Our Resources

White paper

Reopening Schools During a Crisis

Now more than ever, we must think expansively about how to optimize existing time to meet student and teacher needs and about how classroom and staffing models may need to be reconfigured to target individual attention, especially to struggling students.

Case Study

Driving Quality Early Learning Through Coaching and Leadership

The case study highlights NTC's partnership with Pre-K 4 San Antonio that started in 2018. We worked together to create specialized training for elementary school principals and district leaders in partnership with San Antonio area districts.

Case Study

Networked Learning: Improving Principal Practice

The Alum Rock Union Elementary School District (ARUSD) sits in the East Side of San Jose, California, serving just under 11,000 students, and is comprised of fifteen elementary, three TK–8, and seven middle schools. NTC initially partnered with ARUSD to develop new teacher mentors and instructional coaches. In 2017–2018, NTC broadened its partnership with ARUSD to include all principals, assistant principals, and instructional coaches, as well as the academic services team that support the schools. This partnership with ARUSD has brought greater coherence to the systems that support schools and its school leaders through collaborative networks of learning.

Practice Brief

Evidence-Based Coaching: Key Drivers of Scalable Improvement District Wide

In spite of dedicated intellectual and financial investment in the education community, the opportunity gap persists. Evidence-Based Coaching: Key Drivers of Scalable Improvement District Wide surfaces key recommendations of how instructional coaching can be a key lever in improvement.

Report

Churn: The High Cost of Principal Turnover

This report calls upon decision-makers and funders to prioritize principal retention efforts as equally important as principal pipeline development efforts.

White paper

Facilitative Coaching Stems Chart Quick Chart

Utilize this coaching for results quick chart. You will be able to transition from questions to suggestions.

Practice Brief

Calculating the Effect of Principal Effectiveness and Attrition on Students

The purpose of this brief is to explicate the data and methodology that gives rise to the estimated impact, in student cumulative life earnings, of changes in principal effectiveness and attrition.

Case Study

Leading Through Standards-Aligned Frameworks Continuum

Strong instructional materials are as essential to a learning environment as chairs, books, and writing utensils. A strong, standards-aligned curriculum provides teachers the resources needed to provide all students with access to high-quality instruction.

Case Study

School Leadership Optimal Learning Community Continuum

An Optimal Learning Community reflects a school-level environment in which substantial student success and social justice are the norm. Effective teaching and learning can only happen when an Optimal Learning Environment is in place in every classroom. The whole is greater than the sum of its parts.

Case Study

Coaching for Results Continuum

Coaching is more than a practice in results focused organizations; it is central to the identity of the organization. Feedback aligned to frameworks is a driver of instructional change and the promotion of equity. Effective coaching is a relational vehicle for feedback. It includes a well-crafted message that considers the relationship with the audience and the context in which the message will be delivered.

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The Guide to Leading Equitable Change

Use this guide to help you answer if the change is happening at a rate fast enough to generate significant improvement and a place the organization can bare and more!

Case Study

Effective Schools Framework

The NTC Effective Schools Framework helps leaders bring coherence to school practices that make the most difference for student achievement. The framework is especially useful in supporting implementation of rigorous standards and focuses attention on critical academic, social, and emotional learning conditions. It provides common language and clarity about the characteristics and practices of effective schools that will substantially improve the learning environment and school community as a whole

Case Study

Instructional Leader Continuum

What is the purpose of an Instructional Leadership Team (ILT)? Why is an ILT important to the success of a school? Continuous professional learning and student growth is guided by an effective ILT. An ILT is of particular importance as school staff and communities shift to rigorous academic standards and supportive learning conditions. The ILT continuum is designed for school leaders at various levels of implementation, including launch, development, or refinement.

Case Study

Instructional Coaching Practice Standards

The Instructional Coaching Program and Practice Standards were developed to accelerate teacher effectiveness, build teacher leadership, increase student learning, and support equitable outcomes for every learner. The Instructional Coaching Program standards define the essential components of an effective coaching program that accelerates teacher effectiveness. Districts can then use the Instructional Coaching Practice Standards as a framework to implement these components in a strategic, quality practice.

Case Study

New Teacher Center Mentor Practice Standards

Over the last 20 years, New Teacher Center (NTC) has worked with teachers, teacher leaders, schools and school districts, researchers, state agencies, policy-making organizations, and a range of educational institutions to define the characteristics and fundamental elements of high-quality mentoring. NTC’s Mentor Practice Standards accelerate the development of new teacher effectiveness, improve teacher retention, build teacher leadership, increase student learning, and support equitable outcomes for every learner. These standards are carefully framed to support maximum impact on teaching and learning, regardless of context.

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Teacher Induction Program Standards (TIPS)

NTC’s Teacher Induction Program Standards (TIPS) build upon and are informed by those many years of study, consultation, collaboration, and program implementation across many contexts throughout the United States and abroad.

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Integrating Academics with Social and Emotional Learning

This series of articles focuses on seven high-leverage social and emotional skills that students require to successfully engage in the critical thinking, discourse, and problem-solving the standards demand.

Report

School Leadership Counts: School and teacher leaders increase student achievement

While the importance and impact of school and teacher leadership has been widely understood by policymakers and practitioners, the field has lacked a comprehensive, research-based analysis to identify the specific elements of school and teacher leadership that can increase student achievement.

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New Teacher Center Teacher-Mentor Model Increases Student Achievement

Students excel when we support our teachers. When teachers receive quality mentoring, students learn more— 2–4 months of additional learning in ELA/reading and 2–5 months of additional learning in math.

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Capitalizing on ESSA Flexibility

The purpose of this policy brief is two fold. First, we aim to communicate a vision for school improvement that utilizes evidence-driven strategies focused on educator development and school and teacher leadership. Second, we seek to inform readers of the basic elements of ESSA, changes made to the federal k12 education law since the No Child Left Behind (NCLB) Act, and approaches detailed in state ESSA plans submitted to the U.S. Department of Education

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Impact of the New Teacher Center’s New Teacher Induction Model on Teachers and Students

SRI Education’s evaluation of the New Teacher Center’s (NTC’s) Investing in Innovation (i3) Validation grant revealed positive impacts of NTC’s induction model on student achievement in mathematics and English language arts.

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Leverage ESSA As A Catalyst

Your state’s ESSA plan can be used as a catalyst to change the odds for students in your school district. Learn more about your states roadmap for education priorities for the next 5–10 years.

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Enhancing Instructional Practices and Helping Students Succeed

The New Teacher Center’s (NTC’s) Continuum of Teaching Practice Core Capabilities is organized to describe what a teacher should know and be able to do. It provides a description of teaching that respects the diverse ways teachers pursue excellence in teaching and learning and is a tool for self-reflection, goal setting, and inquiry into practice.

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Optimal Learning Environments

Effective teaching and learning can only happen when an Optimal Learning Environment is in place. Yet, what is an Optimal Learning Environment and how can educators foster this type of environment in their classrooms and schools?

Toolbox

Let’s Elevate: A Toolbox of basics for Mentors and Coaches

What are the key mentoring and coaching practices that best support teacher effectiveness?

This online resource provides an interactive toolkit to grow your mentoring and coaching practice.

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New Teacher Center – Overview Video

New Teacher Center is working to deliver on the promise of public education, and help bring equality in education to all children across the country. See how.

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New Teacher Center

When NTC was founded almost 20 years ago, we focused solely on new teachers. Our 2020 plan is four-year plan to focus our work and broaden our impact.

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A New Teacher Center Program Impact Plan

NTC programs focus on providing intense support that is centered on advancing teacher practice and student learning through a variety of stakeholders. We know that an essential key to delivering high-quality services across any of our programs is to ask the question,“How do we define success and measure impact to continuously improve?”

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How to Support Ongoing Learning : Mentor Forums

Mentor Forums, which provide mentors with a venue to develop their skills and their understanding of adult learning, constitute a key component of professional learning. Forums are led by experienced mentors with a deep understanding of the learning needs of mentors and beginning teachers.

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Beginning Teacher Learning Communities

While most beginning teachers seek and value opportunities for learning, they usually find themselves on overload—from lesson planning to extra curricular duties—often lasting into the night. So it is important that induction leaders provide Beginning Teacher Learning Communities (BTLC) that they find worthwhile.

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High Quality Mentoring & Induction Practices

A resource for education leaders seeking to create and/or improve induction programs with practices that support teacher retention, teacher development, and improved student learning

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Role of the Principal in Beginning Teacher Induction

The positive impact of a leader who creates a caring learning community focused on student success is evident to all, including beginning teachers. Research reveals that inadequate support from school administration is one of the three most often reported causes of a new teacher’s decision to leave the profession (Richard Ingersoll).

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Early Learning

NEW TEACHER CENTER provides a comprehensive and sustainable system of support for Early Learning teachers, coaches, and administrators by offering high-quality professional development opportunities that train educators to deeply understand early education, the developmental continuum for children and the value of an intentional learning environment that enhances instruction.

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Early Learning Leadership Program

NTC's EARLY LEARNING LEADERSHIP PROGRAM (ELLP) is designed to support school leaders in understanding early learning pedagogy and best practices as well as how to scaffold continuous teacher improvement.

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Professional Learning Series for Early Learning Coaches

The Professional Learning Series for Early Learning Coaches (PLS FOR ELC) is a two-year series for Early Learning Coaches designed to support the creation of high-quality Early Learning classrooms in which 3, 4, and 5 year old children develop the academic, social, emotional, and language skills they need to be successful.

Practice Brief

High Quality Mentoring & Instructional Coaching Practices

A resource for education leaders seeking to create and/or improve programs with practices that support teacher retention, teacher development, and improved student learning.

Practice Brief

Program Support Consultation and Thought Leadership Key

Spend time with New Teacher Center leveraging 20 years of induction and instructional coaching program development and implementation across national and international contexts, to discuss your local needs.

Practice Brief

School Leadership Overview

NTC offers partners a customized strategy to build district capacity for school leaders and key district leaders to implement an integrated and aligned school leader and teacher development system through a two-year engagement. This approach organizes school leaders to learn and improve their schools through networks of colleagues.

Practice Brief

Teacher Induction Overview

NEW TEACHER CENTER’S Induction Program transforms the professional growth trajectory for new teachers. We prepare your mentors to not only support but accelerate beginning teacher development. With a priority focus on equity, NTC offers one of the few professional mentoring models that has demonstrated statistically significant gains in student outcomes.

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Instructional Coaching Overview

NEW TEACHER CENTER’S Instructional Coaching model prepares instructional coaches to accelerate new and veteran teachers’ instructional practices through on-the-job coaching.