QTL’s New & Emerging Teacher Institute (NETI)is a six-day program for teachers in their first three years in the classroom. The Centers for Quality Teaching and Learning offers NETI to districts to meet the needs of newly licensed and lateral entry teachers. NETI participants attend a three-day immersion in their district as the school year begins. These initial sessions are designed to provide a strong awareness of the roles and responsibilities of teaching and a clear understanding of how to approach curriculum standards and the tools of instruction. During the school year, three days of additional instruction help ensure that teachers are not only surviving, but thriving in the classroom. The goals are three-fold: to help new teachers become more effective right from the start, to increase their job satisfaction, and to keep them in the classroom for years to come.

Foundations in Quality Teaching and Learning™ (QTL) is a multi-day professional development program delivered in a model classroom. Teams of teachers participating as ‘students’ experience the use of research-based instructional strategies, then return to their own classrooms to put those strategies to work. They learn to collaborate and design increasingly effective lesson plans around the modeled strategies. They examine data, identify critical student needs, then address those needs through solid, strategic instruction.

Quality Teaching in the Learning Centered School (QTLCS) aligns QTL instructional strategies with Mike Rutherford’s Learning Centered School principles. The program helps teachers become more skilled in the essential elements of effective, successful instructional design. The focus of QTLCS is to improve instructional design and to support teachers in becoming consciously competent decision makers to support student learning.

Foundations in Quality Teaching and Learning™ (QTL) is a multi-day professional development program delivered in a model classroom. Teams of teachers participating as ‘students’ experience the use of research-based instructional strategies, then return to their own classrooms to put those strategies to work. They learn to collaborate and design increasingly effective lesson plans around the modeled strategies. They examine data, identify critical student needs, then address those needs through solid, strategic instruction.