TNTP
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"Up" is the number of experts who agree that the nonprofit has had the most impact in the
field. "Down" is the number of experts who disagree that the nonprofit has had the most impact in field.
Headquarters Location: Brooklyn, NY
Founded: 1997
Mission: The New Teacher Project’s mission is to end the injustice of educational inequality by providing excellent teachers to the students who need them most and by advancing policies and practices that ensure effective teaching in every classroom.
Summary
Stories
Expert Reviews
Leadership
From the Nonprofit
Leadership
Ariela Rozman.
Ariela Rozman began her tenure with The New Teacher Project (TNTP) in 2001 as Vice President of Marketing. Prior to becoming Chief Executive Officer in 2007, she served for four years as Vice President of Teaching Fellows Programs, growing TNTP’s largest business line to a staff of more than 60 individuals and overseeing the launch of 12 new programs in…
See full bio.
Financial Data
Overhead Ratio:
n/a
Total Revenue:
$25,999,254
From the Nonprofit
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Teacher Evaluation 2.0 Oct 06, 2010 |
October 2010: View TNTP's latest report on teacher evaluation: http://www.tntp.org/index.php/publications/issue-analysis/view/teacher-evaluation-2.0/
Read More.
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Contact Info
Address:
186 Joralemon Street, Suite 300
Brooklyn, NY 11201, USA
Twitter:
Story:
This is 6th grade teacher, Jaime McLaughlin’s story:
Jaime McLaughlin used to do people's taxes. Now he teaches math to sixth graders at Albert R. Sabin Magnet School, a Spanish-language school in Chicago. McLaughlin spent 10 years at Anderson Consulting and Ernst & Young before joining the Chicago Teaching Fellows program in 2007, in his late 30s.
He says he is motivated by the intellectual development he sees in his students over the course of the year. During his first year at Sabin, McLaughlin was the only teacher to use a new mobile computer lab to lead students in a stock market competition. That year, his students' SAT-10 scores averaged 15 percent gains. (Source: http://www.tntp.org/files/TNTPTeachingFellowsPrograms11410F.pdf)
Expert Reviews of TNTP
Evidence of Impact Summary:
The New Teacher Project is praised for services to districts and their influential research publications. Their visibility in the national policy forums are also considered testaments to their impact in the field.See expert comments.
Organization Strengths Summary:
Most experts praise the project's leadership, staff, and general operations as major assets. Their quality of research and services are also lauded as strengths, as well.See expert comments.
Areas for Improvement Summary:
The plurality of respondents cited opportunities to expand programming as the New Teacher Project's main area for improvement. Encouraging further collaboration and other operations improvements were mentioned as well.See expert comments.
Expert Comments: Evidence of Impact
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Impact |
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They have had a profound impact on national, state, and local policy development as it pertains to teacher effectiveness. | ||
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All of their asks for the RTTT and TIF have been incorporated into federal guidelines. They have played a part in both state and local winners of RTTT and those on the cutting edge of human capital reform. | ||
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Their strong measurable programmatic outcomes in teacher recruiting and placement. They offer tight advocacy and policy recommendations as well as influential, game changing reports. | ||
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They have had an extensive impact on federal education policy, various state and large district education policies, and large district hiring, recruiting, & evaluation systems, and collective bargaining agreements. | ||
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They have a strong track record of improving the HR functions of many school districts around the nation in terms of reducing the number of vacant teaching positions at the start of each school year and improving the hiring process to recruit more high quality teachers in hard to staff urban districts. They have also been a major driver of the national policy debate around teacher policy and have been behind a number of important reform efforts including the Lemon Law in California and the current effort to strengthen teacher evaluation policies around the country (informed by their "Widget Effect" report). | ||
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The New Teacher Project has been a trailblazer in developing district-based alternative certification programs which have helped large school districts recruit non-traditional teacher candidates. More importantly, it has used the access provided by its work to produce multiple research studies that have clearly influenced policies related to teacher certification, hiring, placement, and evaluation. | ||
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I think they are reshaping what it means to be a teacher in the US. They have promoted alternate route licensure programs, and given little attention to experienced teachers. In fact, I think they have deprofessionalized teaching to a large extent. | ||
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Their research on teacher evaluation, hiring, professional development has had a great deal of influence on policy making. | ||
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They raise important questions and provide solutions to the nation's teacher quality problem. They have been effective and very thoughtful at moving practice and policy at the school district, state, and federal level. | ||
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In addition to its role in recruiting talented career switchers to the teaching profession, they have brought attention and action to a range of problems in the human capital pipeline in US school districts. The current national focus on improving teacher evaluation is largely attributable to their work. | ||
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They have been extremely visible in the national media and national policy discussions, particularly because of their Widget Report. | ||
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The impact that The Widget Effect has was elevating the conversation around teacher evaluation on the national stage. | ||
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This organization's work on teacher quality is helping to push the entire field in both policy and practice. Their research and advocacy is influencing other non-profits, state policy makers, federal policy makers, and other organizations in the teacher quality space. | ||
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They provide invaluable services to districts regarding HR functions and their policy development has been groundbreaking in moving the national conversation forward. | ||
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Their report "The Widget Effect" is a prime example of the New Teacher Project's ability to conduct the quality empirical research that exposes problems with teacher sourcing, training, and retention with an end goal of inciting change. Their research on local districts across the country paired with their human capital support is an impactful combo. Beyond that, the solutions that they recommend are policy and practice-ready. | ||
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They are making a leading contribution nationally in the effort to remake the way school districts approach the process of hiring, training, and retaining their teaching staffs. Not only do they work directly with hundreds of school districts around the country to fundamentally revamp human capital practices, they have also developed a nationally preeminent role as thought leaders in this area, publishing as series of seminal reports, including the Widget Effect and recent work on smarter systems for laying off teachers. They also played a key role in maximizing the impact of Race to the Top on state and district policy change in this arena, both by working directly with states on their applications and by producing widely circulated analyses of the competition along the way. | ||
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The New Teacher Project's publications and research are significantly impacting the debate around how to improve the quality of teaching in the US - most recently via the Widget Effect. In addition, they are having a significant impact in terms of talent development. | ||
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Their report on unintended consequences was pivotal to the evolution of thought on the impact of legacy CBAs. | ||
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It is responsible for helping (through contracts) large school districts recruit and hire career changers into education. It has also done major investigations and reports on key education issues such as teacher evaluations. | ||
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The New Teacher Project helps identify qualified teachers and educators for the public education system. It works closely with districts (sometimes being solely responsible for all HR) to hire and train teachers for a much-needed increase in qualified public school teachers. | ||
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They have been masterful spreading the "Widget Effect" learning and making them actionable at a policy level. | ||
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The results at some scale for recruiting and training highly effective teachers is an example of impact. | ||
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They offer brilliant, paradigm shifting policy advocacy, most recently "The Widget Effect," that has produced changes in school districts and states across the country. They provide excellent practical services to school districts and states in key workforce management fields, like teacher recruitment and teacher evaluation. | ||
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They bring amazingly straightforward, undeniable data to light on teachers - in order to drive policy change. | ||
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To date, they have trained or hired approximately 37,000 high-quality teachers for disadvantaged schools across the country. This organization has a history attracting excellent new teachers to fill critical shortage area subjects such as math, science and special education. In 2009, 85 percent of all teachers hired through their Teaching Fellows programs were in such subjects. Today, this is one of the largest suppliers of new math and science teachers in the country. The impact of these teachers on our nation's urban and high-poverty schools is exponential, affecting tens of thousands of children classroom by classroom, year after year. The group estimates that teachers recruited or trained by them have benefited an estimated 5.9 million students over the course of their careers. | ||
Expert Comments: Organization Strengths
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Foundation Professionals (F)
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Researchers and Faculty (R)
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Nonprofit Senior Staff (N)
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Other (consultants, journalists, policy makers) (O)
Leadership, Program Design & Collaboration |
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They have strong young leaders without baggage of doing things the old way. This seems very sexy to national funders and offers a tremendous amount of earned income. No nonsense. They have developed better relations with unions. | ||
Leadership & Staff |
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The staff and leadership make this organization successful. The single most important document produced came from the New Teacher Project, The Widget Effect. It has become the catalyst for reforming teacher evaluation in this country. | ||
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They are competent, articulate, and have nearly fearless leadership. They have had successful succession planning and execution from their initial leader. | ||
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Their leadership, staff, communications, research/analysis, and policy development are assets. | ||
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They have fantastic leadership and very well run organization with excellent staff. | ||
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The leadership of the organization is very talented; but so, too, is its staff. And despite working "virtually" they have very high staff morale. | ||
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It has very strong leadership and staff that seem to work more as a collective. | ||
Leadership & Program Design |
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They have very strong leadership and staff. They show a good combination of on the ground work in districts on specific HR issues, as well as policy research and reports to influence larger state and federal policy debates. | ||
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Their key strength is their willingness and proven ability to issue reports that identify key shortcomings in district practices related to teacher quality. It has strong leadership and many talented staff members in its central organization. | ||
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Quality of leadership, integrity of research, and consulting to districts are strengths. | ||
Collaboration |
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The founder is now the chancellor of DC Public Schools, and she has received a lot of positive media attention. The group is also closely allied with school districts that are majorly controlled and charter schools. | ||
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They have formed strong working relationships with hundreds of district partners while at the same time not becoming constrained in its public advocacy for reform--an unusual attribute in the field. The leadership team also has deep experience and wide national exposure giving them a strong platform for their advocacy role. | ||
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The decentralized way in which they're organized makes them highly responsive to local context, while keeping their core stakes in the ground. The New Teacher Project has been able to build networks of support and expertise around their policy work so they're bringing several different, but aligned, voices to the table. | ||
Program Design |
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The quality of instruction in the classroom is the most important variable for the improvement of student learning. Recruiting, preparing, selecting, inducting, supporting, and retaining excellent teachers is essential to meet the demand for improvement of teaching and learning for all students in America's public schools. | ||
Leadership & Operations |
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Their leadership, policy savvy, and PR are strengths. | ||
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They have great leaders and great staff. They have a keen sense of how to build persuasive messages and effective and related communication tools. They have an extensive practical background in multiple school districts and states. They also "walk the walk." | ||
Staff & Operations |
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This is a highly organized operation with a strong, smart staff. The organization invests a lot of time and resources into training its managers and developing its staff. | ||
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They have strong, insightful leadership, fantastic researchers, and strong partners managing partnerships in districts. | ||
Leadership |
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They have strong management and a strong board. They have an innovative revenue-generating model to sustain and advance its work. | ||
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Tim Daly, the President, has elevated himself to a national thought leader on issues of teacher preparation, recruiting, and retention. | ||
Products & Marketing |
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They have great research and marketing. | ||
Network |
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They are very well connected to the work and have deep first hand experience. They are very politically connected as well. | ||
Staff |
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Its strength also lies in the quality of its staff - former teachers and education professionals who know with sobriety the huge task it faces in identifying, hiring, training, and keeping quality public school teachers. I like the collaborative approach in working with districts and outside of the system to find the right people for the teaching force. | ||
Leadership & Strategy |
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They have a strong team, good strategy, and a good blend of short and long term vision. | ||
Mission & Staff |
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The focus of their mission and the great smart people who work there are both strengths. | ||
Target Audience |
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They are good at working with some of the highest need in the country to improve teaching in the lowest performing schools. | ||
Expert Comments: Areas for Improvement
Select the boxes to display the results according to expert type.
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Show:
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Foundation Professionals (F)
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Researchers and Faculty (R)
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Nonprofit Senior Staff (N)
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Other (consultants, journalists, policy makers) (O)
Staff |
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They could tone down their youthful exuberance. | ||
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They need to develop more mid-tier staff; they still have too many junior people. | ||
Scalability |
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They will need to learn to balance growth with quality as they scale and the demands for their time increases. They must avoid mission creep. | ||
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They could improve scale. | ||
Expand Programming |
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They should continue expansion into state and district level work. | ||
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I would like to see them take on work with mid-size urban districts. I hope they will also issue reports on other problems in the teacher pipeline. | ||
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They currently work in both the policy/advocacy and program/practice spheres. As the policy work increases, figuring out how to keep it all connected will be challenging. They also sometimes dives into projects with the best intentions but maybe not having thought through all the areas of impact or how to do the work in the most effective way possible. | ||
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They could do more west coast work. They seem focused on NYC and surrounding districts. | ||
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They should develop an end to end teacher evaluation system. They should also develop standards for teacher data systems, including teacher performance measures. Then they can carefully expand their practical work. | ||
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They need to be able to serve larger area - perhaps expanding to examine leadership? | ||
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It will be difficult for them to scale their deep engagement of school districts. They should broaden their reach beyond the big city school. | ||
Program Design |
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I think their enthusiasm for teacher evaluation based on student test scores needs to be tempered with a reality check about the poor quality of our current standardized tests in terms of measuring all of the things that really matter in terms of student learning outcomes. Their aggressiveness on this issue may be a little too far ahead of the capabilities of the current assessment technology. | ||
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The emphasis on finding young, inexperienced people to serve as a temporary band aid for high needs schools strikes me as terribly short sighted. The devaluing of experienced teachers' organizational and pedagogical knowledge could be shifted, so that these teachers are invited to serve as mentors for new teachers. This might have the twin effect of retaining new teachers. | ||
Turnover |
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While they have been an incredibly important voice on issues related to teacher quality and had helped districts meet hiring challenges more efficiently, it is not clear from research that its selection and recruitment strategies are producing teachers who are more effective in the classroom. | ||
Collaboration |
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The problems of public education are not just with teacher quality so I would say that they, like many of the other focused organizations, should spend some time working more collaboratively with other organizations to support broader reform efforts on school finance, governance, accountability, etc. | ||
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This is a highly remote organization, often with staffers embedded in district offices, executing multiple areas of work. Though what they do is high-quality, it's difficult to get an understanding of how the organization operates internally. | ||
Impact |
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They should discuss the impact of the teachers they train. | ||
Advocacy |
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Their major organizational focus continues to be at the school district level. This is appropriate overall, but when it comes to changing the policy context in which school districts operate, they could certainly do more to make the case for change at the national and especially the state policymaking level. | ||
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Needs to better understand the national policy scene. | ||
Mission Focus |
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They could have even more strategic clarity and focus. | ||
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As they've moved into (powerful) policy work, I worry that their eye is off their fundamental mission: the teaching fellows, the district HR work. Demonstrating more persistence and consistency on the ground in particular locations would demonstrate that the work can take root. | ||
Consistency & Long Term Planning |
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I'm not sure about their specific contracts with districts, and I'm sure some collaboration is better than others, depending on the city, superintendent, and public school system. I'm also not sure what it's long term goals are: to outsource all district's hiring of teachers or just become an added bonus for those districts that can afford it? | ||
Leadership
Ariela Rozman
Chief Executive Officer
Chief Executive Officer
From the Nonprofit
|
Teacher Evaluation 2.0 Oct 06, 2010 |
October 2010: View TNTP's latest report on teacher evaluation: http://www.tntp.org/index.php/publications/issue-analysis/view/teacher-evaluation-2.0/
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