Impact Data

An independent assessment of the NC New Teacher Support Program finds that the program has demonstrated strong impact on teachers served.

  • 90% of teachers served by the NC NTSP returned to teaching in North Carolina, compared to 85% not served.
  • 82.6% of teachers served by the NC NTSP returned to teaching in their district, compared to 74.7% not served.
  • 80.3% of teachers served by the NC NTSP felt their Instructional Coach helped them with the confidence, knowledge, and skills in teaching, compared to district/school support (66.8%).
  • Teachers served by the NC NTSP scored higher in Classroom Environment & Content Knowledge on the NC Educator Evaluation System, compared to teachers not served by the NC NTSP.
  • Lateral entry teachers served by the NC NTSP are significantly more likely to return to teach in their school, LEA, and state than a matched sample of teachers not supported by NC NTSP
  • Teachers served by the NC NTSP in their 2nd and 3rd year significantly outperformed teachers not supported by the NC NTSP in student achievement in elementary, middle, and high school (EVAAS)
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Coaching Interactions
Minutes in Instructional Feedback
Minutes in Instructional Support per teacher
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Beginning Teachers
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Impact on Teacher Quality

Teachers, administrators, and coaches report NTSP has helped improve teacher professional practice and quality. A large majority of teachers indicated that NTSP helped them: improve the quality of their instruction

(81%), planning (79%), and assessment of learning (78%). Roughly three-quarters of administrators (76%) reported that NTSP was either very effective or extremely effective in improving teacher quality in their school or district. Coaches reported improvements in skills such as classroom management, social-emotional skills, communication, paperwork, and teaching effectiveness.

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“I had a teacher last year that was on an action plan, and so I really had to sort of thread that needle between administrative and coaching, but through coaching we were able to get that teacher off the monitored plan through coaching and they’re doing a fantastic job….and I think that's a great success story for the school and for the principal to see that there is hope.” – NTSP Coach

Impact on Teacher Effectiveness

Administrators and teachers attribute NTSP supports to improvements in student social and academic skills. Approximately 60% of administrators believe NTSP has been “Very Effective” or “Extremely Effective in improving academic achievement in their school or district. In interviews and on surveys, teachers also described how NTSP coaches helped them to recognize and support the whole student and develop relationships with each one, which helped them to think differently about their approaches to classroom discipline.

NTSP teachers perform about the same as their peers on EVAAS measures of student growth and achievement. In matched comparison analyses of expected student growth and achievement on statewide assessments, NTSP 2018-19 teachers performed no better or worse than their non-NTSP counterparts, on 3rd-8th End-of-Grade Reading and Math Assessments, 5th and 8th End-of-Grade Science assessments, and High School End-of-Course assessments and final exams.

“The consistent weekly support of classroom application of management and instructional strategies to engage students. This has resulted in stronger teacher/student relationships and overall increased in student achievement.” – School Principal

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Impact on Teacher Retention

NTSP teachers are no more or less likely than non-NTSP teachers to remain in NC public schools. While 92% of surveyed administrators believe NTSP is moderately to extremely effective at improving teacher retention, and 65% of teachers cited coaching as an important factor in their decision to stay in teaching, NTSP teachers were no more or less likely than non-NTSP teachers to return to teaching in the same school, district, or in North Carolina. Retention rates for both NTSP teachers and a non-NTSP control group were nearly identical (84% retention in NC, for example), and no statistically significant differences were found between groups.

Both teachers and coaches believe retention is influenced by factors likely beyond the control of NTSP. Teachers continue to cite a general lack of resources and support from their school or district, classroom management, and teacher workload as primary reasons teachers leave the profession. Many coaches believe that whether a teacher decides to stay at a school ultimately is impacted by number of factors both within and beyond the influence of induction support, such as student discipline issues, too many expectations, and school administrator’s leadership style.

Three Female Students With Teacher Building Robot Vehicle In After School Computer Coding Class

“Beginning teachers leave the profession because the high expectations and workload make it impossible to complete one's work during contract hours, especially during the first few years. Often times, teachers also aren't supported well within their school. For example, I wasn't assigned a mentor teacher until 5 months into the school year and written instructions for clerical teacher tasks were never provided.” - Teacher

“I expect that we could have more impact if we also had an administrative wing of our program. I think a lot of the reasons teachers don't stay are things that aren't something that we can address as instructional coaches.” – NTSP Coach