Million Dollar Teacher Project

PHOENIX, AZ   |  www.mdtproject.org

Mission

The mission of MDTP is to elevate the teaching profession through increased recognition, compensation and support.

Ruling year info

2016

Principal Officer

Lloyd Hopkins

Main address

2942 N 24th St Suite 211

PHOENIX, AZ 85016 USA

Show more contact info

EIN

81-3050329

NTEE code info

Labor Unions/Organizations (J40)

IRS filing requirement

This organization is required to file an IRS Form 990 or 990-EZ.

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Communication

Programs and results

What we aim to solve

SOURCE: Self-reported by organization

Education in Arizona consistently ranks near the bottom of all states in a number of student achievement outcomes. From graduation rates, post-secondary enrollment rates, to reading performance scores, Arizona's students continue to be outperformed by their peers nationally. MDTP seeks to improve these outcomes by addressing needs of teachers. The most effective teaching occurs after at least 2 years of classroom experience, yet 42% of Arizona public school teachers hired last less than 3 years in the field. Such high rates of turnover and attrition can be attributed to the lack of support for teacher from parents, administrators, and their peers. Teachers, especially those new to the field, struggle immensely without support from these groups. With the proper social support and professional development from their peers, teachers are less likely to experience burnout and quit the profession before they have hit their stride.

Our programs

SOURCE: Self-reported by organization

What are the organization's current programs, how do they measure success, and who do the programs serve?

Take a Teacher to Lunch

The Take a Teacher to Lunch Program (TTL) brings fully catered lunches to teachers to celebrate and recognize their work in the classroom. We partner with local businesses to bring food and prizes to our luncheons. Since 2016, we have completed TTL in 13 school districts at 20 schools and have impacted 900 teachers and reached 27,000 students through our work with teachers.

Population(s) Served
Adults

In partnership with radio station Mix 96.9, we highlight a phenomenal teacher who is doing amazing work and transforming the lives of youth. Monthly, our One In a Million Teacher speaks with Matthew Blades on air, gets a 1-hour massage courtesy of Massage Envy and a 4-person party at Peter Piper Pizza.

Population(s) Served
Adults

MDTP leverages partnerships to place talented individuals in classrooms to lighten the load on educators. The team includes a technology specialist, student teacher, teaching assistant, and parent engagement specialist, successfully improving teacher morale and student performance.

Population(s) Served
Adults

Where we work

Awards

Malala Yousafazi Education Equity Award 2019

East Valley NAACP

Affiliations & memberships

MLK "Living The Dream" Award Recipient 2022

Real Engagement Through Active Philanthropy 2016

African American Advisory Committee- ADE 2020

Our results

SOURCE: Self-reported by organization

How does this organization measure their results? It's a hard question but an important one.

Number of suppliers with whom the SME/Coop/Enterprise has an agreement, contract, or ongoing business relationship as a result of the nonprofit's efforts

This metric is no longer tracked.
Totals By Year
Population(s) Served

Children and youth

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Context Notes

We work and have worked hard to keep ongoing relationships with our past, present and future supporters. (donors, sponsors, etc.)

Total number of volunteer hours contributed to the organization

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Work status and occupations

Related Program

Classroom Support Team

Type of Metric

Output - describing our activities and reach

Direction of Success

Increasing

Number of grants received

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Work status and occupations

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Hours of volunteer service

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Work status and occupations

Related Program

Take a Teacher to Lunch

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Number of clients served

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Work status and occupations

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Number of children served

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of families served

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Holding steady

Number of meals served or provided

This metric is no longer tracked.
Totals By Year
Population(s) Served

Work status and occupations

Related Program

Take a Teacher to Lunch

Type of Metric

Output - describing our activities and reach

Direction of Success

Holding steady

Average online donation

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups, Ethnic and racial groups, Family relationships, Religious groups, Social and economic status

Type of Metric

Input - describing resources we use

Direction of Success

Holding steady

Number of students showing improvement in test scores

This metric is no longer tracked.
Totals By Year
Population(s) Served

Age groups

Related Program

Classroom Support Team

Type of Metric

Outcome - describing the effects on people or issues

Direction of Success

Increasing

Goals & Strategy

SOURCE: Self-reported by organization

Learn about the organization's key goals, strategies, capabilities, and progress.

Charting impact

Four powerful questions that require reflection about what really matters - results.

We believe that the most cost-effective and sustainable way to improve schools is to direct more resources and support directly to the teaching profession. With the right resources, schools will have the ability to attract great talent in to every classroom, making it so that every student is taught by a highly trained, qualified, and engaged teacher. In Arizona, teachers are undervalued and underpaid, and we hope to remedy this through our programming to see students and schools achieve higher outcomes across the state. To do this, we have identified the pillars of teacher support, recognition, and compensation. When teachers have the proper support systems, they are better prepared to guide their students toward graduation, and those students are more prepared to realize academic and economic success, creating stronger communities throughout Arizona. We want to see teachers who make progress toward these goals be properly recognized for their achievements, energizing them to continue their great work and encouraging them to develop it even further. One of the most important ways to do this is to compensate them fairly for their work. The Million Dollar Teacher Project was spurred by the idea of a teacher who could take home a million-dollar salary. While this may never come to fruition, we believe that educators deserve to earn more, and we will continue to champion efforts to see long-term, sustainable growth in teaching salaries.

MDTP has a number of programs which address the various needs of teachers. We developed the Classroom Support Team to lighten the load on educators by placing a team of 4 additional talented individuals in partnering classrooms. The Million Dollar Teacher Tree was crafted to allow community members to provide the supplies their teachers need to have more successful classrooms. To remedy inadequate compensation, we have started the In Teachers We Trust Endowment Fund which is used to support innovative strategies to increase teacher pay long-term. To recognize all the great things teachers achieve, we have also implemented the Take a Teacher to Lunch (TTL) Program and the Million Dollar Teacher Series. This series recognizes an outstanding teacher each month, giving them the chance to tell their story on Mix 96.9 and a prize package. TTL brings fully catered lunches and corporate-sponsored prizes to celebrate the achievements of teachers throughout the school year. Through these existing programs and the ones we continue to develop, we are taking a grassroots approach to supporting education. Our programs are designed to create these bonds between teachers and their communities where each are mutually invested in the success of the other. We aim to create communities that rally behind their teachers; where students, parents, administrators, and business-owners are invested in the well-being of their educators because they know this will directly translate to the success of their students.

Our biggest asset at MDTP is a wide network of support and dedicated internal team. We have a number of committed partners who aid us in our mission by offering their talent and resources. Arizona State University has shown great support by offering student engagement and capacity building expertise. Other organizations with whom we have partnered include Treasures for Teachers, Public Allies, and the Maricopa County Education Service Agency; not to mention the countless restaurants and businesses who offer incentives for teacher participation in our programs. Within our organization, we have a passionate team who are committed to seeing outcomes both in the field and in MDTP's offerings. Our vision for the reach of MDTP is immense, and we will continue to take steps to develop and refine our processes so we can meet those goals. With the right balance of ambition and prudence, we are seeing the success of our work, and we expect it to continue for many years to come.

In our short tenure, MDTP has seen much success in impacting teachers and students across Arizona. Since 2016, we have held TTL programs in 13 school districts at 20 schools, impacting 900 teachers and reaching 27,000 students. This directly translates to improved student outcomes, as there is noted improvement in the standardized testing performance of students who have seen the presence of MDTP in their classroom.

How we listen

SOURCE: Self-reported by organization

Seeking feedback from people served makes programs more responsive and effective. Here’s how this organization is listening.

done We demonstrated a willingness to learn more by reviewing resources about feedback practice.
done We shared information about our current feedback practices.
  • Who are the people you serve with your mission?

    Teachers that work on Title I school campuses in marginalized communities.

  • How is your organization collecting feedback from the people you serve?

    Electronic surveys (by email, tablet, etc.), Focus groups or interviews (by phone or in person), Constituent (client or resident, etc.) advisory committees,

  • How is your organization using feedback from the people you serve?

    To identify and remedy poor client service experiences, To identify bright spots and enhance positive service experiences, To make fundamental changes to our programs and/or operations, To inform the development of new programs/projects, To identify where we are less inclusive or equitable across demographic groups, To understand people's needs and how we can help them achieve their goals,

  • What significant change resulted from feedback?

    We have launched a teacher discount program to address inequities in teacher pay.

  • With whom is the organization sharing feedback?

    The people we serve, Our staff, Our board, Our funders, Our community partners,

  • How has asking for feedback from the people you serve changed your relationship?

    It has helped us have a deeper understanding and the issues they face resulting in us having a stronger relationship.

  • Which of the following feedback practices does your organization routinely carry out?

    We collect feedback from the people we serve at least annually, We take steps to ensure people feel comfortable being honest with us, We look for patterns in feedback based on people’s interactions with us (e.g., site, frequency of service, etc.), We engage the people who provide feedback in looking for ways we can improve in response, We act on the feedback we receive,

  • What challenges does the organization face when collecting feedback?

    It is difficult to get the people we serve to respond to requests for feedback, We don’t have the right technology to collect and aggregate feedback efficiently, It is difficult to find the ongoing funding to support feedback collection, Staff find it hard to prioritize feedback collection and review due to lack of time, It is hard to come up with good questions to ask people,

Financials

Million Dollar Teacher Project

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Operations

The people, governance practices, and partners that make the organization tick.

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Connect with nonprofit leaders

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Build relationships with key people who manage and lead nonprofit organizations with GuideStar Pro. Try a low commitment monthly plan today.

  • Analyze a variety of pre-calculated financial metrics
  • Access beautifully interactive analysis and comparison tools
  • Compare nonprofit financials to similar organizations

Want to see how you can enhance your nonprofit research and unlock more insights? Learn More about GuideStar Pro.

Million Dollar Teacher Project

Board of directors
as of 01/12/2022
SOURCE: Self-reported by organization
Board chair

Kristine Morris

Union Elementary School District

William Pankey

Juan Kingsbury

Board leadership practices

SOURCE: Self-reported by organization

GuideStar worked with BoardSource, the national leader in nonprofit board leadership and governance, to create this section.

  • Board orientation and education
    Does the board conduct a formal orientation for new board members and require all board members to sign a written agreement regarding their roles, responsibilities, and expectations? Yes
  • CEO oversight
    Has the board conducted a formal, written assessment of the chief executive within the past year ? Yes
  • Ethics and transparency
    Have the board and senior staff reviewed the conflict-of-interest policy and completed and signed disclosure statements in the past year? Yes
  • Board composition
    Does the board ensure an inclusive board member recruitment process that results in diversity of thought and leadership? Yes
  • Board performance
    Has the board conducted a formal, written self-assessment of its performance within the past three years? Yes

Organizational demographics

SOURCE: Self-reported; last updated 1/12/2022

Who works and leads organizations that serve our diverse communities? GuideStar partnered on this section with CHANGE Philanthropy and Equity in the Center.

Leadership

No data

Race & ethnicity

Gender identity

 

Sexual orientation

No data

Disability

No data

Equity strategies

Last updated: 01/12/2022

GuideStar partnered with Equity in the Center - an organization that works to shift mindsets, practices, and systems to increase racial equity - to create this section. Learn more

Data
  • We review compensation data across the organization (and by staff levels) to identify disparities by race.
  • We ask team members to identify racial disparities in their programs and / or portfolios.
  • We analyze disaggregated data and root causes of race disparities that impact the organization's programs, portfolios, and the populations served.
  • We disaggregate data to adjust programming goals to keep pace with changing needs of the communities we support.
  • We employ non-traditional ways of gathering feedback on programs and trainings, which may include interviews, roundtables, and external reviews with/by community stakeholders.
  • We disaggregate data by demographics, including race, in every policy and program measured.
  • We have long-term strategic plans and measurable goals for creating a culture such that one’s race identity has no influence on how they fare within the organization.
Policies and processes
  • We use a vetting process to identify vendors and partners that share our commitment to race equity.
  • We have a promotion process that anticipates and mitigates implicit and explicit biases about people of color serving in leadership positions.
  • We seek individuals from various race backgrounds for board and executive director/CEO positions within our organization.
  • We have community representation at the board level, either on the board itself or through a community advisory board.
  • We help senior leadership understand how to be inclusive leaders with learning approaches that emphasize reflection, iteration, and adaptability.
  • We measure and then disaggregate job satisfaction and retention data by race, function, level, and/or team.
  • We engage everyone, from the board to staff levels of the organization, in race equity work and ensure that individuals understand their roles in creating culture such that one’s race identity has no influence on how they fare within the organization.