Tntp Inc.

Filing Period

Oct 1, 2012 to Sep 30, 2013

Signed

Feb 6, 2014

Return Version

2012v2.1

Gross Receipts

$50,330,680

Mission

Major Activities

Activity 2

Performance managementa critical part of our work includes helping states build, pilot, and implement rigorous, fair, and accurate educator evaluation and development systems centered on how educators are performing in their most critical role: advancing student learning. Our partners have included louisiana, indiana, illinois, rhode island and tennessee as well as numerous districts. In 12 of our partner districts across 9 states and the district of columbia, we designed and/or implemented rigorous evaluation systems. Because of our 2013 partnerships for this work, tntp was pivotal in ensuring that 58,781 teachers had a rigorous, student-focused evaluation that fostered collaborative relationship between teachers and principals. In 2013, in new york city, our evaluation system helped the district learnthat 7% of their teachers were ineffective, 36% were developing, 51% were effective, 6% rated highly effective. This information was critical in informing their talent management decisions. In 2013, we launched tntps first school leader recruitment and preparation program, phillyplus. We placed all principal participantsin school-based leadership positions (11/13 or 85%) and have built a cohort model to capitalize on the best practices across school types and address problems together that illustrate the common aspects of effective leadership. We are slated to launch a second plus program in camden, which will recruit and train new principals while also providing professional development for current principals.we're also training educators to put new tools into practice, helping individual school leaders make more informed decisions about teachers and create strong teaching teams. In 2013, we continued to help our target partner districts retain more effective teachers for a second year in our target districts. In dc charters alone, 90% of effective and highly effective teachers returned for another year of teaching. We also designed state-of-the-art compensation systems in five districts that will allow our district partners to attract top talent to the highest-need schools.we partner with school districts to improve the flow of qualified teachers into their lowest-performing schools, ensuring that these schools, often in the poorest neighborhoods, open fully staffed. We focus on building the capacity of school principals to take a strategic approach to staffing that allows them to attract and hire the best teachers possible. Through our model staffing initiatives we demonstrate how schools can establish effective teacher hiring practices and put in place model strategies that can ultimately be rolled out to all schools in the district. In the houston independent school district alone, we identified and filled 2,128 teacher vacancies in 282 schools to ensure that, at the start of the 2013-14 school year, 99.7% of classrooms were staffed.we also offer schools invaluable insight into their instructional culture with our validated teacher survey tool, insight. After analyzing the results of the survey, we provide schools with a roadmap of clear action items to improve their talent management approach and retention efforts. In fy13, we provided this service to 580 schools, and over 90% reported that insight gave them valuable information to improve school performance. Nearly three quarters of schools that participated in insight this year and last experienced growth on the index and/or on one or more domains.

Activity 3

Policy, research and advocacytntp is helping schools, districts, and states understand how teachers are performing and what they need to do to get better. We do this in part by conducting targeted research to identify the obstacles that school systems face to hiring the best teachers possible and quantify the impact of these obstacles on schools, students, and teachers. Our data-driven approach enables us to talk plainly and objectively about the problems we find, to argue for key reforms, and to provide effective tools and realistic recommendations to district officials, legislators, and policy-makers.ten years after we released our first publication, our reach is wider and the nature and depth of our publications is more diverse. In 2013 we launched a blog that runs at least two substantial posts per week, which attracted over 15,000 unique visitors in its first six months. We published leap year, our first report to focus on our teacher pipeline work. Leap year shared candid lessons from the process of creating our evaluation system for new teachers, the assessment of classroom effectiveness, and applying it in the field. It included detailed data on relationships between measures such as classroom observations, student surveys, and value added scores. We also published perspectives, a deep examination of the experiences and opinions of a small sample of elite teachers. It raised several key issues, including a love/hate relationship between the teachers and their profession. Social media buzz from teachers and school leaders drove over 800 downloads from our website in the paper's first week.we strengthened our position as a national resource for and advocates of teachers through our fishman prize. In its second year, the fishman prize continued to thrive, with 571 applicants from 42 states. With the fishman prize, we recognize and publicize five excellent teachers wiht a $25,000 award and a place in a special summer residency program. The program spotlights great teaching and amplifies the voices of the nation's best educators.

Filer

EIN

13-3850158