National Council on Teacher Quality

National Council On Teacher Quality

Public Policy, 1120 G St Nw Ste 800, , District of Columbia, WASHINGTON, 20005, United States, 51-200 Employees

nctq.org

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Who is NATIONAL COUNCIL ON TEACHER QUALITY

The National Council on Teacher Quality advocates for reforms in a broad range of teacher policies at the federal, state and local levels in order to increase the number of effective teac...

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  • 1120 G St Nw Ste 800, WASHINGTON, District of Columbia, 20005, United States Headquarters: 1120 G St Nw Ste 800, WASHINGTON, District of Columbia, 20005, United States
  • 2000 Date Founded: 2000
  • 51-200 Employees: 51-200
  • dollar-icon Revenue: $25 Million to $50 Million
  • tech-icon Active Tech Stack: See technologies

industries-icon Industry: Public Policy

SIC SIC Code: 8699 | NAICS Code: 813990 | Show More

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National Council on Teacher Quality Org Chart and Mapping

Employees

Hannah Putman

Managing Director of Research

Ron Noble

Chief of Teacher Preparation

Ashley Kincaid

Chief of Strategy & Operations

Justin Castle

Lead Analyst, Classroom Management Standard

Dina Rock

Teacher Advisory Group Fellow

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Frequently Asked Questions Regarding National Council on Teacher Quality

Answer: National Council on Teacher Quality's headquarters are located at 1120 G St Nw Ste 800, , District of Columbia, WASHINGTON, 20005, United States

Answer: National Council on Teacher Quality's phone number is 20********

Answer: National Council on Teacher Quality's official website is https://nctq.org

Answer: National Council on Teacher Quality's revenue is $25 Million to $50 Million

Answer: National Council on Teacher Quality's SIC: 8699

Answer: National Council on Teacher Quality's NAICS: 813990

Answer: National Council on Teacher Quality has 51-200 employees

Answer: National Council on Teacher Quality is in Public Policy

Answer: National Council on Teacher Quality contact info: Phone number: 20******** Website: https://nctq.org

Answer: The National Council on Teacher Quality advocates for reforms in a broad range of teacher policies at the federal, state and local levels in order to increase the number of effective teachers. In particular, we recognize the absence of much of the evidence necessary to make a compelling case for change and seek to fill that void with a research agenda that has direct and practical implications for policy. We are committed to lending transparency and increasing public awareness about the four sets of institutions that have the greatest impact on teacher quality: states, teacher preparation programs, school districts, and teachers unions.

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