Coaching dynamic teachers, creating powerful learning
NTC catalyzes mentoring and coaching for what’s possible, helping forge vibrant classrooms. Our work shifts schools from survival mode to building the rich enabling conditions that support optimal teaching and learning experiences.
For 25 years, we’ve iterated on professional learning that ignites growth and elevates research, driving better outcomes for both educators and students.
A group of educators started NTC with the intent to change the game for new teachers. Our work accelerates their success in the classroom while creating the conditions for well-being that lead to sustained and fulfilling teaching careers.
We activate instruction, aligning pedagogy with the science of learning through targeted coaching support. Our approach ensures classrooms are accessible and rigorous, setting the conditions that make learning possible and meet every student’s needs.
NTC’s coaching helps administrators, principals and others be instructional leaders, not just operational managers. By honing their focus on teaching and learning, we help them drive and engage in professional learning that supports a culture of instructional excellence.
We use coaching as a lever to tackle common pain points — from new curriculum to aligning assessment. Our collaborative approach navigates the complexities of teaching and learning conditions, equipping schools with tailored, data-driven professional learning strategies that work.
NTC partners with schools and districts in urban and rural communities across 30 states, including state departments, local agencies, and charter schools. We connect research to practical strategies that work for all educators.
NTC-served teachers plan to stay in the classroom1
Saved by some NTC-supported districts for reinvestment over a five-year period2
Learning gained by students whose teachers had NTC coaching model support3
1 Data from NTC’s 2023-2024 Program Quality Survey and Post-Session Survey
2 New Teacher Center. (2021). Counting the cost.
3 Schmidt, R. A., Young, V., Cassidy, L.., Wang, H., & Laguarda, K. (2017)
Is your professional learning driving real impact? Too often, professional learning planning relies on intuition, assumptions, and misaligned goals. How can we design, implement, and evaluate PL guided by data and evidence, leaning into what we know and accounting for what we don’t? Join us for a live demo of NTC’s Designing for Impact to identify why your professional learning isn’t hitting the mark and ensure evidence-based program design and stakeholder engagement.
Get the latest stories, ideas, and resources from over 1,000 school district partnerships across the United States.
A conversation in NTC’s Future of Mentoring series on district-level efforts for resourcing, investing, and innovating support for beginning teachers.
In Kentucky, we partnered with SESC in support of 10 small rural districts participating in NTC’s Education Innovation and Research (EIR) grant: Catalyzing Innovations in Teacher Leader Development …
NTC’s planning guide for professional learning design and monitoring helps define realistic and authentic program objectives and measurable goals.
NTC’s commitment to excellence and passion for teacher leadership has been critical to our success. We would not be as far along as we are without their help and support.
