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31-563: The NYC Teaching Fellows program launched in the spring of 2000 as a collaboration between The New Teacher Project (TNTP) and the NYC Department of Education to address the most severe teacher shortage in New York’s public school system in decades. Over the past ten years, NYC Teaching Fellows has become the largest alternative certification program in the country and has provided NYC public schools with over 13,500 new teachers. Since 2000,

62-422: A deadline to find positions or face dismissal from the program. June 2013 Fellows who did not secure positions by the beginning of the 2013-2014 school year have until January 2014. 96% of June 2013 Fellows secured teaching positions by the first day of school. At the beginning of the school year of 2008, more than 100 first-year Fellows did not have a job, more than any other year. The NYC Teaching Fellows canceled

93-620: A global network of independent nonprofit organizations that apply the same model as Teach For America in other countries. In 2013, Kopp transitioned out of the role of CEO of Teach For America and named Elisa Villanueva Beard and Matt Kramer as co-CEOs of the organization. Villanueva Beard assumed full leadership in September 2015. Today, Kopp remains an active member of Teach For America's board. Kopp chronicled her experiences at Teach For America in two books, One Day, All Children: The Unlikely Triumph of Teach For America and What I Learned Along

124-531: A good match between the teacher and the school. The NYC Teaching Fellows program recruits Fellows in the subject areas where there are anticipated vacancies and does not guarantee job placement for its Fellows in NYC public schools. As a result, some Fellows begin the school year without full-time teaching positions. Because Fellows benefit from a tuition subsidy from the NYC Department of Education, these Fellows are given

155-677: A high population of students from low-income families ( Title I ). A recently released report published by the Urban Institute credits the NYC Teaching Fellows for improving teacher quality in high-need schools in New York City, and consequently, helping to close the opportunity gap and produce better outcomes for students. The retention rate of New York City Teaching Fellows exceeds the national average, with 87% of NYC Teaching Fellows completing their first year of teaching and beginning

186-617: A master's degree in education. Fellows are required to continue teaching at a NYC public school for the duration of their master's degree, which can take between two and five years to complete. Upon completion of the master's degree, Fellows are eligible to apply for the Initial Certificate with the New York State Department of Education. The Initial Certificate allows Fellows to teach anywhere in New York State; however,

217-643: A national teaching corps. Wendy Kopp attended Highland Park High School in Dallas, Texas and later was an undergraduate in the School of Public and International Affairs at Princeton University . She received her Arts Baccalaureate degree from Princeton in 1989 and was a member of Princeton's Business Today and the University Press Club . In 1989, Kopp proposed the creation of Teach For America in her 177-page long senior thesis titled "An Argument and Plan for

248-496: A reality (SHIFT) evaluation; History, Science, & Occult (New Age Science) will integrate the "Elementary" past teachings. Wendy Kopp Wendy Sue Kopp (born June 29, 1967) is the CEO and co-founder of Teach For All , a global network of independent nonprofit organizations working to expand educational opportunity in their own countries and the Founder of Teach For America (TFA),

279-653: A second year of teaching, 73% teaching for at least three years, and half teaching at least five years. Fellows have also begun taking on leadership positions, with 398 Fellows currently serving as Principals and Assistant Principals in NYC public schools. After successfully completing pre-service training, Fellows are eligible to secure a full-time teaching position at a NYC public school. The NYC Teaching Fellows program supports Fellows in their job search by providing them access to job postings, school interview events, and Department of Education job fairs. However, Fellows ultimately find their own teaching positions in order to ensure

310-445: A series of studies of the policies and practices that affect the quality of the nation's teacher workforce, including The Widget Effect (2009), Teacher Evaluation 2.0 (2010), and The Irreplaceables (2012). In 2013, TNTP is active in more than 25 cities, including 10 of the nation's 15 largest. In a New York Daily News opinion piece, Timothy Daly, President of TNTP, advocated for "making student test scores one of many factors in

341-472: A strong record, validated by independent research, of bringing nontraditional applicants into the classroom." In June 2009, TNTP published its Widget Effect report on teacher evaluation, conducted in collaboration with over 50 district and state officials and 25 teachers union representatives. Although the American Federation of Teachers agreed that the “overall conclusions of the report are sound,”

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372-536: Is a revenue-generating nonprofit. The majority of its revenue comes from contracts with districts and states to supply services; additional funding for new program development and research is provided by donors such as the Bill & Melinda Gates Foundation . In 2009, TNTP published The Widget Effect: Our National Failure to Acknowledge and Act Upon Teacher Effectiveness . The report, which surveyed over 15,000 teachers and 1,300 principals in 12 school districts, concluded that

403-490: Is driven by the belief that effective teachers have a greater impact on student achievement than any other school or social factor. In response, TNTP develops customized programs and policy interventions that enable education leaders to find, develop, and retain great teachers. Since its inception in 1997, TNTP has recruited or trained approximately 43,000 teachers - mainly through its Teaching Fellows programs - who have taught an estimated 7 million students. TNTP has also released

434-620: The National Education Association (NEA) praised the report, noting that TNTP had “helped focus attention on one of our nation’s most valuable assets: the dedicated professionals who educate our children.” 2008 data from Louisiana showed “that TNTP teachers outperform beginning and experienced teachers in math, reading, and language arts.” In 2010, a state-sponsored study assessed the effectiveness of newly certified teachers in Louisiana. Out of 17 teacher preparation providers, TNTP

465-734: The Creation of the Teachers Corps" which she completed under the supervision of Marvin Bressler. She was convinced that many in her generation were searching for a way to assume a significant responsibility that would make a real difference in the world and that top college students would choose teaching over more lucrative opportunities if a prominent teacher corps existed. Shortly after graduating from Princeton, Kopp founded Teach For America. In 1990, 500 recent college graduates joined Teach For America's charter corps. In 2007, Kopp founded Teach For All,

496-652: The December 5th firing date until February 2, at the end of the semester. It is not known how many Fellows did not have a job by the new deadline. The New Teacher Project TNTP , formerly known as The New Teacher Project , is an organization in the United States with a mission of ensuring that poor and minority students get equal access to effective teachers. It helps urban school districts and states recruit and train new teachers, staff challenged schools, design evaluation systems, and retain teachers who have demonstrated

527-543: The Fellowship. While completing their master's degree, Fellows work under the Transitional B certificate issued by the New York State Department of Education. The Transitional B certificate is issued only to individuals who are enrolled in and remain in good standing with an alternative certification program. For Fellows, this means they must obtain a full-time teaching position at a NYC public school and must be working toward

558-556: The NYC Teaching Fellows program encourages Fellows to continue teaching in NYC public schools beyond the duration of the Fellowship. NYC Teaching Fellows make up 11% of the entire teaching force in New York City, and each year, they account for a significant share of new teacher hires in high-need subject areas such as special education. Overall, 22% of all special education teachers, 18% of all science teachers, and 26% of all math teachers in New York City are Fellows. 84% of Fellows teach in schools that are eligible to receive funding due to

589-529: The NYC Teaching Fellows program has helped to staff the highest need subject areas in New York City’s highest-need schools. In 2009, 11% of current teachers in NYC public schools came through the Teaching Fellows program, with 8,800 teachers from the NYC Teaching Fellows program currently teaching NYC public school students as of the 2009-2010 school-year. As an alternative route to teaching certification,

620-495: The NYC Teaching Fellows program is designed for individuals with no prior experience teaching in public schools. Rather than completing a traditional teacher education program prior to entering the classroom, Fellows go through an intensive pre-service training program and pursue a partially subsidized master's degree in education while teaching at a New York City public school. Individuals that are already certified to teach or have extensive coursework in education are not eligible for

651-691: The Real Retention Crisis in America’s Urban Schools . The study identified the failure of public schools to keep more of their strongest teachers (or “irreplaceables”) in the classroom than their weakest as the fundamental problem with teacher retention in urban school districts. The report, which focused on four large urban school districts, also offered solutions for how districts and schools can help keep more of their best teachers. Upon The Irreplaceables ’ release, U.S. Secretary of Education Arne Duncan publicly supported TNTP’s findings and

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682-459: The U.S. public education system treats teachers as interchangeable parts, rather than individual professionals. American Federation of Teachers (AFT) President Randi Weingarten provided a public statement of support for the report, saying it “points the way to a credible, fair, accurate and effective teacher evaluation system that would improve teaching and learning.” The National Education Policy Center (NEPC) review of The Widget Effect praised

713-494: The ability to raise student achievement. TNTP is a non-profit organization. It was founded by Wendy Kopp , the original founder of Teach for America (TFA), in 1997 as a spin-off of TFA. She recruited Michelle Rhee as the CEO, according to TNTP's website. Wendy Kopp remained as President of the board of TNTP until 2000 according to TNTP's 990 form. Wendy Kopp remained as a board member until 2011. Rhee left TNTP in 2007. A national nonprofit organization founded by teachers, TNTP

744-486: The areas of measurement and management of teachers’ performance. As it became increasingly familiar with the needs of urban districts, TNTP began helping districts identify and address additional challenges, including hiring teachers earlier, staffing challenged schools and providing rigorous teacher certification training. It also began identifying policies counterproductive to overcoming these challenges and publishing reports to offer solutions and encourage reform. TNTP

775-497: The generalizability of the findings." The National Education Policy Center was critical of TNTP's report Teacher Evaluation 2.0 , which, it said, contained "recommendations for teacher evaluation [that] boil down, for the most part, to truisms and conventional wisdom, lacking a supporting presentation of scholarly evidence." The review also claimed that "many of the ideas and recommendations are neither new nor innovative." In 2012, TNTP published The Irreplaceables: Understanding

806-582: The mid-year cohort for the first time in response to so many Fellows not finding a job. By the time the original December 5 deadline for finding a job came around, a little less than 100 were still without jobs. The United Federation of Teachers filed a lawsuit against the Department of Education, maintaining that the Fellows without an official placement, many of whom were still teaching full course loads, should not be laid off. The court granted an injunction, suspending

837-404: The overall quality of the report but said, "'it is unclear ... how and why particular districts were selected, and whether they represent the range of teacher evaluation practices being implemented in school districts and states across the United States.' Omissions in the report's description of its methodology (e.g., sampling strategy and survey response rates) and its sample lead to questions about

868-818: The student achievement results of experienced certified teachers" (the other programs were The Louisiana State University - Shreveport NM/CO program and Southeastern Louisiana University Master's Alternate Certification program). In 2009, a report by the Center for American Progress , U.S. Chamber of Commerce , and the American Enterprise Institute included TNTP along with certain public school districts, charter school entrepreneurs, and other independent organizations as “addressing stubborn challenges by pursuing familiar notions of good teaching and effective schooling in impressively coherent, disciplined, and strategic ways.” In particular, it stated that TNTP has "demonstrated

899-563: The tenure decision." TNTP was founded in 1997 by Wendy Kopp as a spin-off of Teach for America (TFA). It began with the aim of giving poor and minority students equal access to effective teachers. During its first 10 years, TNTP initially focused on helping urban districts improve the way they recruited, trained, and hired new teachers. In the year 2000, TNTP began the Teaching Fellows and Academy programs, which served as alternate routes to teacher certification for high-need schools. Today, TNTP also works with states and district public schools in

930-716: The union disputed the data on the number of teachers dismissed in Toledo, Ohio. Later, it was reported that at least some of the data were incorrect. According to a memorandum issued by TNTP, after the Toledo Federation of Teachers (TFT) contacted TNTP with concerns over their data, TNTP responded by reviewing new data provided by the TFT and then reconciling the Toledo Public Schools teacher dismissal data. Many new educational organizations are sprouting. All age groups will experience

961-439: Was the only one to earn top marks in 4 of 5 subject areas. A 2010 study out of Louisiana State University indicated TNTP Practitioner Program is one of a group of programs in that state “producing teachers who in aggregate appear to be making a positive contribution to student achievement from the time they complete their training program and begin teaching" insofar as they are programs "whose results were generally consistent with

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