Baltimore
In Baltimore, The New Teacher Project and the Baltimore City Public School System are taking a systemic approach to confronting low student achievement, not only finding hundreds of high-achieving career changers to become teachers for shortage area subjects, but also working with the city's lowest performing schools to improve their teacher hiring capabilities.
California
Inspired by The New Teacher Project's Unintended Consequences report, State Senator Jack Scott of California successfully advanced a bill to improve the ability of the state's low-performing schools to hire the teachers they need to ensure their students can succeed.
Chicago
In Chicago, The New Teacher Project is helping the third-largest school system in the country effectively staff its schools by supplying hundreds of new teachers for high-need subject areas, training principals of low-performing schools to hire teachers more effectively, and spotlighting the systemic policies that prevent schools from securing the best teachers for their students.
Louisiana Practitioner Teacher Program
The New Teacher Project’s Louisiana Practitioner Teacher Program has trained over 900 new teachers for the neediest schools in Baton Rouge and the New Orleans area. An alternative to traditional university-based certification programs, the state-approved program delivers instruction specifically targeted to high-performing recent college graduates and career changers teaching in high-need schools. In 2007, a state-sponsored value-add study of teacher certification programs gave the Louisiana Practitioner Teacher Program its highest ranking for producing mathematics teachers who surpass even experienced math teachers in terms of their impact on student achievement.
Milwaukee
Flawed teacher transfer and hiring policies caused Milwaukee Public Schools to lose quality teachers to surrounding districts and private schools. A 2007 analysis by The New Teacher Project pinpointed the policy barriers to effective teacher staffing and established the foundation for systemic reforms, many of which were ratified within weeks of the study’s publication.
New Orleans
With the goal of providing some of the neediest schools and students in the country with greater chances to succeed, the teachNOLA program is drawing hundreds of excellent new and certified teachers to New Orleans-area classrooms. Teacher by teacher, teachNOLA is contributing to the rebuilding of post-Katrina New Orleans.
New York City
The New Teacher Project’s long-running partnership with the New York City schools is having a profound impact. TNTP’s flagship NYC Teaching Fellows program is leveling the playing field between students in low- and high-poverty schools by bringing thousands of high-quality teachers to high-need schools and subject areas. Today, there are over 8,300 NYC Teaching Fellows working in more than 1,100 schools, and one in 10 teachers in the city is a Fellow. The direct impact of the NYC Teaching Fellows program has been complemented by TNTP’s analyses of the policy barriers to effective school staffing in New York City, which have advanced the district's efforts to create a comprehensive human capital strategy focused on quality.
Oakland
The Oakland Unified School District is in the midst of a push to bolster the size and quality of its teaching force and ensure that new teachers remain in its schools. The New Teacher Project is playing a central role in this effort, providing high-quality, committed teachers--over 300 to date--and an innovative new path to certification.
Philadelphia
Through the Philadelphia Teaching Fellows, The New Teacher Project has developed a model solution to the challenge of filling teacher vacancies that appear mid-way through the school year.
Washington, DC
In the nation's capitol, The New Teacher Project's partnership with the DC Public Schools has resulted in hundreds of exceptional new teachers for high-need schools and unprecedented reforms in the district's teacher hiring policies.
Alan D. Bersin
Secretary of Education
State of California
