Having recruited six cohorts of high performing teachers from 2011-2014 and having graduated three cohorts by summer 2014, NAATE has made the following observations.
The NAATE Program has measurable impact on teacher retention, classroom practice and expanded capacity of participants to support and lead their peers, and is a cost effective intervention for schools. (NAATE Research Update 2015)
90% of NAATE graduates remain in classroom teaching, while only 75% of their peer group, based on national statistics, remain.
Major gains in classroom practices such as questioning strategies (self rating "very strong" from 49% to 89%), differentiated instruction (47% to 69%), student feedback (35% to 73%).
Major gains in support of peers such as coaching (self rating "very active" from 16% to 54%), classroom visits (31% to 46%), peer information exchange (53% to 81%); and leadership of peers and school such as forming and leading teams (28% and 54%), school level problem solving (24% to 62%), and school level decision making (37% to 65%).
Major gains in principals rating NAATE graduates "excellent" in classroom practices, including addressing the needs of students with special needs in mainstream classrooms (23% to 52%), designing lessons that make students responsible for their own learning and critical thinking (36% to 71%), holding high expectations for all students (61% to 86%).
Major gains in principals rating NAATE graduates "excellent" in peer support, including foming, leading or supporting teams (43% to 71%), ability to steer other adults towards decisions that help improve the school (20% to 48%), and analytical skills (46% to 67%).
In pilot payback analysis of investment in NAATE at three schools, schools saved 1.1, 2.6 and .3 times their investments within one year in hard cost savings.