New Teacher Center Symposium Funder Briefing

Symposium 2012 Funders Briefing

Investing in Great Teaching

February 6, 2012

When we focus

on teachers,

our students

succeed.

Copyright © 2011 New Teacher Center. All Rights Reserved.


Agenda

• Welcome – Brian Kaplan, NTC Vice President of Development

• A Funder’s Perspective – Lance Fors, NTC Board Chair

• NTC Overview and Journey – Ellen Moir, NTC Founder & CEO

• NTC Business Model and Strategy – Sue Perkins, NTC Chief

Financial Officer

• Impact Panel – Moderated by Ellen Moir

• Vito Chiala, Principal, William C. Overfelt High School, East Side Union High

School District, San Jose, CA

• Alvin Floro, First-Year Art Teacher, William C. Overfelt High School, East

Side Union High School District, San Jose, CA

• Cindy Lundberg, Mentor, Santa Cruz / Silicon Valley New Teacher Project,

Mountain View Whisman School District, Mountain View, CA

• Margaret Nielson, Second-Year Pre-school Autism Teacher, Mountain View

Whisman School District, Mountain View, CA

• Questions


Lance Fors Chair, NTC Board of Directors

A FUNDER’S PERSPECTIVE


Ellen Moir NTC Founder & CEO

NTC OVERVIEW AND JOURNEY


New Teacher Center improves

student learning by accelerating

the effectiveness of new teachers

and school leaders.



Every child deserves a great teacher. OUR WORK IS ABOUT…

Impact. Teachers are the single most

important school-based factor in

student success. When teachers

excel, students excel.

Equity. Low-income schools have

disproportionate numbers of

inexperienced teachers. By helping

new teachers get better faster, we’re

closing the achievement gap.

Community. 50% of new teachers—

more in low-income schools—leave

the profession in 5 years. By

increasing retention, we build

stronger communities in schools.

Photo

court

esy o

f S

ylv

ia C

assell

Ele

menta

ry S

chool



Mentor

Development

New Teacher

Development

Program Leadership

& Induction Systems

Development

Principal

Capacity Building Program

Evaluation

Elements of

High Quality

Induction

Our Induction Model

Increased Teacher

Effectiveness

Stronger District

Human Capital

Increased

Student

Achievement

Increased Teacher

Retention



Our Reach IN 2010-2011, NTC REACHED:



Key Accomplishments in 2011 EXTERNAL RECOGNITION

• 2011 Skoll Award for Social Entrepreneurship

• 2011 Ashoka Fellow

• Expansion of Chicago Public Schools contract

• Critical partner in Hillsborough County School

District (Tampa, FL)

• Raised $7.53 million with high funder retention

• Awarded $3 million from the Gates Foundation

• Growth in induction, principal development

contracts, and Teaching & Learning Conditions

survey contracts; greater policy influence



Key Accomplishments in 2011

INTERNAL GROWTH AND CAPACITY BUILDING

• Brought in a new Chief Financial Officer

• Further built infrastructure and internal capacity,

including:

• Expanded Impact and Communications teams

• Implemented new performance management system

• Launched strategic growth planning process

• Completed development of Teacher Assessment

and Support System

• Streamlining and strengthening internal technology

capabilities



The Road Ahead PRIORITIES FOR 2012

• Establish new district partnerships for

comprehensive, systems-based induction

• Launching work in New York and Los Angeles

• Broaden and deepen work with existing clients:

• Chicago, Hillsborough County, Hawaii Dept. of

Education, East San Jose, Oakland, San Francisco

• Build strong infrastructure to support growth

• Strengthen link between mentor practice, teacher

practice, and student achievement

• Raise capital to support growth



Innovations at NTC

TECHNOLOGY-ENABLED PROFESSIONAL LEARNING

NTC’s goal is to utilize technology to:

• Expand NTC’s reach to more new teachers, mentors

and site leaders

• Offer delivery options for all NTC services online,

designed with end user value and ease of use

• Allow flexibility and integration of emerging

technology and innovation

• Provide robust reporting on impact of practice



Innovations at NTC

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM)

• Helping new math and science teachers teach

STEM topics through online mentoring and content-

specific tools

• Partner in 100kin10 initiative, in which 130

organizations like NTC commit to recruiting,

developing, and retaining 100,000 excellent STEM

teachers in the next 10 years

• Exploring ways to develop teachers’ ability to bring

technology into their classrooms effectively



Innovations at NTC

OTHER PRIORITIES FOR 2012

• Field-testing and launching Teacher Assessment

and Support System, which includes both

summative and formative teacher assessment

• Enhanced principal development model

• Launch Mentor Alumni Network

• Focus areas

• Common Core Standards and Assessments

• English Language Learners

• Social-Emotional Well-Being


Sue Perkins NTC Chief Financial Officer

NTC BUSINESS MODEL AND STRATEGY



Successful First Phase of Growth

STRONG MODEL AND FINANCIAL GROWTH

• Gold standard for new teacher

induction; district thought partners

in human capital strategy

• Last year, supported induction in

250 school districts across 35

states and served teachers in all

50 states through online

mentoring model

• $20 million organization with

headcount of 200 over 5 offices

around the country

$5.0

$7.0

$9.0

$11.0

$13.0

$15.0

$17.0

$19.0

$21.0

FY11 FY12

NTC Operating Expenses, FY11 - FY12 ($M)



Entering the Next Growth Phase

Now, NTC is focused on:

• Sustainability

• Scalability



Sustainable Business Model

FINANCIAL STRENGTH AND AREAS OF NEED

• Revenue consistently

about half fee-for-service

income and half

philanthropic contributions

• As NTC grows, proportion

of fee-for-service revenue

likely to increase

• Realities of contract-based revenue from districts mean

that the more NTC grows, the greater our need for

working capital

• Capital to support operations, technology, scale



Focus on Scalability

DRAMATICALLY EXPANDING OUR REACH

We have huge potential to scale our impact:

• Large market exists—NTC currently reaches 6% of

new teachers in the U.S.

• Strategic growth of high touch face-to-face model in

districts

• Growth capital to expand to new districts is critical

• High potential to scale virtual and hybrid delivery

models



Focus on Scalability

EXPLORING WAYS TO SUPPORT SCALING IMPACT

• Growth capital campaign planning – already

identifying need for $3 million - $5 million to help

scale impact now

• Investing in new infrastructure for online model

• Continuing to invest in infrastructure in order to

fund general operations, innovation, measuring

impact, etc.


We are at a tipping point.



And we’re looking to take advantage.

CONVERGENCE OF INTERNAL AND EXTERNAL FACTORS

• Teacher quality is at the forefront of the national

dialogue in education

• Funding exists for this work and is increasing

• NTC has a strong model, a talented team, and is

ready to scale


Every child in America deserves

a great teacher.

Join us.


Moderated by Ellen Moir IMPACT PANEL



Impact Panel • Margaret Nielson, Second-Year Pre-school Autism Teacher,

Slater School, Mountain View Whisman School District,

Mountain View, CA

• Cindy Lundberg, Mentor, Santa Cruz / Silicon Valley New

Teacher Project, Mountain View Whisman School District,

Mountain View, CA

• Alvin Floro, First-Year Art Teacher, William C. Overfelt High

School, East Side Union High School District, San Jose, CA

• Vito Chiala, Principal, William C. Overfelt High School, East

Side Union High School District, San Jose, CA

Maggie Cindy Vito Ellen Alvin


Questions?



Thank you for your support.

When we

invest in

teachers

our students

succeed.

Photo courtesy of O.S. Hubbard Elementary School

Thank you For More Information

Ellen Moir

831.600.2200

[email protected]

www.newteachercenter.org


Appendix



Driving Impact

Math Reading

Stu

de

nt L

ea

rnin

g G

ain

s (

% P

oin

ts G

ain

ed

on

S

tan

da

rdiz

ed

Te

sts

)

NTC Induction Model Produces Greater Student Gains

Traditional Induction NTC Induction

8%

4%

Student Learning Retention Teacher Practice

Elementary(n=1180)

Secondary(n=557)

% T

ea

ch

ers

Rep

ort

In

ten

t to

Rem

ain

in S

ch

oo

l

Intensity of Support Impacts Intent to Remain in School

Weak Support Strong Support

Year 1 Year 2

% T

ea

ch

ers

Agre

ein

g t

ha

t M

en

torin

g h

as Im

pro

ve

d

Th

eir P

ractice

Mentoring Improves Teacher Practice

81%

99%

38%

63%

28%

57%

50% 50%



Driving Impact: Notes on Data Student Learning

Overview of Findings: A federally-funded randomized controlled trial found that beginning

teachers who received two years of induction produced greater student learning gains when

compared with those who received less intensive mentoring. These gains are equivalent of a

student moving from the 50th

to the 58th

percentile in math and from the 50th

to the 54th

percentile in reading.

Contextual Notes: The study did not show results until year three. This may be due to start-

up challenges and suggests that programs must commit to intensive focus on

implementation in the first year.

Retention

Overview of Findings: New teachers were nearly twice as likely to say they wanted to remain

in their school when they had strong mentoring based on NTC principles. When new

teachers also had strong support from school administrators and other teachers, they were

3-4 times more likely to want to remain in their school.

Teacher Practice

Overview of Findings: Responses from 917 new teachers show that 81% of teachers believe

that their own instructional abilities improve when receiving induction services. That number

increases to almost all (99%) when teachers have two years of induction support.



Driving Impact: Data Sources

Student Learning

Source: Source: Glazerman, S., Isenberg, E., Dolfin, S., Bleeker, M., Johnson, A., Grider,

M., & Jacobus, M. (2010, June). Impacts of comprehensive teacher induction: Final

results from a randomized controlled study (NCEE 2010-4027). Prepared by

Mathematica Policy Research for the Institute of Education Sciences (IES). U.S.

Department of Education. Washington, DC:

Retention:

Source: Kavita Kapadia and Vanessa Coca, with John Q. Easton, (2007). Keeping New

Teachers: A First Look at the Influences of Induction in the Chicago Public Schools.

Consortium on Chicago School Research at the University of Chicago.

Teacher Practice

Source: New Teacher Center Induction Survey (2010)

New Teacher Center Symposium Funder Briefing

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