new teacher center fy11 annual report

New Teacher Center / Annual Report 2011

+ I N N O V A T I O N

Impact

Dear Friends, If you’re reading this, chances are that at some point in your life you had a great teacher. A teacher that inspired and challenged you; opened

doors and identified possibilities. NTC seeks to ensure that all students, especially those in our nation’s most underserved communities,

receive the same opportunity.

Three years ago we made the decision to scale our new teacher induction program nationally. Since then the national dialogue has directed

attention to what we’ve long contended—when we focus on teachers, our students succeed.

Last year we reorganized in order to meet our strategic objectives and align the delivery of our programs. We expanded our reach to support

over 24,000 beginning teachers—approximately 6 percent of all new first and second year teachers in our country: 1.5 million students

had a better teacher in their classrooms as a result. We invested in measuring our impact and connecting that to student learning. And we

embarked on several major program innovations. We’re proud to share highlights of this work with you.

Despite our progress, we haven’t lost sight of where we need to go. Over the next decade the U.S. needs to prepare and retain approximately

two million new teachers. This is our chance to positively address the nation’s achievement gap and deliver on the promise of public

education. Our students deserve no less.

We’re grateful for your support and hope you’ll continue to join us as we seek to ensure that every student in America has a great teacher.

New TeACheR CeNTeR / ANNuAl RepoRT 2011 1

lance Fors

Chair, NTC Board of Directors

ellen Moir

Ceo & Founder

It’s about...

Impact. Teachers are the single most important school-based determinant of

student success. when we accelerate teacher effectiveness, student learning

improves.

Equity. Schools with high populations of students living in poverty typically

have a disproportionate number of new teachers. By improving teacher

effectiveness in high needs schools, we address the nation’s achievement gap.

Community. 40-50% of new teachers will leave the profession in 5 years. By

stopping the revolving door of new teachers and school leaders, we model for

students that it’s worthwhile to stay in school.

At the heart of our program, it’s all about students.

ComprEhEnsIvE ApproACh to nEw tEAChEr InduCtIon

NTC’s program Theory of Action includes professional

development, communities of practice, ongoing assessment,

and induction program design. The result: accelerated teacher

effectiveness, improved teacher retention, and strengthened

leadership, all in support of increased student learning.

STUDENTS

INST

RUCTIONAL MENTOR

S

New Teacher Development,

Ongoing Assessment, and Communities

of Practice

Mentor Development,

Ongoing Assessment, and Communities

of Practice

Principal and Site Leader

CapacityBuilding

Program Leadership

and Induction Systems

Development

PROGRAM EVALUATION: IMPACT & IMPLEMENTATIO

N

PROGRAM EVALUATION: IMPACT & IMPLEMENTATIO

N

NEW

TEACHERS

Every student across America deserves a great teacher

2 New TeACheR CeNTeR / ANNuAl RepoRT 2011

“NTC’s approach to building

relationships has nourished my

leadership skills and I have seen

dramatic gains in my teachers’

effectiveness, as well as their

students’ learning.”

mAdonnA rAmp / nEw tEAChEr mEntor

2011-12 doE nAtIonAl tEAChIng AmbAssAdor FEllow

AustIn IndEpEndEnt sChool dIstrICt, tX

hIghlIghts oF 2010-11

A Focus on ImpactNTC continuously seeks to improve the quality and effectiveness of our work.

last year we defined an impact strategy that helps focus resources and

communicate value.

measuring our Impact

NTC’s impact spectrum addresses the following questions:

Counting: Who are we reaching?

program Quality: Are our clients implementing the program with fidelity?

retention: Are we retaining teachers and mentors?

practice: Are teachers becoming more effective?

student learning: Are students learning better as a result of our work?


Counting

data of Implementation

supportIvE ContEXt For tEAChIng And lEArnIng

data of Impact

program

Qualityretention practice

student

learning

numbEr oF EduCAtors & studEnts rEAChEd In 2010-11

3,516 PrINcIPAls

7,534 MENTOrs

24,195 BEGINNING TEAcHErs

1,471,761 sTUDENTs EXpAndIng our rEACh

In 2010-11, NTC supported induction programs in 35 states and approximately 250 school districts. our online mentoring program, eMSS, supported new

science, math, and special education teachers in all 50 states. And as part of our Teaching and learning Conditions Initiative, we surveyed over 265,100

educators, received over 100,000 responses, and provided data for almost 3,000 schools.

Accelerating Teacher Effectiveness

NTC’s comprehensive induction program has been refined since 1998 and includes one-on-one mentoring and professional

development, all taking place within school environments that support new teachers.

deepening our Impact

As per our strategic plan, in 2010-11 we sought engagements where we were considered part of the district’s human capital development. Our goal was to

deliver sustainable, high impact services that integrated new teacher induction, principal support, and our Teaching and Learning Conditions Initiative into a

comprehensive program. An overview of selected partners exemplifies our approach.

sCAlIng A lArgE urbAn InduCtIon progrAm

In 2005, Chicago Public Schools (CPS), the nation’s third largest school district, was losing 3-4 beginning teachers out of every 5 that they

hired. They approached NTC about implementing an induction program to help improve teacher retention and raise student achievement. The

downward trend was reversed, and NTC is now considered a vital element in the district’s Human Capital Management strategy. Since, 2006,

the NTC-managed program has served 1,651 beginning teachers in 433 schools by training, over the course of five years, 79 mentors to provide

instructional support. Training and support for 77 new principals was added in 2010 to help further drive increased teacher effectiveness. Despite a

challenging fiscal climate, the district continues to invest in new teacher and new principal induction.

AlIgnEd dIstrICt ImplEmEntAtIon

NTC began working with Hillsborough County Public Schools (HCPS) in 2009 as part of the Measures of Effective Teaching

(MET) project. Since that initial engagement with our Teaching and Learning Conditions Initiative, NTC involvement has grown

into a comprehensive program, including both new teacher and principal induction, plus an innovative peer assessment program.

In 2010-11, NTC supported approximately 1100 beginning teachers with 72 trained mentors.

A stAtEwIdE InduCtIon progrAm

NTC, in partnership with the Rhode Island Department of Education (RIDE), is launching a comprehensive statewide

induction program that will support all first-year educators as well as second-year teachers who work in the state’s

“urban ring” districts. RIDE’s induction program includes all elements of NTC’s model including full release mentors,

mentor professional development, on-going assessment, and principal professional development. The state has taken the

opportunity to align the protocols of a new teacher evaluation system with NTC’s induction program.


››

›

photo taken at o. S. hubbard elementary School, San Jose, CA

measuring teacher performance

Building upon our proven, standards-based

assessment system, NTC has developed tools to

measure teacher growth as well as induction’s

impact on student learning. The new Teacher

Assessment and Support System (TASS) is based

on a thorough review of current research and

provides teachers and mentors with an accurate

reflection of their progress: program leaders

receive timely information about what’s working

in order to facilitate a process of continuous

program improvement. Currently being pilot

tested, TASS will provide a critical link between

new teacher induction and how districts measure

teacher performance. This project received

support from the Morgan Family Foundation

and Stuart Foundation.

preparing new stEm teachers

In his 2011 State of the Union address, President

Obama called for the recruitment of 100,000

new science, technology, engineering, and math

(STEM) teachers over the next decade. NTC’s

unique e-Mentoring for Student Success (eMSS)

program is positioned to support these new

recruits through one-on-one mentoring, high-

quality professional development, and a learning

community facilitated by experts. Thanks

to a grant from the Bill and Melinda Gates

Foundation, NTC’s current program is being

upgraded to include a next generation platform,

support for remote classroom observations, a

repository of proven videos and other tools. A

web portal will provide free resources to new

STEM teachers across the country.

Leading Through Innovation NTC provides innovative programs and services that address national issues

related to new teachers and teacher induction. Thanks to the generous support of

our funders, last year we initiated a program to help assess teacher effectiveness

and expanded the scope of our online mentoring service.

“When I look back on the

things I really like about my

class and the things that

work, I can almost always

trace it back to something

my mentor taught me or a

conversation we had.”

EmIly lAgozzIno

ElEmEntAry sChool tEAChEr

rAvEnswood CIty sChool dIstrICt, CAlIFornIA


Influencing the Policy AgendaNTC advocates for and designs public policies to strengthen new educator

induction and mentoring.

providing an Induction road map

In 2011, NTC released the Review of State Policies on

Teacher Induction, featuring comprehensive summaries

of induction policies for all 50 states. Funded by

the Joyce Foundation, this review articulates 10 key

state policy criteria for comprehensive, high-quality

induction that accelerates new teacher effectiveness

and improves teacher retention. The review is available

under the Policy page of NTC’s website.

Impacting state policy

Consultation with NTC has strengthened educator

induction policies in more than two dozen states. In

Illinois, NTC supported the State Board of Education

in designing policies, program standards and tools

such as the Illinois Induction Program Continuum.

In North Carolina, the NTC-led Mentor Task Force

resulted in the approval of stronger induction program

and mentor standards by the State Board of Education.

NTC served as an association partner to the Council

of Chief State School Officers’ State Consortium on

Educator Effectiveness.

shaping the national Conversation

NTC teamed with The College Board and Phi Delta

Kappa to host a Capitol Hill briefing where we

released the policy paper, Teachers Are the Center of

Education: Mentoring, Teaching and Improving Student

Learning. Our Policy Team has informed federal policy,

including: Race to the Top program regulations, the

Effective Teaching and Leading Act, and the STEM

Master Teacher Corps Act. NTC Policy launched a

monthly e-newsletter in March 2011.

Improving school teaching & learning Conditions

NTC’s Teaching and Learning Conditions Initiative

has been implemented across 10 states and 11 districts

over the past 4 years, capturing the voices of over

600,000 educators and providing reports to more

than 15,000 schools on whether schools provide the

necessary support for teachers to be effective. In 2010-

11, NTC garnered a response rate of over 80 percent

in Kentucky, where the data is now an integral part of

school improvement planning and principal evaluation.

As part of Tennessee’s Race to the Top initiative, NTC

heard from 77 percent of the state’s educators and is

now providing training on using the survey data for

school improvement planning.

“NTC helped us launch the

working conditions survey with

phenomenal participation for

the first year. They’ve followed

up with excellent support

on how to utilize the data to

improve teaching and learning

in Kentucky.”

tErry hollIdAy, ph.d.

CommIssIonEr oF EduCAtIon

CommonwEAlth oF KEntuCKy

10 New TeACheR CeNTeR / ANNuAl RepoRT 2010-11

photo taken at Sylvia Cassell elementary School, San Jose, CA

NTC Ceo & Founder, ellen Moir, receiving the Skoll Award for

Social entrepreneurship at the Skoll world Forum. From left to right:

peter Gabriel, Jeff Skoll, ellen Moir and Bishop Desmund Tutu.

photo courtesy of the Skoll Foundation

“In times like these when

budgets are tight, NTC

and their support for new

teachers is one of the bright

lights. It’s one of the things

that’s working.”

vIto ChIAlA / prInCIpAl

EAst sIdE unIon hIgh sChool dIstrICt, CA

building Capacity

NTC’s leadership team combines experience

in public education, professional development,

program evaluation, and non-profit management

with a commitment to nurturing change in

public education. NTC reorganized last year to

better align program delivery, strengthen client

engagement, and focus on impact. Thanks in part

to philanthropic support, key staff were was added

to the following departments: Communications,

Development, Human Resources, Impact, and

Information Technology.

Ensuring sustainability

NTC generates revenue both from fee-for-service

contracts and philanthropic support. Approximately

46% of our revenue came from contracts with

school districts and state organizations that

engaged NTC to define induction infrastructure,

manage induction programs, deliver professional

development, and analyze school teaching and

learning conditions. Our remaining revenue came

from philanthropic support that allowed us to

develop new products, enter new markets, and build

critical infrastructure. These dual revenue streams

ensure organizational sustainability.

Funding growth

Ellen Moir, NTC Founder and CEO, was one

of four recipients of the Skoll Award for Social

Entrepreneurship in 2011. A major grant from

the Bill and Melinda Gates Foundation provided

enhancements for our online mentoring program.

Following an extensive due diligence process, NTC

was added to the portfolios of three major venture

philanthropies: NewSchools Venture Fund; New

Profit, Inc.; and SeaChange Capital Partners.

Although NTC continues to expand our funding

base, we are particularly grateful to those funders

who have provided consistent support over years.

Scaling the Organization In 2010-11, NTC concentrated on building organizational infrastructure in order to

better meet our strategic goals.


$10,000,000+

The william and Flora hewlett Foundation

$2,000,000 – $9,999,999

The AVI ChAI Foundation / Carnegie Corporation

of New York / Bill & Melinda Gates Foundation / Jim

Joseph Foundation / The Joyce Foundation / Metlife

Foundation / Morgan Family Foundation / National

Science Foundation / SeaChange Capital partners /

Stupski Foundation

$1,000,000 – $1,999,999

S.h. Cowell Foundation / The James Irvine Foundation /

National education Association / New profit Inc. /

NewSchools Venture Fund / Noyce Foundation / Skoll

Foundation / The Goldman Sachs Foundation

$750,000 – $999,999

Sidney e. Frank Foundation / walter & elise haas

Fund / The walter S. Johnson Foundation / w.

Clement & Jessie V. Stone Foundation / uJA

Federation of New York / wachovia wells

Fargo Foundation

$500,000 – $749,999

The Applied Materials Foundation / The Boeing

Company / harold K. l. Castle Foundation / Crown

Family philanthropies / Flora Family Foundation /

Yellow Chair Foundation

$250,000 – $499,999

Agilent Technologies Foundation / S. D. Bechtel, Jr.

Foundation / Cisco Systems Foundation / Booth

Ferris Foundation / lloyd A. Fry Foundation / Dirk &

Charlene Kabcenell Foundation / John S. & James

l. Knight Foundation / lucile packard Foundation

for Children’s health / Karen and Christopher payne

Family Foundation / Silicon Valley Community

Foundation / Stuart Foundation / ToSA Foundation

$100,000 – $249,999

The DuBarry Foundation / Ford Foundation / Reuben

Gordon and Mollie Gordon Foundation / Grand

Victoria Foundation / hewlett-packard Company /

Intrepid philanthropy Foundation / Microsoft / The

Carroll & Milton petrie Foundation / The Rockefeller

Foundation / SV2: Silicon Valley Social Venture Fund /

The pritzker Traubert Family Foundation

$25,000 – $99,999

AARp Foundation / BelleJAR Foundation /

California Community Foundation / John w.

Carson Foundation / Finnegan Family Foundation /

hurlbut-Johnson Charitable Trusts / ewing Marion

Kauffman Foundation / peery Foundation / Reddere

Foundation / RGK Foundation / SanDisk Corporation

Fund / Barnet Segal Charitable Trust / Simmons

Family Foundation / Steans Family Foundation / Texas

Instruments / Toshiba America Foundation / union

Bank / Dewitt wallace-Reader’s Digest Fund / The

wallace Foundation

$10,000 – $24,999

AMD / Chizen Family Fund / Full Circle Fund /

hammond Family Fund / Alan B. Slifka Foundation Inc.

$5,000 – $9,999

National Semiconductor Corporation / Mendelsohn

Family Fund

Current as of December 31, 2011


FunderslIFEtImE gIvIng

“NTC’s knowledge of the

issues confronting new

teachers and proven success

in developing high quality,

effective teacher induction

programs have improved

learning for millions of

students around the country.”

bArbArA Chow

EduCAtIon progrAm dIrECtor

wIllIAm And FlorA hEwlEtt FoundAtIon

photo taken at o. S. hubbard elementary School, San Jose, CA


FInAnCIAl hIghlIghts

Notes from the Chief Financial Officer

NTC began providing comprehensive teacher induction programs in 1998.

However, our standalone financial operations were established only three

years ago after separating from the University of California at Santa Cruz.

Since attaining our 501(c)(3) nonprofit status in 2008, NTC has raised

$43.7 million in gifts, grants, and contract revenue.

NTC is growing rapidly as we introduce our programs into school districts

across the country. Our goal is to continue to match the high-effectiveness

of our programs with best financial management practices. NTC carefully

constructs program budgets to cover costs and works hard to ensure funds

are spent directly on program work to the maximum extent possible.

Since moving to our standalone operations, we have been building our

capacity and have increased the portion of funds spent directly on programs

in our most recent fiscal year, 2011, to 84%*. A primary factor has been

our constant attention to minimizing overhead costs through the use

of technology. NTC will continue this focus as we build a strong and

sustainable national model for improved teacher effectiveness.

*NTC’s percentage spent on Programs since moving to the standalone

model has been 77%.

ntC Financial results-to-date†

rEvEnuE

Corporate & Individual Contributions $ 3,515,501

Foundation Grants 19,967,979

Contracts 20,212,296

other 28,658

total revenue $43,724,434

EXpEnsEs

program $31,255,468

Management 7,471,913

Fundraising 1,525,692

total Expenses $40,253,073

net Assets $ 3,471,361

†Cumulative result since NTC became standalone in 2008

through June 30, 2011.

CumulAtIvE rEvEnuE Fy 2008-2011

Corporate & Individual Contributions

Foundation Grants

Contracts

other

CumulAtIvE EXpEnsEs Fy 2008-2011

program

Management

Fundraising

3.8%

77.6%

18.6%

45.7%

46.2%

8.0%

0.1%

ntC board of directors

lance Fors – Chairman of the board

Social entrepreneur;

Chair of SV2, SVpI, & Reading partners

Angela m. Covert – vice Chair

Independent education philanthropy Consultant

Kenji hakuta – secretary

professor, Stanford university School of education

roger King – treasurer

Management Consultant

Jody Cornish

partner, New profit

Ellen moir

Founder & Chief executive officer,

New Teacher Center

Julie mikuta

partner, NewSchools Venture Fund

marshall (mike) smith

Former education Director,

william and Flora hewlett Foundation

gary syman

Chairman, SeaChange Capital partners

ntC leadership team

Ellen moir

Chief executive officer

wendy baron

Chief Academic officer

tirzah Enumah

Chief of Staff

Janet gless

Chief programs & partnerships officer

srik gopalakrishnan

Chief Impact and learning officer

Eric hirsch

Chief external Affairs officer

sue perkins

Chief Financial officer

NTC is a registered 501(c)(3) organization with the Internal Revenue

Service and State of California. All donations are tax-deductible as

allowed by law. our tax ID number is 26-2427526.

725 Front Street, Suite 400 Santa Cruz, CA 95060

T. 831.600.2200 [email protected]

www.newteachercenter.org

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