The New Teacher Institute was founded on the conviction that independent schools must share the responsibility for training skillful educators for the nation’s public and private schools. The New Teacher Institute aims to equip aspiring and early career educators with foundational pedagogical skills and tools for developing their own cultural competency and emotional resilience so that they become effective, reflective, and impactful practitioners.
We believe that teaching is a craft to be developed over time and is best done with intentional practice, thoughtful mentorship, and ongoing reflection. Founder Brewster Ely was adamant that the program would not be comprised of "classroom helpers" but rather the Resident Teachers would be treated as partners in the classroom. Resident Teachers are expected to exercise sound judgment in decision-making, practice and refine leadership skills, and learn through collaboration and feedback. The Resident Teacher is expected to assume increasing levels of responsibility and to become an equal partner in the classroom. At the conclusion of their two-year training, Resident Teachers are well-equipped to lead their own classrooms.
Each year the Resident Teachers collectively explore the driving question: How can I demonstrate that I am an effective and reflective practitioner? Each Resident Teacher also develops his/her own driving question to guide a year-long inquiry.
Workshops and meetings with the program director focus on pedagogical frameworks, approaches, strategies, and skills as well as the development of one’s own cultural competency and emotional resilience.
Regular assessments include direct observations and feedback, conferences with Head Teachers and the Program Director, and self-reflection.
The administration is supportive and proactive in helping the Resident Teachers with their future teaching career opportunities in either public or private schools or to pursue graduate school studies.
Through the program Resident Teachers will:
Plan, prepare, and present lessons and units of study
Collaborate on the selection of curricular materials
Employ effective classroom management strategies
Effectively communicate with parents, including report writing and parent conferencing
Implement project-based learning and differentiated instruction
Apply best practices for student engagement and teaching for understanding
Integrate meaningful use of technology in their practice
Apply feedback to their practice
Develop their own cultural competency and emotional resilience
Each year a Resident Teacher works at a different grade level with the mentorship of a Head Teacher. A Resident Teacher is paired with the same Head Teacher for the entire year in order to experience and fulfill the full range of responsibilities experienced by Head Teachers. The Director is responsible for placing Resident Teachers for their first year, and Resident Teachers can provide input for their second year placement.
Participation in the Life of the School
Resident Teachers are fully integrated into the life of the school. As full members of the faculty, Resident Teachers also assume the regular school responsibilities such as recess and lunch duty, chaperoning field trips, and attending all faculty and professional development meetings. Many participate in extra-curricular school programs and events or coach athletic teams.
Credential or Graduate School during NTI
Enrollment in a credential or graduate program is not a requirement for the New Teacher Institute, but a significant number have chosen to pursue credentials and education degrees during their time at Town. In the past five years, 37% of the resident teachers were enrolled in credentialing or graduate programs.
For more information or to apply to our program, please visit our application page
. Contact the Director of the New Teacher Institute, Jennifer Liu
, at 415-746-1163 or firstname.lastname@example.org
, with any questions.