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PDF File Archive All documents are in Portable Document Format (PDF)
- August, 2010 | Flyer for Induction Institute: October 31, 2010 - November 4, 2010, Peachtree City, GA (289.52 KB)
- June, 2010 | Instructional Mentoring at Westfield State College, July 21-22, 2010 (289.74 KB)
- June, 2010 | Role of the Principal in Supporting High-Quality Teacher Induction at Westfield State College, July 20, 2010 (337.62 KB)
- May, 2010 | Supervising for Social and Emotional Well Being Flyer (209.03 KB)
- April, 2010 | Colorado Department of Education News Release - “TELL” Survey Results (98.24 KB)
- April, 2010 | NTC Press Release - New Teacher Center CEO Testifies Before Congress (211.96 KB)
- April, 2010 | SUMMARY: Statement of Ellen Moir, Chief Executive Officer, New Teacher Center
To the U.S. Senate Committee on Health, Education, Labor and Pensions (194.63 KB)
On April 15, NTC CEO Ellen Moir testified before the U.S. Senate Committee on Health, Education, Labor and Pensions to discuss the importance of induction programs for all new teachers. Ellen made three recommendations for inclusion in the ESEA reauthorization regarding induction and mentoring programs.
Read the written testimony. Download: ntc_moir_esea_testimony_100415.pdf
- March, 2010 | NTC Press Release - Race to the Top Grant Winner Selection Highlights Importance of Teacher Working Conditions Survey (66.97 KB)
- March, 2010 | Getting the Balance Right: Federal Policy on Effective Teaching (252.04 KB)
Getting the Balance Right: Federal Policy on Effective Teaching
Liam Goldrick, Director of Policy, February 2010
President Obama and Education Secretary Arne Duncan have made teaching quality a major focus of federal education policy — and rightly so. Teachers are the most powerful school-based influence on student learning. This update discusses the current Federal policy efforts underway, NTC’s perspective, and the challenges of ensuring that these not only meet the political needs of policymakers, but must also meet the professional needs of individual teachers.
Download: goldrick-fedpolicy_effective_teaching.pdf
- Report of the June 2008 Forum Oral Language Development in Schools (August, 2010 | 937.05 KB)
Report of the June 2008 Forum
Oral Language Development in Schools
Convened by the New Teacher Center
Funded by the William and Flora Hewlett Foundation
Executive Summary
In June 2008, the New Teacher Center conducted a high-level Forum funded by the William and Flora Hewlett Foundation that brought together leading experts in the field of oral language development. Academic research clearly links the degree of maturity and richness of young children’s oral language to their ultimate achievement in reading and writing. The purpose of the Forum was to explore what teachers, mentors, and administrators need to understand and do in order to deliver a rich classroom program that has oral language development (OLD) as its foundation. Concerns that arose from Hewlett Foundation-funded work by NTC in Ravenswood, CA during 2006-2007 on the issue of oral language development prompted the gathering.
The dialogue at the Forum centered on research concerning the critical nature of early OLD, and the importance of this issue was underscored from both the practitioners’ points of view. Teachers voiced concerns about their lack of understanding of language development and the need for streamlined tools that would help them assess OLD with all learners. Further, the teachers emphasized that assessing students is only a starting point; they require deeper understanding of how to support children at various stages of OLD.
In sum, the field lacks a disseminated knowledge base, easily administered assessment tools, and teaching resources. The feedback from the participants at the Forum showed an overwhelming interest in continuing the dialogue in order to move the research, tools, and resources into the hands of the practitioners in the schools. Download: 2008_forum_report-OLD_in_schools.pdf« close »
- Race To The Top: Phase 2 (August, 2010 | 845.4 KB)
Race To The Top: Phase 2
Comprehensive, high-quality induction and mentoring—something far too few new teachers receive—accelerates beginning teacher effectiveness and can result in sizable impacts on student achievement. The U.S. Department of Education’s Race to the Top (RTTT) competition provides an opportunity for states to address the developmental needs of new teachers. States are directed to address new teacher needs within RTTT’s comprehensive reform template and connect them to related human capital strategies, such as teacher preparation, licensure, evaluation, compensation, and professional development systems. RTTT also allows states to address the teaching and learning conditions within schools and districts where new teachers work. Research demonstrates that teacher working conditions are strongly associated with teacher retention and overall teacher effectiveness. The New Teacher Center (NTC) was pleased that the final RTTT guidelines3 incorporated our recommended language for the definition of ‘effective principal,’ specifically recommending that the use of multiple measures to evaluate principals should include evidence of providing supportive teaching and learning conditions. Download: RaceToTheTop_Phase2_NewTeacherCenter.pdf« close »
- Leadership Institute Modules for New and Other School Leaders Flyer (August, 2010 | 486.75 KB)
- Comprehensive Support for the Development of Powerful Instructional Leaders - Product Sheet (July, 2010 | 702.5 KB)
Comprehensive Support for the Development of Powerful Instructional LeadersNTC provides a comprehensive menu of professional development opportunities that work synergistically to build solid, professional leadership development plans. The ultimate objective: to link workshop content to district goals and initiatives and support implementation through participation in Professional Learning Communities. Download: NTC_SupportLeaderDevelopment.pdf« close »
- Online Professional Development Offerings (July, 2010 | 675.52 KB)
Online Mentor Professional Development
The New Teacher Center now offers its foundational mentor professional development in a three-week online session. The session is facilitated, utilizes videos, and requires participants to practice mentoring protocols and the use of tools with a colleague. A Mentor Guidebook and Participant Packet are included in the registration fee. Download: NTC_OnlinePD.pdf« close »
- eMSS - Online Mentoring for New Teachers (July, 2010 | 733.03 KB)
eMSS - Online Mentoring for New TeacherseMSS is a nationwide, online teacher mentoring program in which beginning math, science, and special education teachers are matched with a mentor based on similar teaching assignments and grade level rather than on proximity or convenience. With Internet access, all eMSS activities and discussions can be done Anytime and Anywhere. Download: eMSS-OnlineNewTeacherMentoring.pdf« close »
- Role of the Principal in Supporting High-Quality Teacher Induction (July, 2010 | 208.1 KB)
This workshop is designed for individuals who support new teachers’ induction including principals, beginning teacher support staff, content area coaches, assistant superintendents, and directors.
Download: RoleOfPrincipal_flyer.pdf« close »
- The Vermont Teaching and Learning Conditions Initiative Report (July, 2010 | 1.83 MB)
The Vermont Teaching and Learning Conditions Initiative Report
Policymakers, practitioners, and researchers have long realized that teaching quality is the most
important variable in student success. Supportive school environments, where educators are
valued, trusted, and have the time and ability to collaborate, are necessary for enabling teachers
to be successful. To assess whether these conditions are present across Vermont, the Vermont –
National Education Association (NEA) initiated the first-ever statewide total population survey of
certificated educators and education support professionals. In partnership with a coalition of state
education organizations, the Vermont Teaching and Learning Conditions Licensed Educator
Survey (Vermont TLC-LE) and the Vermont Teaching and Learning Conditions Education Support
Professional Survey (Vermont TLC-ESP) were created and conducted in April of 2009. Download: Vermont_TLC-finalreport.pdf« close »
- Statement on Year 3 Mathematica Induction Study (June, 2010 | 266.04 KB)
NTC Response to Year 3 Mathematica Induction Study
Study shows a robust and statistically significant impact on student achievement in mathematics and reading when beginning teachers receive two years of comprehensive induction support. Download: Mathematica2010.pdf« close »
- Ellen Moir Receives Contribution to the Field Award (June, 2010 | 90.46 KB)
- Race to the Top: No New Teacher Left Behind (May, 2010 | 453.18 KB)
Race to the Top: No New Teacher Left Behind
By Liam Goldrick and David Osta
Comprehensive, high-quality induction and mentoring support - something too few new teachers receive - can accelerate beginning teacher effectiveness, in some cases to levels matching more experienced colleagues.
Race to the Top (RTTT) provides an opportunity to address the developmental needs of new teachers within a comprehensive reform template and connect it to related human capital strategies, such as credentialing, compensation and evaluation. RTTT applications are judged by a 500-point scoring rubric. Great Teachers and Leaders, one of the four primary Reform Plan criteria accounts for 138 points-or 37 percent of the overall 375-point Reform Plan portion of the state application. “Providing effective support to teachers and principals” counts for 20 of those points - an amount certain to be critical in a competitive RTTT Phase Two.
In RTTT Phase One, several of the 41 applicants (40 states and the District of Columbia) built aggressive approaches to strengthen new teacher support within their proposals. States that will seriously contend for RTTT Phase Two funds should address teacher induction as a key lever for improving teacher effectiveness and student achievement, especially in the lowest achieving schools and districts which employ a disproportionately high percentage of new teachers.
Below we highlight some of the best state-level approaches to teacher induction from Phase One RTTT applications. There is no guarantee that these states’ plans in Phase Two will go unchanged, but we hope that Phase Two applicants have learned from these robust examples. Download: RttT-Induction.pdf« close »
- Induction Institute Product Sheet (May, 2010 | 417.1 KB)
Induction Institute: Establishing a Program of Professional Support for Beginning Teachers
Teachers are not finished products when they complete a teacher preparation program. Learning to teach requires support from skilled mentors who assess and respond to new teacher’s needs and promote classroom practices that improve student achievement.
The NTC Induction Institute is a four-day professional development program that provides a fundamental starting point for educators interested in learning more about the New Teacher Center Induction Model.
Strengthening Team Capacity
Participating teams will examine teacher induction and its role in professional/ educational reform. They will also build essential mentoring knowledge and skills tailored to new teachers’ needs.
The Induction Institute supports the leadership and effectiveness of induction teams to:
- Analyze their new teacher needs.
- Plan and implement an intensive new teacher induction program that will accelerate teacher effectiveness and improve teacher retention.
- Engage with a network of new teacher induction and mentoring programs.
- Walk away with clear next steps for building a robust, comprehensive induction program.
Download: II_ProdSheet.pdf« close »
- TELL Colorado Creating Supportive School Environments to Enhance Teacher Effectiveness (April, 2010 | 1.55 MB)
TELL Colorado: Creating Supportive School Environments to Enhance Teacher Effectiveness
Policymakers, practitioners, and researchers have long realized that teaching quality is the most important variable for the success of students. Supportive school environments, where educators are valued, trusted, and have the time and ability to collaborate, are critical to teachers’ success. To assess whether these conditions are present in schools across this state, the Colorado Depart- ment of Education, responding to HB 08-1384, convened a coalition to initiate the first-ever statewide total population survey of certificated educators. In partnership with a coalition of state education organizations, the TELL (Teaching, Empowering, Leading and Learning) Colorado Survey was created and conducted in May 2009. Download: Colorado_TELL_finalreport.pdf« close »
- TEACHER AND PRINCIPAL IMPROVEMENT ACT: Sponsored by Senator Jack Reed (March, 2010 | 277.66 KB)
TEACHER AND PRINCIPAL IMPROVEMENT ACT
Sponsored by Senator Jack Reed
Decades of research has demonstrated that improving teacher and principal quality is key to raising student achievement and turning around struggling schools. To achieve these objectives, the Teacher and Principal Improvement Act would amend Title II of the Elementary and Secondary Education Act (ESEA) to provide $1 billion in targeted assistance to schools to develop and support effective teachers, principals, and school leaders through implementation of the following proven, research-based strategies Download: ReedTeacherPrincipalImprovementActSummary.pdf« close »
- Symposium 2010 Brochure & Sessions Overview (December, 2009 | 553.48 KB)
- Analysis of Student Work Product Information (November, 2009 | 82.8 KB)
Analysis of Student Work
The Analysis of Student Work involves a careful, collaborative examination of new teacher's students' work to better understand their learning needs and then to determine how best to address those needs. With their mentor, new teachers select an assignment that has the potential to offer important information about their students' learning. The Analysis of Student Work tool guides the mentor and new teacher through the process of analyzing student work samples, understanding specifi c learning needs, and then identifying teaching strategies that will help differentiate instruction. Download: ASW Product Sheet 05.pdf« close »
- Analysis of Sudent Work (June, 2010 | 205.8 KB)
- Blended Coaching Product Information (May, 2010 | 2.09 MB)
- Classroom Visitations Done Well (May, 2009 | 841.71 KB)
- Collaborative Assessment Log Product Information (May, 2010 | 1.3 MB)
- CA Formative Assessment System - Padfolio Description (May, 2010 | 11.5 MB)
- CA Mentor Assessment for Growth and Accountability (May, 2009 | 918.99 KB)
- CA Teacher Induction Product Order Form (May, 2009 | 70.5 KB)
- CHD Formative Assessment System Product Information/Request for Information (May, 2009 | 688.19 KB)
- Coaching Leaders to Attain Student Success Brochure (May, 2009 | 76.52 KB)
- Coaching Leaders to Attain Student Success Flyer (June, 2010 | 813.02 KB)
- California Network of School Leadership Coaches (June, 2010 | 408.64 KB)
- Chicago New Teacher Center Announces Expanded Program with Chicago Public Schools (June, 2009 | 213.61 KB)
- A Workshop for Central Office Teams (May, 2009 | 132.99 KB)
- Creating and Facilitating Meetings that Promote Mentor Development (January, 2010 | 334.8 KB)
- Coaching and Observation Strategies for Working with Beginning Teachers (July, 2010 | 207.63 KB)
- High Quality Mentoring and Induction Practices (May, 2009 | 124.49 KB)
- Making a Case for Policy Investments that Help New Teachers Succeed (May, 2009 | 459.04 KB)
- Coaching in Complex Situations: Advanced Coaching for Those Who Work with Beginning Teachers (March, 2010 | 265.13 KB)
- Continuum of Teacher Development Product Information (November, 2009 | 100.28 KB)
- Continuum of Teacher Development Aligned with CSTP and Induction Standards 5 & 6 (May, 2009 | 140.02 KB)
- Continuum of Teacher Development Aligned with CSTP (November, 2009 | 106.69 KB)
- Designing and Presenting Professional Development for Beginning Teachers (March, 2010 | 261.72 KB)
- e-Mentoring for Student Success (eMSS) Brochure (June, 2010 | 546.54 KB)
- eMSS Case Study: Hawaii Public Schools: eMSS Science Statewide Implementation (May, 2009 | 256.29 KB)
- eMSS Math Product Sheet: Online Mentoring for Beginning Science Teachers (February, 2010 | 410.8 KB)
- eMSS Science Product Sheet: Online Mentoring for Beginning Science Teachers (February, 2010 | 445.72 KB)
- eMSS - An Online, Content-Focused Mentoring Program for Secondary Math and Science Teachers (May, 2009 | 465.74 KB)
- Formative Assessment System Padfolio Description (May, 2010 | 8.25 MB)
- Press Release - 10/23/2007 - Intensive New Teacher Support Pays Off: A Return on Investment for Educators and Kids (May, 2009 | 120.16 KB)
- An Introduction to Instructional Mentoring (November, 2009 | 36.3 KB)
- Supervision for Quality Instruction of English Learners (May, 2009 | 206.28 KB)
- Improving Student Achievement Through Teacher Observation (May, 2009 | 79.93 KB)
- Induction Reader, Volume 1, Product Information (November, 2009 | 118.82 KB)
- Induction Insitute 2009 (March, 2010 | 280 KB)
- Leadership Institute (June, 2010 | 109.99 KB)
- Teaching with a Literacy Lens: Entry Points for Secondary Mentors (January, 2010 | 326.51 KB)
- Mentor Assessor for Growth and Accountability (January, 2010 | 348.35 KB)
- NTC Executive Summary: Teacher Induction in the Midwest: Illinois, Wisconsin, and Ohio (May, 2009 | 1.04 MB)
- Mentoring for Academic Success in Algebra (May, 2009 | 797.16 KB)
- Mass TeLLS: Educators Offer Views on How to Improve Schools (May, 2009 | 236.3 KB)
- Mass TeLLS: Creating School Conditions Where Teachers Stay and Students Thrive (May, 2009 | 1.15 MB)
- NTC Response to IES/Mathematica First Year Report on Teacher Induction (May, 2009 | 174.7 KB)
- NTC Statement on Mathematics Study (August, 2009 | 523.03 KB)
- The Harold W. McGraw, Jr. Prize in Education Frequently Asked Questions (May, 2009 | 87.88 KB)
- The Harold W. McGraw, Jr. Prize in Education Board of Judges (May, 2009 | 80.16 KB)
- The Harold W. McGraw, Jr. Prize in Education Past Prizes (May, 2009 | 111.38 KB)
- The Harold W. McGraw, Jr. Prize in Education Press Release (May, 2009 | 106.11 KB)
- Mentoring for English Learner Success: Research, Standards, and Practice (January, 2010 | 321.01 KB)
- Mentoring for Equity: Race, Language and Culture (January, 2010 | 323.06 KB)
- Mentors in the Making Product Information (May, 2010 | 3.51 MB)
- New Administrator Project (June, 2010 | 312.57 KB)
- Press Release - 10/23/2007 - Capitol Hill Briefing (May, 2009 | 132.81 KB)
- Mentoring New Teachers to Increase Retention (May, 2009 | 216.97 KB)
- Does New Teacher Support Affect Student Achievment (May, 2009 | 187.62 KB)
- Using Federal Stimulus Funding to Promote New Teacher Effectiveness - Districts (July, 2009 | 326.58 KB)
- Using Federal Stimulus Funding to Promote New Teacher Effectiveness - States (July, 2009 | 340.8 KB)
- NTC Wins ACSA Partners In Educational Excellence Awards (May, 2009 | 17.1 KB)
- NTC Induction Survey Version 4.0 (May, 2009 | 63.71 KB)
- NTC Open Enrollment Trainings (November, 2009 | 65.85 KB)
- Policy Brief: New Teacher Support Pays Off (May, 2009 | 345.02 KB)
- Policy Brief: A Teacher Development Continuum (June, 2009 | 400.43 KB)
- Research Brief: The Costs and Benefits of Compehensive Induction Program (May, 2009 | 151.83 KB)
- NTC Executive Summary: Understanding New York City's Groundbreaking Induction Committee (May, 2009 | 224.17 KB)
- NTC Policy Paper: Understanding NYC’s Groundbreaking Induction Initiative (May, 2009 | 435.95 KB)
- Ongoing Professional Development for School Leadership Coaches: A Facilitator’s Guide (May, 2010 | 448.4 KB)
Coaching new and veteran school leaders is a challenging new field of professional work. Thousands of school leadership coaches around the country have attended the New Teacher Center’s Coaching Leaders to Attain Student Success (CLASS) workshop and are actively engaged in coaching work. But CLASS is only an introductory training, designed with the expectation that CLASS alumni will participate in ongoing learning communities. Now a comprehensive resource is available for those who facilitate the professional development of leadership coaches. Ongoing Professional Development for School Leadership Coaches: A Facilitator’s Guide will be an invaluable tool for local school districts, regions, and agencies that are committed to building and sustaining reflective and supportive coaching programs. Download: PD_Coaches_ProdSheet.pdf« close »
- Professional Learning Communities: Culture Not Climate Flyer (July, 2009 | 257.63 KB)
- Professional Learning Communities: Culture Not Climate Product Sheet (May, 2009 | 392.07 KB)
- Powerful Partnerships: A Handbook for Principals Mentoring Assistant Principals (May, 2009 | 305.26 KB)
Assistant principals represent the next generation of school principals, so it is critical that schools and districts address the professional development of these key administrators. In this essential resource the authors demonstrate how principals and assistant principals can use their collaborative relationships to prepare assistant principals for future leadership roles
By Gary Bloom, and Martin L. KrovetzDownload: PowerfulPartnerships_Brochure.pdf« close »
- NTC Research Abstracts - January 2006 (May, 2009 | 270.25 KB)
- Comprehensive Induction or Add-on Induction? (May, 2009 | 206.14 KB)
- Supporting New Teachers of Color and Cultural Diversity (May, 2009 | 152.76 KB)
- Role of the Principal in Supporting High-Quality Teacher Induction (January, 2010 | 323.64 KB)
- Race to The Top (August, 2009 | 359.75 KB)
This document provides general guidance and specific recommendations from the New Teacher Center for its partners and interested stakeholders to consider incorporating in their official public comments to the U.S. Department of Education’s (ED) Race to the Top Notice of Proposed Priorities, due August 28, 2009. ED’s proposed guidelines are available at:
http://www.ed.gov/programs/racetothetop/index.html . Download: RttT.pdf« close »
- Race to the Top - Addedndum (August, 2009 | 574.44 KB)
On August 21, 2009, the New Teacher Center (NTC) submitted public comments to the U.S. Department of Education’s (ED) Race to the Top Notice of Proposed Priorities. This Addendum includes specific recommendations with regard to the ED’s definitions of “effective” and “highly effective” teachers and principals as well as recommended edits to the proposed Selection Criteria. Download: RttT-Addendum.pdf« close »
- Setting Professional Goals Flyer (January, 2010 | 305.22 KB)
This training is particularly designed to support those who work with beginning teachers in the role of mentor, supervisor of interns, cooperating teacher, subject matter coach, and teacher leader, as well as principals and administrators of programs that provide support for beginning teachers. Participants need to have had foundational coaching training and experience.
Download: setting_prof_goals_flyer.pdf« close »
- School Leadership Development Brochure (July, 2010 | 702.5 KB)
- School Leadership Development Product Order Form (May, 2009 | 174.54 KB)
- Is Mentoring Worth the Money? (May, 2009 | 2.86 MB)
Is Mentoring Worth the Money? A Benefit-Cost Analysis and Five-Year Rate of Return of a Comprehensive Mentoring Program for Beginning Teachers
Anthony Villar and Michael Strong from ERS Spectrum, Summer 2007 Vol. 25, No. 3 Download: Spectrum_Villar-Strong.pdf« close »
- Supervising and Supporting Principals Who make a Difference for Students (July, 2009 | 297.78 KB)
This two-day training is designed to build the capacity of principal supervisors to nurture the growth of effective site leaders using Blended Coaching. This program is based on the extensive work the School Leadership Development team at the New Teacher Center has done with school districts across the country to help them build both effective, standards-based principal supervision models and coaching-based supervision cultures that increase principal effectiveness and lead to higher student achievement.
Download: SupervisingPrincipals_ProdSheet.pdf« close »
- Teaching and Learning Conditions Survey (May, 2009 | 40.12 KB)
- Two Visions of Education by Elliot W. Eisner; 2/10/2006 (May, 2009 | 98.3 KB)
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