As we turn the page on 2022, I’m so grateful for the determined and dedicated group of changemakers we partner with both within NTC and across the nation. In my early tenure at NTC, I am heartened and guided by the compassion and wisdom of our staff, partners, supporters, and others leading this movement. You are the heart of our community, and our collective work is an example of the sustained equity practice we must all engage in in service to our young people.
NTC’s interim Co-CEO Atyani Howard and America Forward’s Executive Director Deborah Smolover wrote an op-ed for EdSource on how the responsibility for creating robust coaching and capacity-building approaches should not fall exclusively on current educators and school leaders with already-full plates.
As educators navigate the impacts of the pandemic, solving persistent staffing challenges is key, but we cannot overlook the importance of providing opportunities for current educators to come together, share best practices gleaned over the past two years and create systems of mutual support — all essential to giving educators the skills and resources to better manage staffing shortages, curricular changes and more.
Through our partnerships, we see firsthand that prioritizing teacher and school leader training and support, centered on empowering educators and creating positive, holistic learning experiences for all students, is one of the most transformational choices state, district and school leaders can make at this moment.
The responsibility for creating robust coaching and capacity-building approaches should not fall exclusively on current educators and school leaders with already-full plates. Federal funding to help schools through the pandemic enables them to invest in high-quality partnerships with external organizations that can provide that expertise, guidance and hands-on instruction to build and implement professional development strategies.
Investing the time and resources today to co-create strategies to meet the unique needs of each school and district has the power to transform instructional practice and create learning environments where every educator and young person feels seen and connected, and is able to thrive in the classroom and beyond.
Read the full op-ed at EdSource.
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We explore the following questions: How might a through-year assessment system more effectively serve the primary purpose of assessment: improving teaching, instruction, and student learning? And how will this shift be experienced by those most commonly shouldering the weight of educational shifts - teachers and students?
Tommy Chang shares his story as a six-year-old immigrant student in America, catalyzing a lifelong relationship with public education. As a teacher, a principal, a district leader, and now CEO of New Teacher Center, Tommy is driven by his personal journey and deep understanding that authentic relationships rooted in equity are critical to enable everyone in the school community, and beyond, to thrive.