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Press Releases
Featured Stories

“Teacher Induction Found to Raise Student Scores.” Education Week, July 2, 2010.

“Vermont Teachers Proud of Their Work.” Burlington Free Press, June 16, 2010.

“Better Mentoring, Better Teachers: Three Factors That Help Ensure Successful Programs.” Education Week, March 25, 2010.

“Rookie Chicago Public Schools teachers get full-time coaches.” Chicago Tribune, February 24, 2010

“Rooted in Classroom Reality. Schools benefit when teachers drive reform.” American Teacher/AFT, February 2010.

NTC Response to IES/Mathematica Second Year Report on Teacher Induction [PDF Download - 523KB]

Colleges in Minnesota and the Dakotas begin an effort in 2010 to prepare better teachers. The New Teacher Center will develop the mentoring model.

Chicago revamps mentoring for new teachers

Virginia Commonwealth University Expands and Deepens Collaboration with School Leadership Development

NTC Continues to Build Administrator and Teacher Leader Practices through Improved Supervision and Evaluation Practices

NTC Supports the Ontario Ministry of Education’s Student Success School Support Initiative

Palm Beach County partners with New Teacher Center for new mentoring program

NTC is featured in the May 2009 issue of Honolulu magazine

The NTC high-quality approach to teacher induction was featured in a recent report for the Philanthropy Roundtable

NTC Releases NYC Policy Paper • Santa Cruz, CA

NTC’s Executive Director Ellen Moir receives the prestigious Harold W. McGraw Prize in Education

Article Recognizes NTC Work with New Administrators

The Goldman Sachs Foundation is supporting the development of an innovative, content-focused online mentoring pilot project

Education Week article highlights the work of the New Teacher Center

Edutopia article describes the work of the NTC a challenging urban district

"Classroom Visitations Done Well" - excerpt from ACSA Leadership journal

Report from AASCU explores state induction policy. NTC is "leading the field"

The Santa Cruz/Silicon Valley New Teacher Project received the Partners in Educational Excellence Award from the Association of California School Administrators (ACSA)

"Novice Teachers: Meeting the Challenge" in the November issue of Principal Magazine

Interview with Eric Hirsch in Spring 2008 Teacher Magazine

"Supporting Teachers’ Success" in Spring 2008 Teacher Magazine read about NTC’s mentoring partnership with the Ravenswood School District

Brief: "New Teacher Support Pays Off: A Return on Investment for Educators and Kids" on October 23, 2007


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Virginia Commonwealth University Expands and Deepens Collaboration with School Leadership Development

Over the past few years, NTC’s Teacher Induction division has built a solid reputation with their work in supporting new teachers and mentoring in the Central Virginia region. As a result, this has provided our School Leadership Development division entry for work with Richmond Public Schools and Henrico, Chesterfield, Hanover, and Richmond counties. SLD has now been bringing our supervision (ISA) and CLASS (Coaching Leaders to Achieve Student Success) workshops to this region to great response.

Terry Dozier (former Teacher in Residence- U.S. Department of Education and current Director, Center for Teacher Leadership — Virginia Commonwealth University) soon became aware of and interested in the work of SLD. Through Dr. Dozier and Dr. Jo Lynne DeMary’s (former Superintendent of Public Instruction-Virginia and current Director, Center for School Leadership) efforts, SLD was invited to lead the work in training coaches for an initiative that provided coaches for new administrators at hard to staff schools through the Center for School Leadership, Virginia Commonwealth University.

Based upon the very positive response to SLD’s work with VCU, our work continues to expand with them. This past month, we trained twenty-two leaders from Henrico, Chesterfield, Hanover, and Richmond counties in utilizing our Leadership Institute Modules with interested educational leaders in the Central Virginia region.

Future work for SLD through the Center for School Leadership, Virginia Commonwealth University, involves VCU’s federal grant funded initiative to develop a succession plan (pre-service and induction plan) for middle schools in Richmond Public Schools. SLD has been written into this grant to provide CLASS training during the 2010-2011 academic year.

What started out as a positive, collaborative, cross-divisional relationship with Teacher Induction in Central Virginia has now grown into a larger partnership in helping educators effectively supervise leaders Who in turn provide better support to teachers in their development.


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NTC Continues to Build Administrator and Teacher Leader Practices through Improved Supervision and Evaluation Practices

In 2007-2008, the New Teacher Center’s School Leadership Development’s work in developing tools and resources in support of the establishment of professional learning communities for teachers and school leaders was a great success. Facilitating work at three high schools (Morgan Hill - English Language Arts; Gilroy – math; Watsonville - math), Mike Heffner and Karen Hendricks collaborated with individual departments in helping establish and further their respective PLCs. This work was supported by the Morgan Family Foundation.

Their work focused on the three areas of:

  • use of data teams and benchmark common assessments and protocols.
  • peer observations.
  • student case studies.

Key findings included the:

  • clear protocols to guide their work in the three targeted areas.
  • identification of what worked in student learning.
  • effective teacher conversations around teaching and student learning.

Planning has begun this year for SLD to now work with administrator and teacher teams in two districts in the region to review and revise their processes for teacher supervision and evaluation, and will support the implementation of those revised processes through professional development and coaching. Mike Heffner is again leading this new initiative and is forming a team that integrates the collaboration of both Teacher Induction and School Leadership Development staff.

The new processes that are developed will build upon NTC’s work in coaching-based professional development and supervision, and will:

  • build collaborative processes that integrate the work of mentors, content coaches, department chairs and other teacher leaders.
  • Tie supervision into the work of professional learning communities.

As it is clear that typical teacher supervision processes do little to promote teacher effectiveness and are usually implemented in isolation from other professional development processes, the SLD team is excited to focus on and address this important area of work knowing that it will ultimately improve our students’ achievement. This work is again funded by a generous grant by Morgan Family Foundation. We look forward to updating you as the year unfolds.


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NTC Supports the Ontario Ministry of Education’s Student Success School Support Initiative

NTC’s School Leadership Division recently facilitated a successful series of workshops for the Ontario (Canada) Ministry of Education and the Catholic Principals’ Council of Ontario (CPCO) in support of their Student Success School Support Initiative (SSSI). SSSI is a partnership between Ontario’s local boards (analogous to a school district in the U.S.) and the Ontario Ministry of Education (OME) to support administration and school improvement teams.

In 2007-2008 a mentoring and coaching pilot took place in twenty Ontario school boards. The pilot explored and utilized a range of models drawing on research and experience with mentoring and coaching. In October 2007, and again in 2008, NTC facilitated our CLASS training to almost 200 participants. The success and response to SLD’s work resulted in the inclusion of the Blended Coaching model as one of the piloted models to be utilized.

The OME contracted Parker Management Consulting, Inc. to conduct an evaluation of the pilot to determine the impact of the models, or components of models, on leadership development and leadership effectiveness, and to identify critical success factors. This evaluation was intended to inform future ministry directions. Overall, participants perceived the pilot as a success, and reported individual and system benefits.

Individual benefits included:

  • Support in learning the day-to-day skills involved in leading a school
  • Increased confidence
  • Better understanding of the role
  • Opportunities for professional reflection

System benefits included:

  • Improved performance of new administrators
  • Capacity building
  • Support of system priorities
  • Access to external ideas and support

The Ontario Ministry of Education has now produced and provided all local boards with a School Board Guideline for Implementation of Mentoring for Newly Appointed School Leaders. The OME has recommended a two year mentoring (coaching is embedded within this aspect) support program, of which CLASS and the follow-ups to our CLASS trainings are an accepted part of. Most importantly, the OME is providing all local boards funds to do so.

An SLD team trained almost 200 additional CLASS participants to begin their coaching for the 2009-10 academic year and conducted a follow-up training for close to 100 previously trained CLASS participants to reflect, build upon, and deepen their practice and conscious competency utilizing blended coaching. Their work received kudos from participants, OME, and CPCO, generating much buzz and additional interest in our work.

With almost 400 New Teacher Center trained coaches now in the field, and the success of our model in local Ontario boards (both Catholic and public), we look forward to our continuing work with our neighbors north of the border.

(September 2009)


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