large market exists—NTC currently reaches 6% of
new teachers in the U.S.
• Strategic growth of high touch face-to-face model in
districts
• Growth capital to expand to new districts is critical
• High potential to scale virtual and hybrid delivery
models
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Focus on Scalability
EXPLORING WAYS TO SUPPORT SCALING IMPACT
• Growth capital campaign planning – already
identifying need for $3 million - $5 million to help
scale impact now
• Investing in new infrastructure for online model
• Continuing to invest in infrastructure in order to
fund general operations, innovation, measuring
impact, etc.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
And we’re looking to take advantage.
CONVERGENCE OF INTERNAL AND EXTERNAL FACTORS
• Teacher quality is at the forefront of the national
dialogue in education
• Funding exists for this work and is increasing
• NTC has a strong model, a talented team, and is
ready to scale
Copyright © 2011 New Teacher Center. All Rights Reserved.
Every child in America deserves
a great teacher.
Join us.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Impact Panel • Margaret Nielson, Second-Year Pre-school Autism Teacher,
Slater School, Mountain View Whisman School District,
Mountain View, CA
• Cindy Lundberg, Mentor, Santa Cruz / Silicon Valley New
Teacher Project, Mountain View Whisman School District,
Mountain View, CA
• Alvin Floro, First-Year Art Teacher, William C. Overfelt High
School, East Side Union High School District, San Jose, CA
• Vito Chiala, Principal, William C. Overfelt High School, East
Side Union High School District, San Jose, CA
Maggie Cindy Vito Ellen Alvin
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Thank you for your support.
When we
invest in
teachers
our students
succeed.
Photo courtesy of O.S. Hubbard Elementary School
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Driving Impact
Math Reading
Stu
de
nt L
ea
rnin
g G
ain
s (
% P
oin
ts G
ain
ed
on
S
tan
da
rdiz
ed
Te
sts
)
NTC Induction Model Produces Greater Student Gains
Traditional Induction NTC Induction
8%
4%
Student Learning Retention Teacher Practice
Elementary(n=1180)
Secondary(n=557)
% T
ea
ch
ers
Rep
ort
In
ten
t to
Rem
ain
in S
ch
oo
l
Intensity of Support Impacts Intent to Remain in School
Weak Support Strong Support
Year 1 Year 2
% T
ea
ch
ers
Agre
ein
g t
ha
t M
en
torin
g h
as Im
pro
ve
d
Th
eir P
ractice
Mentoring Improves Teacher Practice
81%
99%
38%
63%
28%
57%
50% 50%
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Driving Impact: Notes on Data Student Learning
Overview of Findings: A federally-funded randomized controlled trial found that beginning
teachers who received two years of induction produced greater student learning gains when
compared with those who received less intensive mentoring. These gains are equivalent of a
student moving from the 50th
to the 58th
percentile in math and from the 50th
to the 54th
percentile in reading.
Contextual Notes: The study did not show results until year three. This may be due to start-
up challenges and suggests that programs must commit to intensive focus on
implementation in the first year.
Retention
Overview of Findings: New teachers were nearly twice as likely to say they wanted to remain
in their school when they had strong mentoring based on NTC principles. When new
teachers also had strong support from school administrators and other teachers, they were
3-4 times more likely to want to remain in their school.
Teacher Practice
Overview of Findings: Responses from 917 new teachers show that 81% of teachers believe
that their own instructional abilities improve when receiving induction services. That number
increases to almost all (99%) when teachers have two years of induction support.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Copyright © 2011 New Teacher Center. All Rights Reserved.
Driving Impact: Data Sources
Student Learning
Source: Source: Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider,
M., & Jacobus, M. (2010, June). Impacts of comprehensive teacher induction: Final
results from a randomized controlled study (NCEE 2010-4027). Prepared by
Mathematica Policy Research for the Institute of Education Sciences (IES). U.S.
Department of Education. Washington, DC:
Retention:
Source: Kavita Kapadia and Vanessa Coca, with John Q. Easton, (2007). Keeping New
Teachers: A First Look at the Influences of Induction in the Chicago Public Schools.
Consortium on Chicago School Research at the University of Chicago.
Teacher Practice
Source: New Teacher Center Induction Survey (2010)