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The NEA encourages its members to use Assessment Advisor to rate the assessments they’ve used in their classrooms! 4,000 teachers in 40 states have checked out the site so far. Have you?

Read the NEA Today article.

Survey: Today’s teaching force is less experienced, more open to change
By Jackie Mader
Hechinger Report, October 23, 2012

Teacher-Leader Corps Helps Turn Around Schools
By Stephen Sawchuck
Education Week, April 20, 2011

New Teachers are the New Majority 
By Celine Coggins & Heather Peske
Education Week, January 19, 2011

Lesson Plan in Boston Schools: Don’t Go It Alone
By Mike Winerip
New York Times, August 8, 2010


T3 Initiative

The Turnaround Teacher Teams (T3) Initiative is an innovative program that recruits, develops, and supports highly effective, experienced teachers to serve as teacher leaders in low-performing schools. Designed by teachers, the initiative addresses the problem of inequitable access to effective teachers in the highest need schools, and is founded on the premise that empowering exceptional teachers is the key to improving our nation’s schools.

The T3 Initiative:

§  creates cohorts of highly effective and experienced teachers

§  places them  in teams of Teacher Leaders in schools where they are most needed

§  provides one-on-one Teacher Leader coaching with the help of a school-based T3 coach

§  supports Teacher Leaders in leading their peers to improve instructional practice and accelerate student academic outcomes

T3 Teacher Leaders:

§  gain critical leadership experience that does not require leaving the classroom

§  receive professional development and weekly one-on-one coaching from highly trained coaches

§  join a cohort of like-minded Teacher Leaders, committed to improving the academic outcomes of our students with highest need

§  earn a stipend in addition to their teaching salary

Research shows that the teacher in front of a child’s classroom is the most important school-based factor for that student’s academic success. Four consecutive years with highly effective teachers could close the achievement gap and begin to give all students the education they deserve.1 Yet our lowest performing schools have the highest rates of teacher turnover.

President Obama challenged the nation to turn around 5000 chronically underperforming schools (the bottom 5%) by 2015. To date, school improvement efforts have lacked focus on the highest leverage means of improving student learning—ensuring that students in those schools are assigned experienced, effective teachers with a track record of success.

The T3 Initiative is among the first efforts nationally to address this notable deficiency in the design of school turnaround. T3 Teacher Leaders play a central role in helping to transform high-needs schools, having been chosen for their effectiveness with urban students and trained in a cohort for the challenge of a turnaround environment.  

T3 Teacher Leaders have the opportunity to work with a team of effective teachers who are high performing and dedicated to working collaboratively. T3 teams are trained in strategies that have been used by other highly effective teacher teams. They are part of a broader strategy that supports effective teaching and can take on leadership roles without leaving the classroom. The T3 Initiative offers a path toward mastery in both urban teaching and teacher leadership.

For the 2014-2015 school year, T3 will continue its partnership in Boston and will expand to one new school in Holyoke, MA and two additional schools in Washington D.C.   T3 will launch its program at three elementary schools in Indianapolis, Indiana.  To learn more about T3's ongoing work in these schools, visit the T3 Massachusetts page, T3 Washington, D.C. page and the T3 Indianapolis page.  

Click here for media coverage of T3.

Click here to read Closing the Gap: Progress Over Two Years in T3 Schools.


A Teach Plus program in partnership with:

File: BPSlogo_small.jpg Holyoke File: DCPS Logo.gif IPS


1 Gordon, Kane, and Staiger (2006) Identifying Effective Teachers Using Performance on the Job. Washington, DC: The Brookings Institution


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