Tntp Inc.

“TNTP's Form 990 is prepared by the Organization's Controller and reviewed internally by the chief financial officer. The draft form 990 is then reviewed externally by an independent paid tax preparer. Any revisions are presented to the organization and once revised, the final draft form 990 is reviewed and approved by the Organization's audit committee. Once approved by the audit committee, copies of the completed form 990 are provided to each voting member of the governing board prior to submission and filing with the internal revenue service.”

“TNTP asks its directors, officers, committee members and key employees to review and sign a conflict of interest policy on an annual basis. TNTP's finance and legal departments follow up to resolve any disclosed conflicts. If a conflict is identified, the interested individual may not vote on the related matter.”

“The executive committee of the board of directors reviews and approves the compensation of all officers. For all positions, TNTP's talent and culture team performs regular market analysis utilizing comparability data from industry surveys, documented compensation of persons holding similar positions in similar organizations, and/or independent compensation studies. The market analysis is shared with the executive committee of the board, and is considered in the recommendation of compensation changes for the organization's officers. A compensation review was last conducted in October, 2017.”

“TNTP makes its form 990 available for public inspection as required under section 6104 of the Internal Revenue Code by posting it on its website. the form 990 is also available on www.guidestar.org. In addition, the Form 990, Audited Financial statements, and conflict of interest policies are available upon written request to 186 Joralemon Street, Brooklyn, NY 11201, or by calling the Organization directly at (718)233-2800.”

“FY17 Highlights During fiscal year 2017, TNTP continued to advance our ambitious fiscal years 2016-17 Strategic Plan, which called for us to expand our direct impact on student success by working at the school, system and state level in the areas of talent, academics, and supportive environments. We aim to increase the knowledge and skills of who is teaching and leading, strengthen what is being taught to students, and make great teaching the norm in public education. We believe talent and academic strategies are interdependent and critical to improving students' academic outcomes, as are policies and practices-including authentic community engagement-for supporting and sustaining student success over time. As we've worked across all the areas within our strategic framework, we have been laser-focused on our bold new goal of significantly improving learning outcomes for 100,000 students by 2020. This goal has informed the work we take on and also held us accountable for ensuring our work is making a difference in the lives of students. To measure our progress, we developed a rigorous approach to measure our direct impact on student learning. Based on this approach, we can now show evidence of 14,173 students making greater than expected growth in our partner sites during fiscal year 2016 through a diverse array of work, from teacher and principal preparation and coaching to curriculum implementation to school turnaround. This year, we also began the research for our next major national report. Our report will be the first to test the impact of academic content and instruction on the quality of students' experiences, and, in turn, the relationship between students' experiences and their attendance and achievement. We expect that our report will put students' voices and experiences at the center of education conversations by demonstrating that students-especially high school students-are doing what is asked of them in class, but are not engaged, excited, or proud of what they are doing in most classrooms. We will also highlight classrooms where students are having a consistently positive experience, and identify district, school, and teacher practices that contribute to this success. Scheduled for release in mid-2018, this report will inform our work at the school and system level and, we believe, help ground the conversation around publication education on what students are actually experiencing in school. Rigorous Academics TNTP has continued to scale the Academic Diagnostic, our best-in-class analysis of instructional rigor. Through partnerships with 37 school systems, to date, we have collected data from more than 250 schools, observed over 2,700 classrooms, and analyzed more than 10,700 student work samples. This work has allowed us to build a robust dataset on the quality of Common Core implementation in the field, given us insight into the most common challenges school systems face as they work to implement new academic standards, and allowed us to help school systems adjust their priorities and strategies to improve outcomes for students. Our academic diagnostic has served as a springboard to support academic improvements in sites across the county. Since shifting our strategy to include a focus on academics, we have worked with more than 20 sites to provide academic support, including building knowledge and understanding of the standards, selecting new curricular materials, and training teachers and leaders on how to use those standards-aligned materials to improve instruction for students. To begin addressing gaps in academic supports for ELL students, we piloted a new academic diagnostic specifically for English Language Learners (ELL) this past year. Our language-specific tools incorporate the best thinking of our standard academic diagnostic and seek to identify best practices in ELL programs. Our ELL diagnostic includes observations of teachers' instructional practice as it relates to their support of ELLs; an anal”

“Supportive Environments TNTP continues to develop its community engagement services and strategies to create support for lasting change. After completing a robust listening tour, we developed a suite of community engagement tools (including a diagnostic tool; trainings for teachers, school leaders, and district leaders; and other guidance resources) and have partnered with four school systems-Brevard County Schools, Durham Public Schools, the Nevada Department of Education, and Shelby County Schools in Memphis-to assess and inform their approach to working with the diverse stakeholders in their communities who can help students succeed. Our supportive environment work has taken many other forms over the past year, including supporting the design and roll-out of teacher and leader promotion tracks with an Atlanta school, helping five Texas districts build and develop teachers and instructional leaders' capacity to support students' academic achievement in blended learning environments, and implementing our Personalized Learning Quality Review process with two charter networks. We have also been working closely with the school leadership team at Design Tech High School (San Mateo, CA) and the Institute for Applied Neuroscience to create a teacher competency framework (including the knowledge, skills, and mindsets required for a new teacher to be successful within this learning model); a two-week Institute to introduce new and returning teachers to design thinking practices and mindsets, Science of Learning principles, and personalized learning strategies, and provide them with an opportunity to practice those skills as they create their course materials; and a year-long scope and sequence for teachers to continue to build their mastery of core skills. Research, Policy and Advocacy We have continued to advocate for outcomes-focused teacher preparation policies, processes, and systems. In facilitating a consortium of seven states, TNTP supported state education leaders in developing outcomes-focused teacher preparation strategies and frameworks. We also identified the data and systems state leaders need to inform changes to their teacher preparation policies and approaches. Based on the experience of these state leaders, TNTP published the whitepaper, Getting to Better Prep: A State Guide for Teacher Preparation Data Systems (April 2017). This year, TNTP is partnering with the Indiana Department of Education to develop its school improvement frameworks and policies. Through this engagement, we are working with education stakeholders across Indiana to develop school improvement frameworks and policies that are informed both by those involved with these efforts locally, as well as lessons learned from similar work nationally. The plans developed through this work will be included in the state's Consolidated State Plan, as required by the Every Student Succeeds Act (ESSA). We are now helping IDOE implement the framework, and IDOE has expressed a desire to extend our partnership for an additional year to continue implementing the plan and to develop technical resources, ongoing stakeholder engagement, and support for staff. In fiscal year 2017, TNTP also used its expertise within the field to testify before the Colorado, Florida, and Texas legislatures on teacher preparation bills and to advise state officials in Michigan on supporting school improvement. We are also advocating publicly for a change in teacher preparation policies through opinion editorials and speakers at national conferences. TNTP has continued to use our blog to raise student voices, share bright spots in our work, and respond to current events. This year, we redesigned our blog to help readers access stories by their interest area and resurface newly relevant content. In 2017, nearly 120,000 people visited our blog and our top posts-namely those on federal education policy, great teaching, and rural education-garnered thousands of views each.”