Teaching Matters Inc.

“The ceo oversees the preparation of the form 990 and presents it to the board chair and treasurer for review and approval prior to filing with the internal revenue service.”

“Teaching matters, inc. Collects signed conflict of interest policy forms from each board member and highest compensated employee at the first meeting of the board of directors each year. Any changes from the previous year are researched by teaching matters, inc.”

“15a the board sets the salary of the executive director using guidelines provided by the nonprofit coordinating committee salary survey, which is a benchmark of comparable organizations. 15b the highest compensated employees meet annually with the executive director. At this meeting there is a performance review and then a decision is made regarding compensation for the coming year based on benchmarks of salary from comparable organizations. These salary recommendations are submitted for board approval.”

“Teaching matters, inc. Makes it governing documents, conflict of interest policy, and financial statements available to the public on its website.”

“In 2018/19 we provided in-depth programming to over 60,000 students, 2,100 teacher leaders and teachers and over 250 schools. Through our competency-based micro-credentialing program emerging teacher leaders, we collaborate with public school systems to support career pathways for instructional teacher leadership. These initiatives are dedicated to developing the competencies of teacher leaders to lead their colleagues, increase teacher retention rates, and scale expertise of the highest performing educators. They combine in-person, peer-based workshops with online modules and coaching that structures teacher leader development. Once they display mastery of the teaching and leadership competencies, teacher leaders earn the opportunity to formalize their role, and lead educational initiatives within their schools. Teachers receive micro-credentials by demonstrating competencies through job embedded, practice-based coaching. By distinguishing themselves as effective educators, they earn the responsibility to serve as teacher leaders. Teacher leaders are then coached to guide the rest of the faculty, creating a professional development network for all teachers. Assessment matters develops the necessary systems and culture for using formative assessment data to drive improved teaching and learning in k-12 schools. This service aims to build school-wide capacity for informed instruction leading to a climate that allows students to take ownership of their learning. Literacy matters, math matters and writing matters focus on content-based coaching that can be directly applied to the classroom. These services advance k-12 math and literacy teacher instruction as well as student performance in accordance with common core standards. Early reading matters helps close the reading gap by investing in early childhood teachers. The three-year program prepares k 2 teachers with research-proven practices by providing them and school leadership with regular coaching and step-by-step methods to move young readers towards markers appropriate for each grade level. This work is grounded in research which indicates that children who receive three consecutive years of effective instruction experience permanent learning gains. In 2018-19, 30 high-needs nyc public schools, funded by the brooke astor fund and teaching matters' major donors, participated in the program, impacting 500 early childhood educators reaching close to 10,000 students. Results for that period showed that reading levels rose across all grades, with the most notable gains in kindergarten, first and second grade, with gains of 19%, 14%, and 12%respectively. Impact - over the course of 20 plus years, teaching matters has offered year-round, in-depth programming to approximately 1,500 schools, 35,000 teachers and 600,000 students. Many of teaching matters' partner schools are in underserved communities with poverty levels of 89 percent or higher. Self reported teacher retention rates among teacher leaders is 42% above the national average. Over 90% of principals in participating schools agree that teaching matters improved the overall effectiveness of teachers, and that the teacher leaders had a positive effect on teacher evaluations. The organization's programs have increased student performance in math and ela in over 80% of participating middle schools.”