Published using Google Docs
Beginning Teacher and Mentor Support Handbook - Fall 2020 (Approved)
Updated automatically every 5 minutes

Hickory Public Schools

Beginning Teacher and Mentor Support Handbook

(In Compliance with Beginning Teacher Support Program (BTSP))

Extending Excellence to Every Child, Every Day

Hickory Public Schools

Curriculum and Instruction/Personnel

432 4th Avenue Southwest

Hickory, NC 28602

Beginning Teacher Support Program Information Form

Public School Unit (PSU):                Hickory Public Schools

Address:                                        432 4th Avenue Southwest

Hickory, NC 28602

Assistant Superintendent:

Name:  Dr. La’Ronda Whiteside

Position:  Assistant Superintendent

Telephone:  828.322.2855 ext. 226          Email: 

Personnel Officer:

Name:  Tracy Sigmon

Position:  Personnel Officer

Telephone:  828.322.2855 ext. 215          Email:

Prepared by:

 Jennifer Griffin, Curriculum Specialist (April 2013)

 (revised May 2015)

(revised July 2016)

(revised January 2017)

(revised May 25, 2017)

(updated & board approved January 22, 2018)

(revised October 2018)

(Board Approved November 13, 2018)

(revised October 2020)

(Board Approved October 26, 2020)


In response to State Board policy (TCED-016) and any subsequent legislation since that time and our desire to assist beginning teachers in becoming competent professionals who receive a continuing license following their three-year initial licensure period, the following assurances are made:

  1. Hickory Public Schools pledges a strong commitment to the implementation of the Beginning Teacher Support Program for all initially licensed teachers.

  1. Available resources, including staff development funds, will be marshaled toward the implementation of an effective program.

  1. In accordance with State regulations, the Beginning Teacher Support Program of the Hickory Public Schools addresses procedures and policies currently being implemented for all initially licensed teachers.

  1. The conditions recommended by the North Carolina Beginning Teacher Support Program are followed.

  1. The plan delineates appropriate collaboration with institutions of higher education.


  1. Procedures are in place to assure efficient management of the program.

  1. A person has been designated to verify the successful completion of the Beginning Teacher Support Program and utilize the yearly peer review process, partnering with another school district.

  1. The Board of Education of the Hickory Public Schools will officially adopt the locally developed plan.


By:        _______________________________        Date:        ____________        

        Dr. Bryan Graham, Board Chair

        _______________________________        Date:        ____________

Dr. Robbie Adell, Superintendent

Beginning Teacher Support Program (BTSP)

Plan Outline

Part I

Page Numbers

Information Form




Part II

Program Narrative

  1. Program Administration
  2. Formal Orientation
  3. Voluntary Acceptance of Extracurricular Duty
  4. Mentor Teacher Selection Criteria
  5. Mentor Training
  6. Principal Support
  7. Observations
  8. Professional Development Plan/BT Timetable
  9. Cumulative File of Beginning Teacher
  10. Evaluation of Beginning Teacher Support Program











Part III


  1. Code of Professional Practice and Conduct for North Carolina Educators
  2. Extra-Curricular and Non-Instructional Duties Policy
  3. Procedures for Beginning Teachers Cumulative Folders
  4. Eligibility for Licensure Conversion





Part IV

Beginning Teacher Forms

Voluntary Acceptance of Extracurricular Duties

Cumulative Folder Verification Form

Cumulative Folder Data Form

Professional Development Activity Form

Mentor Timelines/Checklist (1st-4th Nine Weeks)

Beginning Teacher Survey







Part II- Program Narrative

A.  Program Administration

It is the desire of Hickory Public Schools (HPS) to provide beginning teachers with the assistance needed to ensure their success in teaching.  In accordance with NC State Board Policy TCED-016, each Public School Unit (PSU) is required to develop and implement a Beginning Teacher Support Program (BTSP) Plan that has been approved by the local Board of Education.  The following plan outlines the HPS Beginning Teacher Support Program.  The HPS BTSP is a comprehensive program that includes first-year, second-year, and third-year beginning teachers (BTs).  All BTs receive support from mentors, building-level principals, and central office staff, and are evaluated by building administrators with the NC Educator Evaluation System (NCEES).

*For those PSUs using an alternative evaluation system, evidence/documentation of the following must be included in the BTSP Plan:

The Program is designed to offer the necessary support for an individual’s professional growth during the first three years of employment.  In addition to a mentor, periodic and formative assessments and the completion of a professional development plan to assist the employee to document satisfactory performance.  Use of mentors in schools assures that beginning teachers have access and support that is necessary for a successful beginning.  This plan, a collaborative effort of principals, curriculum specialists and central office staff, has been developed over time as rules and regulations change concerning the orientation and support of beginning teachers.

Hickory Public Schools maintains an ongoing relationship with Lenoir-Rhyne University, Appalachian State University and the Northwest Regional Educational Alliance for the support of the BTSP.  Plan development, resources and technical/monitoring assistance are provided for the management of the plan as needed.

Funding has been provided for orientation and mentoring through local, state and federal programs to assure support for beginning teachers to pursue professional growth and to address individual needs.  Principals also designate funds for staff development activities from school allotments.  

Although the following HPS personnel (teachers with more than three years of experience, student services personnel, administrators, and curriculum specialists) are not required to participate in the BT process, they will receive support from the Personnel and Curriculum Department.   The Assistant Superintendent and Personnel Officer are the responsible administrators for planning, developing, implementing, monitoring and evaluating induction programs for BTs and new employees.  The Superintendent approves and works in concert with the administrators.  Support system requirements will be implemented in accordance with the guidelines outlined in the new Mentor/Beginning Teacher Support Program (BTSP) Standards (TCED-016).

The Personnel Officer and the Assistant Superintendent serve as the liaison between the schools and central office reporting on the status and effectiveness of Program implementation.  Staff development and training will continuously be monitored and evaluated.  Professional development online system surveys are used to assess the effectiveness of all staff development.  All efforts and resources will be utilized to alleviate deficiencies exhibited by beginning teachers and make changes to support them in their endeavors.

B. Formal Orientation

Beginning Teachers participate in a required three-day orientation at the district and building levels.  The orientations are conducted prior to the arrival of students or within the first ten days of employment.  The orientation is planned by the Personnel Officer in conjunction with the Curriculum Department.  The orientation is conducted jointly with principals, teachers, and other administrative staff.  At a minimum, the orientation at the district level provides beginning teachers with an overview of the following:  

Expectations for Beginning Teachers in Hickory Public Schools

Local and state expectations of beginning teachers include the following:

Teacher Induction/Effective Teaching Practices Components

C.  Optimum Working Conditions for Beginning Teachers

To ensure that beginning teachers have the opportunity to develop into effective teachers, the following working conditions will be covered during orientation, enforced and monitored:

The term “non-instructional duties” refers to those duties that are not directly involved with the instructional program or the implementation of the Standard Course of Study (SCOS), but duties that all teachers are expected to perform. Examples would include bus duty, lunch duty, and hall duty. The term “extracurricular activities” refers to those activities performed by a teacher involving students that are outside the regular school day and are not directly related to the instructional program.

The following steps will be taken to assure that optimum working conditions are provided for beginning teachers.

D.  Mentor Teacher Selection Criteria

Mentor selection criteria is supported by state guidelines and establishes efforts to provide ongoing support for new teachers. Each year, the BT is assigned a mentor meeting the following:

Roles of Mentors

Roles and expectations of mentors include the following:

North Carolina Mentor Standards

Standard 1: Mentors Support Beginning Teachers to Demonstrate Leadership –

Mentors utilize effective communication skills to establish quality professional and

confidential relationships with beginning teachers to impart knowledge of ethical standards, instructional best practices, and leadership opportunities. Key elements of the standard include building trusting relationships and coaching, promoting leadership, facilitating communication and collaboration, sharing best practices, imparting ethical standards and advocating for beginning teachers and their students.

Standard 2: Mentors Support Beginning Teachers to Establish a Respectful

Environment for a Diverse Population of Students - Mentors support beginning teachers to develop strong relationships with all learners, their parents or guardians, and the community through reflective practice on issues of equity and diversity. Key elements of the standard include supporting relationships with students, families, peers and the community, honoring and respecting diversity, creating classroom environments that optimize learning, and teaching students of all learning needs.

Standard 3: Mentors Support Beginning Teachers to Know the Content They Teach - Mentors have strong knowledge of the North Carolina Standard Course of Study (NCSCOS) and 21st century goals and assist beginning teachers in the utilization of these tools to promote student achievement. Key elements of the standard include imparting and utilizing the NCSCOS and 21st century goals into beginning teacher practice.

Standard 4: Mentors Support Beginning Teachers to Facilitate Learning for Their

Students - Mentors support beginning teachers in their understanding and use of student

assessment tools to drive student achievement. Mentors also support beginning teachers to understand their professional licensure obligations and pursue professional growth. Key elements of the standard include developing and improving instructional and professional practice and understanding and analyzing student assessment data.

Standard 5: Mentors Support Beginning Teachers to Reflect on Their Practice - Mentors continually work on improving their mentoring and observation skills to improve their effectiveness with beginning teacher support. Key elements of the standard include allocating and using time with beginning teachers, developing reflective practitioners and gathering data on beginning teacher practice.

E.  Mentor Training

Mentors must commit to participating in a minimum of six hours of mentor training based on the North Carolina Mentor Program: Beginning Teacher Guidelines for the 21st Century Professional as a condition of serving as a mentor. The training must be completed within the year that the teacher is serving as a mentor for the first time. Mentors who have participated in previous mentor training programs must also participate in mentor training that is based on the state-adopted mentor standards. Mentors will also contribute to the development or update of a site-based Beginning Teacher and Mentor Support Plan that is aligned with the new NC Mentor Standards as a component of the total training requirement.

The Personnel Officer and the Assistant Superintendent will facilitate the provision of a district mentor information/orientation session that addresses the following topics:

F.  Principal Support

The Principal's role is very important to the beginning teacher’s overall success. Therefore, staff members in the Personnel Department and Curriculum and Instruction Department provide information and resources to assist principals and their designees with their roles as support persons, instructional leaders, and evaluators.

Roles of the Principal

Role of Personnel Officer in Collaboration with Principal

Role of Curriculum Department

The Assistant Superintendent serves as the district administrator of the Beginning Teacher Support Program and facilitates the provision of services to all beginning teachers and their mentors through various activities. Roles and expectations include the following:

G.  Observations

Although principals or their designees may formally observe teachers at any time, they or their designees are required to observe each beginning teacher a minimum of three times by established target dates.  A formal process for conducting observations and a summative evaluation on all BTs:

(HB1030, Section 8.32 (h) and (i)

H.  Professional Development Plan

Each year, the BT is required to develop a Professional Development Plan (PDP) in collaboration with his or her principal or the Principal's designee, and mentor teacher. The plan is based on the NC Professional Teaching Standards (NCPTS) and must include goals, strategies, and assessment of the BTs progress in improving professional skills. Formative assessment conferences must be held at the beginning, middle, and end of the year, including BT, mentor, and principal, to reflect on the progress of the BT in meeting goals.  Signatures of BT, mentor, and principal are required for each formative assessment conference.

The Beginning Teacher Timetable

Year 1

The beginning teacher:

  • Is assigned a mentor
  • Is provided an orientation (required within two weeks of start date)
  • Develops the Professional Development Plan
  • Completes any professional development required or prescribed by HPS
  • Is observed on the NC Educator Evaluation System at least four times culminating in a summary evaluation conference by the district’s target dates. Required to have two formal observations in the first semester with at least one completed by an administrator (HB1030, Section 8.32 (h) and (i)
  • Submits BT portfolio requirements in May 
  • Follows all NCSBE for all required licensure tests
  • Complete the survey for the EPP program (if applicable)

Year 2

The beginning teacher

  • Continues to have a mentor
  • Develops the Professional Development Plan
  • Completes any professional development required or prescribed by HPS
  • Is observed on the NC Educator Evaluation System at least four times culminating with a summary evaluation conference by the district's target date. Required to have two formal observations in the first semester with at least one completed by an administrator (HB1030, Section 8.32 (h) and (i) 
  • Submits BT portfolio requirements in May

Year 3

The beginning teacher

  • Continues to have a mentor
  • Develops the Professional Development Plan
  • Completes any professional development required or prescribed by HPS
  • Is observed on the NC Educator Evaluation System at least four times culminating with a summary evaluation conference by the district's target dates. Required to  have two formal observations in the first semester with at least one completed by an administrator (HB1030, Section 8.32 (h) and (i)
  • Completes the Beginning Teacher Support Program provided that all state and local requirements have been fulfilled
  • Submits BT portfolio in May
  • Eligible to convert to continuing license upon successful completion of approved coursework, complete three years of teaching,and pass all NCSBE required exams
  • Once continuing license is earned in one area, additional licensure areas do not require additional BTSP experience

Technical Assistance for Beginning Teachers

There are numerous resources and services available to HPS beginning teachers and their mentors.  Staff members from Personnel and Curriculum and Instruction describe and explain these resources during orientation and induction activities.

I. Cumulative File of the Beginning Teacher

During the three-year initial licensure period, a Cumulative Beginning Teacher Folder will be maintained on each beginning teacher in a secured location at the district’s personnel office.  At the end of each year, the beginning teacher will submit his or her Cumulative Beginning Teacher Folder in partial fulfillment of the State and local Beginning Teacher Support Program. The file shall contain the Observation Rubrics, Individual Growth Plans (IGPs), Summary Evaluation Forms, Mentor Timeline/Checklists, and the Cumulative Beginning Teacher Folder Submission Form. The Curriculum Department in conjunction with the Personnel Office will verify the files’ contents by completing an PSU Statement Requirements Form for each second-year beginning teacher.

At the end of the third year, the principal or designee will submit the final year of evaluation documents to the Personnel Office that verifies successful or unsuccessful completion of the Beginning Teacher Support Program. The Cumulative Folder shall contain information that verifies the beginning teacher’s participation in the Beginning Teacher Support Program and documents his or her performance through the NC Educator Evaluation System. The folder shall also include documentation of support and assistance received by the beginning teacher during the three-year period.

Cumulative File Contents

Transfer of Cumulative Files

Each beginning teacher will maintain a cumulative folder to document progress and professional growth. The process will be the same for each of the first three years of teaching. At the end of each school year, beginning teachers will submit the folder to the principal to turn in to the personnel department.

The following forms are included in this packet and should be turned into Human Resources in the following order:

All forms are to be filled out and turned in as part of the New Teacher Cumulative Folder that is required in order to earn a continuing license. There are forms you will add as the year progresses. You will include the forms listed in the checklist above plus the following items:

If the hiring district of the beginning teacher requests a cumulative file, the personnel office for Hickory Public Schools will refer them to the beginning teacher for the information or will provide for the timely transfer of all documents as authorized by the beginning teacher.

J.  Evaluation of Beginning Teacher Support Program

Evaluation of the Beginning Teacher Support Program is an important component of the

Program’s overall success. The Assistant Superintendent and Personnel Officer will have direct responsibility for evaluating the Program.  The data for the evaluation will be collected throughout the year through periodic inspections of documents, training procedures, work of the mentor in addition to feedback from principals, beginning teachers and mentors.  The Personnel Office and Curriculum and Instruction will work together to survey beginning teachers, mentors, and principals to receive feedback and suggestions during May of the current year.

Additionally, the Personnel Officer and Assistant Superintendent will participate in the completion of the Rubric for Self-Assessing the Beginning Teacher Support Program, The Beginning Teacher Support Program Annual Review Form, and participate in the Peer Review of the Beginning Teacher Support Program process as required by the State. HPS will partner with Newton-Conover City Schools and/or Catawba County Schools to complete the peer review process.

The HPS Beginning Teacher Support Plan will be modified and adjusted based on the compiled information from surveys, completion of the Rubric for Self-Assessing the

Beginning Teacher Support Program, completion of the Beginning Teacher Annual Review Form, feedback received from the peer review process, and changes to legislation.




The purpose of these rules is to establish and uphold uniform standards of professional conduct for licensed professional educators throughout the State. These rules shall be binding on every person licensed by the SBE, hereinafter referred to as “educator” or “professional educator” and the possible consequences of any willful breach shall include license suspension or revocation. The prohibition of certain conduct in these rules shall not be interpreted as approval of conduct not specifically cited.

History Note: Authority G.S. 115C-295.3; Effective April 1, 1998


a. The standards listed in this Section shall be generally accepted for the education profession and shall be the basis for State Board review of performance of professional educators. These standards shall establish mandatory prohibitions and requirements for educators. Violation of these standards shall subject an educator to investigation and disciplinary action by the SBE or PSU.

b. Professional educators shall adhere to the standards of professional conduct contained in this Rule. Any intentional act or omission that violates these standards is prohibited.

1. Generally recognized professional standards. The educator shall practice the professional standards of federal, state and local governing bodies.

2. Personal conduct. The educator shall serve as a positive role model for students, parents and the community. Because the educator is entrusted with the care and education of small children and adolescents, the educator shall demonstrate a high standard of personal character and conduct.

3. Honesty. The educator shall not engage in conduct involving dishonesty, fraud, deceit or misrepresentation in the performance of professional duties including the following:

A. statement of professional qualifications;

B. application or recommendation for professional employment, promotion or licensure;

C. application or recommendation for college or university admission, scholarship, grant, academic award or similar benefit;

D. representation of completion of college or staff development credit;

E. evaluation or grading of students or personnel;

submission of financial or program compliance reports submitted

to state, federal or other governmental agencies;

G. submission of information in the course of an official inquiry by

the employing PSU or the SBE related to facts of unprofessional conduct, provided, however, that an educator shall be given adequate notice of the allegations and may be represented by legal counsel; and

H. submission of information in the course of an investigation by a law enforcement agency, child protective services or any other agency with the right to investigate, regarding school related criminal activity; provided, however, that an educator shall be entitled to decline to give evidence to law enforcement if such evidence may tend to incriminate the educator as that term is defined by the Fifth Amendment to the U.S. Constitution.

4. Proper remunerative conduct. The educator shall not solicit current students or parents of students to purchase equipment, supplies or services from the educator in a private remunerative capacity. An educator shall not tutor for remuneration students currently assigned to the educator’s classes, unless approved by the local superintendent. An educator shall not accept any compensation, benefit or thing of value other than the educator's regular compensation for the performance of any service that the educator is required to render in the course and scope of the educator's employment. This rule shall not restrict performance of any overtime or supplemental services at the request of the PSU; nor shall it apply to or restrict the acceptance of gifts or tokens of minimal value offered and accepted openly from students, parents or other persons in recognition or appreciation of service.

5. Conduct with students. The educator shall treat all students with respect. The educator shall not commit any abusive act or sexual exploitation with, to, or in the presence of a student, whether or not that student is or has been under the care or supervision of that educator, as defined below:

A. any use of language that is considered profane, vulgar or demeaning;

B. any sexual act;

C. any solicitation of a sexual act, whether written, verbal or physical;

D. any act of child abuse, as defined by law;

E. any act of sexual harassment, as defined by law; and

F. any intentional solicitation, encouragement, or consummation of a romantic or physical relationship with a student or any sexual contact with a student. The term “romantic relationship” shall include dating any student.

6.  Confidential information. The educator shall keep in confidence personally identifiable information regarding students or their family members that has been obtained in the course of professional service, unless disclosure is required or permitted by law or professional standards or is necessary for the personal safety of the student or others.

7.  Rights of others. The educator shall not willfully or maliciously violate the constitutional or civil rights of a student, parent/legal guardian or colleague.

8.  Required reports. The educator shall make all reports required by Chapter 115C of the North Carolina General Statutes.

9. Alcohol or controlled substance abuse. The educator shall not:

A. be under the influence of, possess, use or consume on school premises or at a school-sponsored activity a controlled substance as defined by N.C. Gen. Stat. 90-95, the Controlled Substances Act, without a prescription authorizing such use;

B. be under the influence of, possess, use or consume an alcoholic beverage or a controlled substance on school premises or at a school-sponsored activity involving students; or

C. furnish alcohol or a controlled substance to any student except as indicated in the professional duties of administering legally prescribed medications.

10. Compliance with criminal laws. The educator shall not commit any act referred to in G.S. 115C-332 and any felony under the laws of the United States or of any state.

11. Public funds and property. The educator shall not misuse public funds or property, funds of a school-related organization or colleague’s funds. The educator shall account for funds collected from students, colleagues or parents/legal guardians. The educator shall not submit fraudulent requests for reimbursement, expenses or pay.

12.  Scope of professional practice. The educator shall not perform any act as an employee in a position for which licensure is required by the rules of the SBE or by Chapter 115C of the North Carolina General Statutes during any period in which the educator’s license has been suspended or revoked.

13. Conduct related to ethical violations. The educator shall not directly or indirectly use or threaten to use any official authority or influence in any manner that tends to discourage, restrain, interfere with, coerce or discriminate against any subordinate or any licensee who in good faith reports, discloses, divulges or otherwise brings to the attention of an PSU, the SBE or any other public agency authorized to take remedial action, any facts or information relative to actual or suspected violation of any law regulating the duties of persons serving in the public school system, including but not limited to these rules.

History Note: Authority G.S. 115C-295.3;

Effective May 1, 1998




The Hickory Public School Board acknowledges that instructing students is the primary mission of the school system.  Generally, in order to carry out the responsibilities of the school system, teachers and other employees may also be required to perform certain non-instructional and extracurricular duties.  Assigned additional duties are considered part of all employees’ responsibilities.  However, assignment of additional duties to teachers should be minimized to allow time for teachers to plan, collaborate with colleagues, conduct conferences with parents, tutor students, and perform any other activities that have a direct impact on student achievement.  Beginning teachers also need adequate opportunities to develop their professional skills and need access to experienced teachers who will provide mentoring to them.  In light of these goals, the principal of each school has the authority to assign extracurricular and non-instructional duties as necessary to conduct the business of the school, within the following guidelines.


A.                Extracurricular Duties

Initially licensed teachers may not be assigned extracurricular duties unless they request the assignments in writing.


1.        Extracurricular Duties Defined

Extracurricular duties include those duties performed by a teacher outside the regular school day that involve students and are not directly related to the instructional program.  Examples of extracurricular activities for which consent is required include such things as coaching duties, taking tickets at sporting events, and acting as a faculty sponsor for a student club.  Extracurricular duties do not include such things as time spent in parent-teacher conferences or activities related to courses taught by the teacher, such as band concerts that are performed as a part of band class.


2.                  Exceptions Permitted for Compelling Reasons

In cases of compelling need, initially licensed teachers may be required to perform extracurricular duties if the procedures set forth in this paragraph are followed.


a.                   Compelling Need Defined

A compelling need arises when the principal of a school is not reasonably able to provide adequate supervision by qualified personnel at extracurricular activities without using initially licensed teachers and no initially licensed teachers have volunteered in writing to perform these activities.  In determining whether a compelling need exists, it will be assumed that teaching assistants and other non-licensed employees may not be assigned to extracurricular duties unless the assignment is approved in advance by the superintendent or designee.  Examples of compelling need include circumstances when:


1)                  an employee who is scheduled to perform an extracurricular duty is unexpectedly unavailable and the position must be filled quickly;

2)                  the school principal cannot adequately fill extracurricular duty positions without additional reliance on initially licensed teachers; or

3)                  an extracurricular duty must be supervised by individuals with certain experience, skills, or qualifications and initially licensed teachers are the only qualified staff members who possess the required experience, skills, or qualifications.


b.                  Process for Granting a Compelling Need Waiver


1)                  Board Waiver

In cases in which the need for a waiver is reasonably foreseeable and there is an opportunity to bring the matter before the board of education for approval prior to the extra duty, the superintendent shall bring the matter to the board for a decision on the waiver request.  The recommendation for a waiver must be in writing and set forth the circumstances requiring the waiver.  The board minutes or other documentation will reflect the reasons for granting the waiver.


2)                  Superintendent Waiver

If there is not a scheduled board meeting prior to the need to provide adequate supervision at the extracurricular activity, the superintendent may waive the requirement upon a finding of compelling need.  The superintendent shall make a written record of all such waivers and the circumstances for requesting each waiver.  At the next regular board meeting, the superintendent shall report to the board any past waivers made and the reasons therefore.  If the waiver is for an ongoing activity, the superintendent must seek and obtain board approval to continue the initially licensed teacher in the extracurricular activity in accordance with the procedure in paragraph (1) above.


3)                  Principal Waiver

If there is an exigent need to waive the policy, such as the unexpected illness or absence of an employee, then the school principal is authorized to waive the policy temporarily for up to five days.  However, the principal must report the waiver to the superintendent in writing, setting forth the circumstances requiring the waiver.  The superintendent must approve all waivers over five days, as provided in paragraph (2) above.  The board must approve all continuing waivers at its next regular meeting, as provided in paragraph (1) above.

4)                  Teacher Access to Records

The teacher may request and is entitled to receive any documentation regarding waivers requested or granted under this policy.


B.                 Non-Instructional Duties


Principals shall minimize the assignment of non-instructional duties to all teachers, including initially licensed teachers.  Specifically, teachers should not be required to use their daily planning periods on an ongoing and regular basis to supervise students.  Planning periods generally should be reserved for course planning and meetings with other professional staff regarding the instructional program.


1.                  Non-Instructional Duties Defined

Non-instructional duties refer to those duties that are not directly involved with the instructional program or the implementation of the current statewide instructional standards, but that all teachers are expected to do.  These duties include such things as bus duty, carpool duty, and regular and ongoing use of planning periods to monitor hallways and cafeterias.  Nothing in this policy should be construed to relieve teachers of the responsibility to provide for the safety and supervision of students during regular school hours, as necessary to maintain order and discipline in the school.


2.                  Distribution of Non-Instructional Duties

Non-instructional duties should be distributed equitably among employees to the extent that it is reasonably possible to do so.  In assigning non-instructional duties, consideration should be given to the need for initially licensed teachers to have adequate professional development, planning time, and access to more experienced teachers who can share their expertise.  Principals are responsible for structuring these opportunities in a way that will be beneficial to the students and employees at their schools.


C.                Evaluation


The failure of an initially licensed teacher to volunteer to perform extracurricular duties is not appropriate grounds to lower the teacher’s evaluation or just cause for a less than proficient evaluation rating of an initially licensed teacher, provided that the teacher has conducted himself or herself in a professional manner when declining to accept extracurricular duties.  However, a teacher’s failure to perform an assigned non-instructional or extracurricular duties in a competent and professional manner may be considered as a part of the teacher’s evaluation.


Legal References:  G.S. 115C-47(18a), -301.1; State Board of Education Policy TCED-016


Adopted:  July 26, 1999

Revised:  May 22, 2017

Ratified: May 3, 2018


Procedures for Beginning Teachers’ Cumulative Folders

Cumulative Folder Requirements:  

All first and second year Beginning Teachers are required to submit their own Beginning Teacher Cumulative Folder  according to the schedule.  Listed below are the documents that should be included in each folder.  Please arrange the items as listed, record missing data, and sign/return all documents as appropriate.  All other information should be removed from the files prior to submission.  These documents pertain to those collected during the current school year.

Principals or their designees should submit the Third-Year Cumulative Folders for their Third-Year Beginning Teachers to the Personnel Office by June 1.

First, Second, and Third Year

  • Beginning Teacher Cumulative Folder Submission Form
  • Cumulative File Data Form
  • Four (4) Observation Rubrics
  • One (1) Summary Evaluation Form
  • One (1) PDP
  • One (1) Set of Professional/Staff Development Logs
  • One (1) Set of Mentor Timeline/Checklists

Eligibility for License Conversion

Beginning teachers shall be eligible to convert an initial North Carolina Standard Professional I (SPI) license to a continuing North Carolina Standard Professional II (SPII) license upon successful completion of Hickory Public Schools’ Beginning Teacher Induction Program requirements and satisfactory completion of any additional licensure requirements prescribed by the North Carolina State Board of Education through the Licensure Section of the North Carolina Department of Public Instruction.

The HPS Personnel Officer and  Licensure Specialist shall be responsible for verifying the eligibility of beginning teachers to convert an initial SPI license to a continuing SPII license.  Conversion from an initial license to a continuing license does not require the recommendation of the employing school system.  

Beginning Teacher Forms


Voluntary Acceptance of an Extracurricular Duty

Teachers with Initial Certification (Beginning Teachers) are not to be assigned extracurricular activities unless they request the assignments in writing and that other non instructional duties assigned to these teachers are minimized, so these teachers have an opportunity to develop into skilled professionals.  § 115C‑47

I am voluntarily requesting an extracurricular assignment as _______________________




______________________________________                ________________________

Teacher’s Signature                                                Date


Principal’s Signature

This is to verify that ________________________________________________
                                        (Legal Name)

at _______________________________________________________________.
                                        (School Name)

_________has successfully completed

___________has not successfully completed


the Hickory Public Schools Beginning Teacher Support Program during the ______ school year and that written justification is contained in the Cumulative Folder.

Principal’s Signature:  _________________________  Date:  ____________________

Hickory Public Schools

Beginning Teacher Support Program

Cumulative Folder Data Form

School Year __________

Name (Legal): _______________________________________________

                         First                         Middle                         Last

School/Location: ____________________________________________

Assignment: _______________________________________________

Began Employment: _____________ *Ended Employment __________

Licensure Area(s): __________________________________________

Institution of Higher Education: _________________________________

Degree(s): _____________________Date(s): ______________________

*Previous School System Employer: _____________________________


Dates: _________________________________

Local Address: ________________________________________________

City: ________________ State: _________ Zip: _______

Phone Number (Home): ________________________________________

Cell Number: ________________________________________________

Email: _______________________________________________

*if applicable

Professional Development Activity Log

School Year _______

Professional/Staff Development Activities can include college/university classes, site, district, and state-level trainings.


Contact Hours

Professional/Staff Development Activity

NC Professional Teaching Standards (identify elements related to the activity)

Professional Development Plan (IF the activity is related to your PDP goal(s), explain how it enriches your professional skills, knowledge and/or abilities.)

Mentor Timeline/Checklist

School year _________                Name of BT _____________________________

Name of Mentor ____________________                School_______________________

Please check the following as you complete them with your BT:

First Nine Weeks (August/September):

Mentor Signature _____________________________          Date ____________

BT Signature  ________________________________         Date ____________

You may use this form as it appears or you may adjust it to accurately document the support provided to the Beginning Teacher.

Mentor Timeline/Checklist

School year _________                Name of BT _____________________________

Name of Mentor ____________________                School_______________________

Please check the following as you complete them with your BT:

Second Nine Weeks:

Mentor Signature _____________________________          Date ____________

BT Signature  ________________________________         Date ____________

You may use this form as it appears or you may adjust it to accurately document the support provided to the Beginning Teacher.

Mentor Timeline/Checklist

School year _________                Name of BT _____________________________

Name of Mentor ____________________                School_______________________

Please check the following as you complete them with your BT:

Third Nine Weeks:

Mentor Signature _____________________________          Date ____________

BT Signature  ________________________________         Date ____________

You may use this form as it appears or you may adjust it to accurately document the support provided to the Beginning Teacher.

Mentor Timeline/Checklist

School year _________                Name of BT _____________________________

Name of Mentor ____________________                School_______________________

Please check the following as you complete them with your BT:

Fourth Nine Weeks:

Mentor Signature _____________________________          Date ____________

BT Signature  ________________________________         Date ____________

You may use this form as it appears or you may adjust it to accurately document the support provided to the Beginning Teacher.

Hickory Public Schools

Beginning Teacher Survey

School Year __________

Directions:  This survey is to be completed by beginning teachers (BTs).  Please respond openly.

Section I:  Background Information

  1.  a.  I completed a teacher education program at the following NC college/university:  ___________________________________

b.  I completed a teacher education program at the following out-of-state college/university:  ___________________________________

c.  I am a lateral entry teacher.  Yes                 No

  1.  As a result of my college/university teacher preparation program, I felt prepared to do the following.  

Strongly Agree



Strongly Disagree

Address the stages of child development in my lesson planning.

Resolve student behavior issues.

Address the learning needs of students with learning disabilities.

Address the needs of English Language Learners

Address the needs of a diverse student population.

Develop Individual Education Plans

In reflecting on the first year(s) of my teaching experience in relation to my teacher preparation program . . .

Strongly Agree



Strongly Disagree

There was coherence between courses and field experiences.

My experiences in methods courses reflected what I experienced in my own classroom.

My preparation program presented a clear vision of teaching and learning.

The teachers in my preparation program were effective facilitators of learning.

I would recommend my college preparation program to others.

Section III:  Support Strategies

  1.  Identify when you were assigned a mentor.
  1. Prior to start of school
  2. After a month of school
  3. First week of school
  4. Other _____________

  1. My mentor teacher provided  me with support:
  1. On a daily basis
  2. On a weekly basis
  3. On a monthly basis
  4. Other:  _____________

  1.  My school has monthly scheduled beginning teacher and mentor meetings.

Yes                  No  

Section IV:  Assessments

Please rate your satisfaction with each of the following using “4” as the highest rating and “1” as the lowest rating.          4=Excellent         3=Good        2=Fair                1=Poor

  1.  _____My district's orientation program for beginning teachers
  2.  _____My school’s orientation program for beginning teachers
  3.  _____The support provided to me by my principal
  4.  _____The support provided to me by my mentor
  5.  _____The support provided to me by the district
  6.  _____My Beginning Teacher Handbook
  7.  _____My working conditions (number of extracurricular duties; level of additional

                                                               responsibilities, number of preparations, etc.)

  1.  _____Communication with me about my district's expectations of BTs
  2.  _____Communication with me about licensing requirements
  3.  _____My performance in the classroom
  4.  _____The feedback I received on my performance in the classroom
  5.  _____Opportunities to visit and observe exemplary teachers
  6.  _____The likelihood of continuing a career in education

Section V:  Open Responses

Please respond to the questions below.

  1. In addition to your teaching responsibilities, what other responsibilities (if any) were assigned to you (i.e. committee work, coaching, sponsoring a club, etc.)?  

  1. What were the strengths and /or limitations of the support provided by your mentor teacher?  

  1. What were the strengths and/or limitations of the support provided by your principal?  

  1. What were the strengths and /or limitations of the HPS Beginning Teacher Support Program?  

  1. Other comments you would like to make?