Hatch, Thomas (th2127)

View All Faculty Profiles

Thomas Hatch

Professor of Education
Director of the National Center for Restructuring Education, Schools, and Teaching (NCREST)
212-678-4087

Office Location:

307a Zankel

Office Hours:

Fall: Tuesday 2:00-3:00 Wednesday 2:30-4:30 Spring: Tuesday 2:30-4:30 Wednesday 2:30-3:30 And by appointment
Personal Website

TC Affiliations:

Faculty Expertise:

Educational Background

Ed.D, Harvard Graduate School of Education, 1992; Ed.M., Harvard Graduate School of Education, 1984;  A.B.,  Brown University, 1983.

Scholarly Interests

Educational change; educational leadership; distirct-wide and systemic school reform; high-performing education systems; teaching and learning; teacher research; and human development.

Selected Publications

Hatch, T. (2021). The education we need for a future we can’t predict. Thousand Oaks, CA: Corwin.

Hatch, T., Roegman, R., & Allen, D. (2019). Creating equitable outcomes in a segregated state. Phi Delta Kappan, 100 (5), 19-24.

Hatch, T., Ahn, M., Ferguson, D., & Rumberger, A. (2019). The Role of External Support in Improving K-3 Reading Outcomes in New York City. Urban Education. https://doi.org/10.1177/0042085919877932

Hatch, T., Hill, K., & Roegman, R. (2016). Investigating the role of instructional rounds in the development of social networks and district-wide improvement. American Educational Research Journal, 53 (4), 1022-1053.

Hatch, T., Shuttleworth, J., Taylor, A., & Marri, A. (2016). Videos, pairs, and peers:  What connects theory and practice in teacher education? Teaching and Teacher Education. 59, 274–284.

Hatch, T. (2013).  Innovation at the core: What it really takes to improve classroom practice. Phi Delta Kappan, 95 (3), 34-38.

Hatch, T., Marri, A., Stengel, P., Kitch, A., & Neira, P. (2012). Perspectives on freedom of speech. Center for New Media Teaching and Learning & NCREST:  New York.

Hatch, T., Sun, C., Grossman, P., Neira, P., & Chang, T. (2009).  Learning from the practice of veteran and novice teachers:  A digital exhibition.  Journal of Teacher Education, 60, (1), 69-69. 

Hatch, T. (2009).  Managing to change:  How schools can survive (and sometimes thrive) in turbulent times.  New York:  Teachers College Press.

Hatch, T. & Pointer, D. (2007).  Making teaching public:  A digital exhibition.  Teachers College Record.

Hatch, T., (with Eiler White, M., Raley, J., Austin, K., Capitelli, S., & Faigenbaum, D.)  (2005).  Into the classroom:  Developing the scholarship of teaching and learning.  San Francisco:  Jossey-Bass.

Honig, M. & Hatch, T. (2004).  Crafting coherence: How schools strategically manage multiple, external demands.  Educational Researcher, 33 (8), 16-30.

Hatch, T. (2002). When improvement programs collide. Phi Delta Kappan. 83, (8), 626-634.

Hatch, T. (2001).  It takes capacity to build capacity, Education Week, 20 (22), 44, 47.

Hatch, T. (2000). What does it take to “go to scale”?  Reflections on the promise and the perils of comprehensive school reform. Journal of Education for Students Placed at Risk, 5(4), 339-354.

Hatch, T. (1998).  The differences in theory that matter in the practice of school improvement.  American Educational Research Journal, 35(1), 3-31.

Gardner, H., & Hatch, T. (1989). Multiple intelligences go to school:  Educational implications of the Theory of Multiple Intelligences. Educational Researcher, 18 (8), 4-10.

Related Articles

Equity Symposium to Focus on NCLB at Midpoint

While the federal No Child Left Behind Act (NCLB) may be raising positive expectations for special education students and focusing attention on the educational needs of poor and minority youth, to date, NCLB is significantly behind schedule in meeting its own goals for student performance, teacher quality, academic standards and other key school improvement measures.

Getting Better All the Time

Teachers College "has always been an incredibly policy-rich environment," says Sharon Lynn Kagan, who was named TC's first Associate Dean for Policy and head of the newly created Office of Policy and Research (OPR) in 2004. "Now we're making it an easier place to navigate, and that's one more reason why we're becoming the institute of choice both for users of policy research and for policy students."

TC's Hatch Says Longer School Days Can Help, if Children are "Productively Engaged"

Thomas Hatch, Co-Director of the National Center for Restructuring Education, Schools and Teaching, told 101.9 FM News Radio that it depends on how much time is added, and whether it's used well. Otherwise, "it's not clear that kids benefit."

Thomas Hatch Interprets PISA Scores on PBS Show

Hatch, Associate Professor of Education and Co-Director of TC's National Center for Restructuring Education, Schools and Teaching, talks with PBS commentator Jon Meacham on "Need to Know" about the international achievement test results.

Don't Wait for the Policymakers!

Case studies in school reform

Been There, Still Doing That

Jacqueline Ancess takes the long view on education reform in New York City.

Five by the Faculty

It's been a busy publishing year on West 120th Street. In the following round-up, Inside looks at five new books by TC faculty, on topics ranging from the intricacies of music education to the mechanics of school reform.

Bringing Economics to Scale

A launch event for the nationwide distribution of TC's curriculum on the national debt draws the former budget director for the Obama administration and others

Teaching Kids About the National Debt

Teachers College has received a three-year $2.45 million grant from the Peter G. Peterson Foundation to develop a comprehensive social studies and mathematics curriculum about the fiscal challenges that face the nation, which will be distributed free of charge to every high school in the country.

Rank Disappointment

The unimpressive showing by the United States on a global comparison of academic achievement among 15-year-olds is a wake-up call -- but the nation should adapt rather than adopt the approaches of competitors.

The Thinking Profession

In an era of ambitious new learning standards, teacher preparation must seamlessly link research and practice

Checks and Imbalances

Field-testing a curriculum on the national debt

Columbia and TC Cited for Fulbright Excellence

Columbia University is one of the nation's top producers this year of Fulbright Students and Fulbright Scholars -- and TC has played an important part in that success. Top-producing institutions were highlighted in the October 24th digital edition of The Chronicle of Higher Education.

Back to skip to quick links