2018-02-15T10:23:01-06:00 2017-09-30 271728945 pkf o'connor davies llp 665 fifth avenue new york NY 10022 990 2016-10-01 133850158 TNTP INC TNTP 7182332800 186 JORALEMON ST No 300 BROOKLYN NY 11201 elizabeth schaffer chief exec. officer 7182332800 2018-02-02 1 Garrett M Higgins P00543209 2122862600 2018-02-15 65.51.112.58 2018-02-15 09:50:39 ES P B64CA040A7670044FB97B905486EDC889F77C54B AC6F0277EE91C37B8F465F04F38940A5F74A5070 2016 2021-01-29 14:40:06Z The New Teacher Project Inc ELIZABETH SCHAFFER 186 JORALEMON ST No 300 BROOKLYN NY 11201 49702840 0 X WWW.TNTP.ORG X 1995 DE TNTP'S MISSION IS TO END THE INJUSTICE OF EDUCATIONAL INEQUALITY - SEE PART III for full mission. 9 8 1270 8 0 0 48765365 16621011 34518552 32894709 179757 186270 14710 850 83478384 49702840 445108 118200 0 0 48343263 48634091 0 0 461899 13862711 12953835 62651082 61706126 20827302 -12003286 50040812 35510539 6701072 4276123 43339740 31234416 TNTP's mission is to end the injustice of educational inequality by providing excellent teachers to the students who need them most and by advancing policies and practices that ensure effective teaching in every classroom. 0 0 48910265 32894709 Client Services:TNTP works at every level of the public education system to attract and train talented teachers and school leaders, ensure rigorous and engaging classrooms, and create environments that prioritize great teaching and accelerate student learning. See Schedule O for further detail on TNTP's fiscal year 2017 program service accomplishments. 2426902 118200 Research, Policy and AdvocacyTNTP's publications share what we're learning in schools and districts nationwide. As we work alongside teachers and leaders each day, we identify common challenges, tease out trends and share promising solutions. See Schedule O for further detail on TNTP's fiscal year 2017 research, policy and advocacy accomplishments. 51337167 1 1 0 0 0 0 0 0 0 0 1 0 0 0 1 1 1 0 0 0 0 0 0 0 0 0 0 0 1 1 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 129 0 1270 1 0 0 0 0 0 0 0 0 0 0 X 9 8 0 0 0 0 0 0 0 1 1 0 0 1 1 1 1 1 1 1 1 0 AZ CA CO DC FL GA IL IN MA MD MI MO NV NJ NY OH OK PA TN TX WA X X X X LEAH HOLCZER 7182332800 186 JORALEMON ST BROOKLYN NY 11201 Daniel Weisberg Chief Executive Officer 50.00 X X 285046 0 39359 Luis Avila Board Chair/Director 1.00 X X 0 0 0 Chris Bierly Director 1.00 X 0 0 0 Matt Glickman Director 1.00 X 0 0 0 Delia Pompa Director 1.00 X 0 0 0 David Howe Director 1.00 X 0 0 0 Paul G Pastorek Director 1.00 X 0 0 0 Diane Terrell Director 1.00 X 0 0 0 Jennifer Tuhy Director 1.00 X 0 0 0 Karolyn Belcher President 50.00 X 281948 0 19934 Lara Oerter CFO and EVP, Operations 50.00 X 262603 0 10277 Anne Harris EVP, Talent and Culture 50.00 X 239820 0 37159 Amanda Kocon EVP, Strategic Growth 50.00 X 251767 0 29508 Tequilla Banks EVP, Client Team 50.00 X 205964 0 25583 Crystal Harmon Reichman EVP, Client Team 50.00 X 213831 0 38029 David McKinney EVP, Public Affairs as of 8/2016 50.00 X 95663 0 8800 Elizabeth Schaffer CFO as of 8/2017 50.00 X 0 0 0 Diane Keane VP, Finance thru 9/2017 50.00 X 198596 0 13277 Rasheed Meadows VP, Client Team 50.00 X 226257 0 12713 Victoria Van Cleef VP, Client Team 50.00 X 215358 0 14852 Linda Payson VP, Technology thru 7/2017 50.00 X 186479 0 36117 Karla Oakely Senior Strategist 50.00 X 200231 0 14713 Sarah Heine Partner, Talent and Culture 50.00 X 178359 0 33430 3041922 0 333751 111 0 1 0 American Institutes for Research 1000 Thomas Jefferson Street NW Washington DC 20007 Educational Consulting 450000 Rand Corporation 1776 Main Street PO Box 2138 Santa Monica CA 90401 Educational Consulting 413719 Uncommon Schools Inc 410 Feura Bush Road Glenmont NY 12077 Educational Training 291250 Salford Software Inc 11728 Quarry Road Harleyville PA 19438 Technology Consulting 239110 Korn Ferry 200 Park Avenue New York NY 10166 Diversity and Inclusion Training 174098 7 8437471 8183540 16621011 Client Services 900099 32894709 32894709 32894709 186270 186270 Other Income 900099 850 850 850 49702840 32894709 0 187120 118200 118200 2413446 1376005 875511 161930 37487583 32448818 4854567 184198 1562419 1324491 224375 13553 4125669 3490222 603802 31645 3044974 2582623 436389 25962 84307 17371 66936 78625 78625 2743143 2293844 440537 8762 366934 322739 44195 1155960 972195 173605 10160 515981 307922 206076 1983 677184 176312 500872 4211706 3645274 551293 15139 1092752 846863 239324 6565 912915 631527 281388 207348 207348 Other Expenses 366530 249907 114637 1986 Teacher Stipends 268875 268875 Bad Debt Expense 190601 190601 Publications 80974 73378 7580 16 61706126 51337167 9907060 461899 5915098 3072159 135603 519760 19876898 13718493 8845953 9101648 246291 388836 9007455 7561438 1810494 1446017 13089385 7155029 121090 108597 50040812 35510539 6357994 3198672 97174 881805 245904 195646 6701072 4276123 X 17033853 17173855 26305887 14060561 43339740 31234416 50040812 35510539 -12003286 -102038 0 X 0 1 X 1 1 1 X 18165216 21264333 20191540 48765365 16621011 125007465 18165216 21264333 20191540 48765365 16621011 125007465 52487033 72520432 41338 77974 84463 160891 186270 550936 187366 8720 14710 850 211646 125770047 0.57660 0.51480 X Schedule A, Part II, Line 10, Explanation of Other Income: miscellaneous - 2013 Amount: $ 187,366. 2014 Amount: $ 8,720. 2015 Amount: $ 14,710. 2016 Amount: $ 850. RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED RESTRICTED 355810 263410 92400 338703 316141 22562 8312942 6981887 1331055 1446017 Deferred Rent 195646 195646 X 49665910 -102038 65108 -36930 49702840 0 49702840 61771234 65108 65108 61706126 0 61706126 Part X, Line 2: TNTP recognizes the effect of income tax positions only if those positions are more likely than not to be sustained. Management has determined that TNTP had no uncertain tax positions that would require financial statement recognition and/or disclosure. TNTP is no longer subject to examinations by the applicable taxing jurisdictions for years prior to September 30, 2014. 1 Fishman Prize Award 9 118200 Part I, Line 2: Description of how the organization monitors funds: Fishman Prize: The Fishman Prize offers up to five teachers per year a monetary award of $25,000, plus the opportunity to participate in an intense six week residency program with TNTP. Winners spend the summer residency engaging in various aspects of TNTP's work, meeting and discussing school reform with policymakers and education leaders, and collaborating with each other and with TNTP staff to write and publish a short paper on a topic related to effective teaching. In addition to the cash award, TNTP reimburses award recipients for expenses incurred while performing Fishman prize work. Fishman prize finalists received a monetary award of $1,000. In Fiscal year 2017, there were four fishman prize winners and five finalists. X X X X X 1 0 0 0 0 0 0 1 0 Daniel Weisberg Chief Executive Officer 244546 0 40500 0 0 0 12000 0 27359 0 324405 0 0 0 Karolyn Belcher President 243948 0 38000 0 0 0 9000 0 10934 0 301882 0 0 0 Lara Oerter CFO and EVP, Operations 233203 0 29400 0 0 0 9000 0 1277 0 272880 0 0 0 Anne Harris EVP, Talent and Culture 208720 0 31100 0 0 0 10911 0 26248 0 276979 0 0 0 Amanda Kocon EVP, Strategic Growth 218167 0 33600 0 0 0 9000 0 20508 0 281275 0 0 0 Tequilla Banks EVP, Client Team 176664 0 29300 0 0 0 4557 0 21026 0 231547 0 0 0 Crystal Harmon Reichman EVP, Client Team 182831 0 31000 0 0 0 9000 0 29029 0 251860 0 0 0 Diane Keane VP, Finance thru 9/2017 89302 0 28400 0 80894 0 11854 0 1423 0 211873 0 0 0 Rasheed Meadows VP, Client Team 196957 0 29300 0 0 0 9000 0 3713 0 238970 0 0 0 Victoria Van Cleef VP, Client Team 182158 0 33200 0 0 0 9000 0 5852 0 230210 0 0 0 Linda Payson VP, Technology thru 7/2017 137002 0 22400 0 27077 0 8670 0 27447 0 222596 0 0 0 Karla Oakely Senior Strategist 177631 0 22600 0 0 0 6218 0 8495 0 214944 0 0 0 Sarah Heine Partner, Talent and Culture 150359 0 28000 0 0 0 9000 0 24430 0 211789 0 0 0 Part I, Line 4a Diane Keane received severance of $80,894. Linda Payson received severance of $27,077. Part I, Line 7 At TNTP, bonuses are contingent upon the fiscal health of the organization, and individual's and relevant contracts/team's performance, and at the sole discretion of the CEO, with input from the executive team. While bonuses are never guaranteed, all salaried, part/full time staff are eligible to be considered for a performance based bonuses, provided they have been employed by TNTP for at least six months prior to the end of the fiscal year. Additionally, the staff members must be working at TNTP at the time of the bonus award. Part III, LINES 4A-4D 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 analysis of ELL students' work assignments and work products to assess rigor and scaffolding; and an analysis of qualitative information gathered from focus groups. Talented People Twenty years in, our Teaching Fellows programs continue to produce teachers as effective or more effective than teachers from other preparation programs. In fiscal year 2017, we trained 2,088 teachers through traditional Teaching Fellows programs. According to our Assessment of Classroom Effectiveness (ACE), our multiple-measure evaluation system, we have produced our strongest cohort yet. States like Tennessee, which evaluate teacher preparation programs, continue to find that our Fellows perform favorably compared to teachers from other programs. In May 2017, AIR completed a study of our Fellows programs for the Investing in Innovation (i3) federal grant program. This study found that across seven TNTP Teaching Fellows programs, TNTP-trained teachers perform just as well as new teachers who come from other preparation programs, most of which cost more and take longer to complete. Additionally, Fellows are more likely to still be teaching a year later as compared to teachers from other programs. Specifically, the second-year retention rate for Fellows was six percent higher than for other new teachers. We have also continued to provide a diverse, high-quality, cost-effective pipeline of teachers for school systems across the country. We have not only continued to strengthen the quality of the teachers we prepare through our teacher pipeline programs, but we have done so while also continuing to drive costs down and increase diversity: Over 60 percent of our Fellows identify as people of color. We have also continued to develop effective leaders through our Pathway to Leadership in Urban Schools (PLUS) program. In fiscal year 2017, we trained approximately 434 leaders through our PLUS programs and principal coaching services, operating PLUS programs in Camden, Kansas City, Memphis, New York, Philadelphia, and San Francisco. Our leadership programs show promising signals of impact: In Philadelphia, for example, we found that students in schools led by first-year PhillyPLUS principals were more likely to score "Advanced or "Proficient" on the Pennsylvania System of School Assessments (PSSA) than students in other School District of Philadelphia (SDP) schools led by first-year principals. In Shelby County Schools, teachers supported by PLUS leaders grew more than their peers over the 2016-17 school year and got stronger results with their students. And across all PLUS programs, 78 percent of leaders earned a rating of "principal ready" on the PLUS evaluation model, indicating their readiness to lead schools and drive student outcomes. We continue to evolve our approach to teacher development and have seen promising results from our newest teacher professional development approach for experienced teachers: Good to Great. With charter networks in New Orleans, TNTP established and continues to operate the Good to Great Institute, a content-focused approach to teacher professional development. In our 2016 Cohort, we saw 91 percent of Literacy Institute participants and 90 percent of Math Institute participants significantly improve their teaching by the end of the Institute. Additionally, students taught by teachers in our 2016 cohort improved academically after just two weeks of Good to Great classes, while their peers regressed over the summer-benefits that persisted into the school year. (Note: We are currently in the process of finalizing the data for our latest 2017 training cohort). Part III, LINES 4A-4D Continued 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. Form 990, Part VI, Section B, line 11b 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. Form 990, Part VI, Section B, line 12c 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. Form 990, Part VI, Section B, line 15 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. Form 990, Part VI, Section C, line 19 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.