NTC Reviews RTTT Phase Two Finalists

All of the 19 the U.S. Dept. of Education’s Race to the Top (RTTT) finalists announced July 27 propose more support for new teachers, in the form of new teacher induction and/or a proposed survey of teaching and learning conditions. The NTC’s policy team just released an analysis of the finalists’ applications, focusing on ways new teachers will be supported and how teaching and learning conditions will be addressed. Winners will be announced in September.
Read the NTC Policy Brief.

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.
Link to NTC statement.

Results Released on Vermont Teaching and Learning Conditions Survey

More than 46 percent of all licensed educators in Vermont and almost 30 percent of education support professionals responded to an NTC led Teaching and Learning Conditions Survey recently released. Among the findings were that educators are generally positive about teaching in Vermont and that Vermont teachers want more say in the decisions in their schools. In addition, about three-quarters of survey respondents agree that their school is a good place to work and learn, and nine out of 10 teachers indicate they want to remain teaching in their current position.
Read the full report.
Read an article.

Mentoring Helps a New Teacher Enhance Her Classroom Skills

In September 2009, Ms. T., a beginning 3rd grade teacher in Durham Public Schools announced to her mentor, “I need help or I’m going to quit! I just can’t teach this class the way I’ve taught before.” Ms. T was determined to meet the needs of her students. Through the use of NTC’s Formative Assessment System and watching her mentor model lessons, student engagement in Ms. T’s classroom changed from ritualistic to authentic. At the end of the 2nd quarter, her students showed solid improvement in math and reading and a 30% increase in proficiency in science.
Read the story.

Getting the Balance Right: Federal Policy on Effective Teaching

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. More...

New Issue of Reflections Now Available

The new issue of Reflections is focused on Defining, Measuring, and Articulating the Impact of Effective Teacher Induction. Articles offer concrete examples and share research such as how mentors increase beginning teachers’ professional growth and instructional planning, cultures that foster teacher leadership, and optimal learning conditions. Processes and tools to measure impact of different aspects of induction programs are explained.
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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. SLD has now been bringing our supervision (ISA) and CLASS (Coaching Leaders to Achieve Student Success) workshops to this region to great response.
Read the full story.

New Publication by Harvard Education Press

New Teacher Center Mentoring: Hopes and Promise for Improving Teacher Effectiveness

This practical and visionary book reviews what current research suggests (and doesn’t) about the power of well designed mentoring programs to shape teacher and student outcomes.
Read the full description