NCTAF Awarded 3-Year Matching Grant from Hewlett Foundation to Support Commission’s Work on Effective Teaching for Deeper Learning
For Immediate Release Media Contact: Karen Cheeks
Washington, DC – April 1, 2014 – The National Commission on Teaching and America’s Future (NCTAF) received a $900,000 three-year matching grant from the Hewlett Foundation to support the work of the Commission.
Through this grant NCTAF will be able to expand its activities to strengthen teaching for deeper learning by analyzing and supporting promising practices in education, disseminating and sharing policy recommendations to support the promising practices, and driving a national conversation around optimal conditions for effective teaching.
“We want to thank the Hewlett Foundation for funding this important work on behalf of teachers,” said NCTAF President Melinda George. “As a nation, we are at a critical juncture in education where effective teaching is more important than ever to improve learning for all children.”
Led by NCTAF’s co-chairs – former U.S. Secretary of Education Richard W. Riley and past president of the Education Commission of the States, Ted Sanders – the Commission will launch a set of investigations and analyses around action-oriented work to benefit teachers and students.
The grant also includes support for building partnerships at the state and local levels to inform the Commission’s work, identifying where original research needs to be conducted and using multiple methods for dissemination.
“This grant award provides a tremendous push forward with the Commission’s new activities, and we encourage other philanthropic organizations and companies to join us as we renew a national focus on what matters most … teaching for America’s future,” said George.
The National Commission on Teaching and America’s Future (NCTAF) was founded in 1994 to ensure that every child has access to quality teaching in schools organized for success. In partnership with national, state, and local education agencies, NCTAF develops prototypes for innovative teacher preparation, collaborative teaching teams, and strategies to leverage community engagement, sharing the impact of these programs with those who influence education legislation and policy. Preparing the next generation of learners is a demanding job that no teacher should be expected to tackle alone.