What Matters Now: A New Compact for Teaching and Learning (2016). What Matters Now: A New Compact for Teaching and Learning consists of two reports. The first issues a call to collective action, and the second provides a robust online base of research, examples, and case studies to support the call to action. NCTAF lays out a compelling argument to reorganize schools in ways that support teaching, drive learning, and provide every student with a strong foundation to build a bright future. The Commission believes that our nation is at a moment in time when policy and practice are shifting toward more engaging and relevant teaching and learning for all students.
The Shifting Paradigm of Teaching: Personalized Learning According to Teachers (2016). KnowledgeWorks and NCTAF’s report paints a better picture of what personalized learning looks like from a teacher perspective. Based on interviews with teachers, instructional coaches and principals, the report explores what drives educators to build personalized learning environments in the classroom. It also provides excerpts from educator interviews and teacher reflections on how vision, culture and transparency have impacted personalized learning implementation.
Moving from Compliance to Agency: What Teachers Need to Make Professional Learning Work (2016). Learning Forward and NCTAF’s white paper addresses the role that teacher agency plays in creating successful professional learning opportunities. The paper defines teacher agency as “the capacity of teachers to act purposefully and constructively to direct their professional growth and contribute to the growth of their colleagues.”
How Deeper Learning Can Create a New Vision for Teaching (2016). NCTAF and ConsultEd Strategists’ white paper describes a new vision for teaching, teachers’ roles, and the conditions needed to enable deeper learning for all students. Research indicates that great teaching has tremendous impact on student learning and achievement, particularly for poor students and students of color. This white paper focuses on the shift in teachers’ work and support that is necessary to help educators facilitate rich, meaningful learning experiences for all students.
STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching (2011). NCTAF and WestEd conducted a two-year analysis of research studies that document how and what happens when STEM teachers work together in professional learning communities to improve teaching and student achievement. This report summarizes the work, highlights promising models, and offers policy and practice recommendations. With support from the National Science Foundation.
Team Up for 21st Century Teaching & Learning: What Research and Practice Reveal about Professional Learning (2010). This report synthesizes the latest research on how learning teams positively impact school culture, teacher retention, teacher effectiveness, and student achievement, augmented by case studies written by practitioners in the field. With support from the Pearson Foundation.
A New Equation: How Encore Careers in Math and Science Education Equal More Success for Students (2010). President Obama has called for scientists and engineers to join teachers to improve STEM education. This report highlights ways Baby Boomers can contribute to improving student achievement and success in these fields. With support from Civic Ventures and the Deerbrook Charitable Trust.
How Boomers Can Contribute to Student Success: Emerging Encore Career Opportunities in K-12 Education (2010). As more than half of the nation’s teachers approach retirement, veteran educators and retirees from other sectors need to join forces with current teachers to help students achieve. This paper examines the benefits of encouraging experienced boomers to play new roles in classrooms and schools as adjunct teachers, mentors, content advisers, project coordinators and tutors, among others. With support from Civic Ventures and the MetLife Foundation.
Who Will Teach? Experience Matters (2010). Baby Boom teachers who made lifelong commitments to education are retiring, and in many cases are taking their hard-earned wisdom with them. This report provides a state-by-state analysis of the retirement crisis and suggests ways to ensure the stability of the education workforce. With support from the Bill & Melinda Gates Foundation.
Learning Teams: Creating What’s Next (2009). NCTAF’s research reveals the impending retirement of almost half the nation’s teachers. To avoid a potential school staffing crisis, NCTAF recommends Learning Teams, in which experienced veterans stay in teaching longer to work with and mentor new teachers and provide the coaching and instructional assistance that will help to improve student performance and reduce new teacher attrition. With support from the MetLife Foundation.
Building a 21st Century U.S. Education System (2008). This book brings together the visionary thinking of some of the nation’s finest education thought leaders and presents a diverse set of strategies and solutions to provide every child with a high-quality, world-class educational opportunity.
The Cost of Teacher Turnover in Five School Districts: A Pilot Study (2007) This report follows an 18-month study of the costs of teacher turnover in five school districts – Chicago Public Schools (IL), Milwaukee Public Schools (WI), Granville County Schools (NC), Jemez Valley Public Schools (NM), and Santa Rosa Public Schools (NM). (executive summary) (policy brief) (infographic) (Cost Calculator tool).
Reducing the Achievement Gap Through District/Union Collaboration: The Tale of Two School Districts (2007). This report documents the journey of two school districts to improve teaching quality and reduce gaps in student achievement through collaboration of the local teachers’ union and the school district.
Induction Into Learning Communities (2005). New teacher induction into strong schools can support a career of continuous professional growth. This paper examines data on the impact of induction on teacher retention and student learning and highlights models of strong mentoring programs.
Fifty Years After Brown v. Board of Education: A Two-Tiered Education System (2004). Over fifty years after Brown v. Board of Education, our nation continues to have a two-tiered education system. Low-income students are consigned to schools with run-down facilities, high concentrations of inexperienced teachers, and inadequate technology. In this report, NCTAF provides recommendations for providing all students the opportunity to attend schools organized for success.
No Dream Denied: A Pledge to America’s Children (2003). This report highlights the need for a coordinated system of teacher recruitment, quality teacher preparation, clinical practice, induction, mentorship, and continuing professional development, with accountability built in at each stage, for ensuring high-quality teaching for all students.
Solving The Dilemmas of Teacher Supply, Demand, and Standards: How We Can Ensure A Competent, Caring, and Qualified Teacher For Every Child (2000). States and communities that invest in the recruitment, support, and retention of well-prepared teachers in all schools are able to pursue excellence and equity. This report highlights policies for professional standards, teacher preparation, and retention strategies.
Doing What Matters Most: Investing in Quality Teaching (1997). This report offers what we believe is the single most important strategy for achieving America’s educational goals: A blueprint for recruiting, preparing, and supporting excellent teachers in all of America’s schools. The plan is aimed at ensuring that all communities have teachers with the knowledge and skills they need to teach so that all children can learn, and all school systems are organized to support teachers in this work.
What Matters Most: Teaching for America’s Future (1996). This report provides a blueprint for recruiting, preparing, and supporting excellent teachers all across America in an effort to ensure that all children can learn. It describes a new infrastructure for professional learning and an accountability system that guarantees attention to standards for educators as well as students at every level.