Beginning Teacher Support ��Beaufort County Schools

Dr. Norris Parker

• Chief Administrative Officer

NC Policies for BT Support Program (TCED-016)

• Induction (Aug. 10^th – 12^th) Goals
• Orientation Requirement
• Beginning Teacher Support Plan (BTSP)
• Optimum working conditions for BTs
• Quick Overview of Observations, Evaluations, PDPs
• Mentor Assignment & Guidelines for Selection
• Mentor Training
• Licensure Conversion Process
• Ongoing Support and BT Responsibilities
• Professional Checklist – BCS Policies

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Goals of Beginning Teacher Induction

• Develop highly effective classroom teachers.
• Increase beginning teacher confidence and competence.
• Improve student achievement.
• Ensure teachers meet the North Carolina Professional Teaching Standards.
• Encourage teachers to remain in the profession and become future teacher leaders, administrators, and mentors.

Orientation Requirements

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• BTs should be provided an orientation that is conducted prior to the arrival of students that includes:
• Overview of school district policies/procedures (HR)
• NC Standard Course of Study/Curriculum Goals (C & I)
• State Licensure Requirements (HR)
• Teacher Evaluation Process (HR)

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Orientation &�Assignment/Experience Requirement�

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• Initial Professional License issued by the state to teachers with fewer than 3 years of teaching experience
• Offer ongoing support to teachers within their first three years of teaching-provided by district, school and mentor
• Beginning Teachers will be assigned in their area of licensure
• Three years of teaching experience are required to complete the BT Support Program
• Beginning Teacher Support Plan (BTSP)

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Optimum Working Conditions

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• To ensure that BTs can develop into capable teachers, the following are strongly recommended:
• Mentor support (In) vs. Coaching (Out)
• Induction that Details Expectations
• Limited class preparations
• Limited non-instructional duties
• ***No extra-curricular assignments unless requested in writing by the BT

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Teacher Evaluation Process (Quick Guide)

• Teacher Evaluation Process:
• Self-assessment/orientation;
• Professional development plan (initial, mid-year and final review);
• Four 45-minute observations-three by administration and one by a peer (formal pre-conference to proceed the first observation); post-observation conference after all observations;
• Summative Evaluation

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Mentor Assignments/BT Support Timetable/�Licensure Conversion

• BCS Mentor Support & Buddy Teachers; Grade Level & District Support
• BT Support Program -three years
• Initial Provisional License converts to Continuing License after successful teaching experience and completion of the BT Support Program

�Licensure Conversion

�Licensure Conversion

Ongoing Beginning Teacher Support

• District-wide support from various departments (Curriculum, HR, Accountability, EC, ESL, etc.)
• BT meetings held during the year to offer targeted professional development
• BT Newsletter (C & I)
• BCS Beginning Teacher Webpage

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Responsibilities of Beginning Teachers

• Actively participate in orientation and induction activities.
• Collaborate regularly with their mentor.
• Complete required professional development.
• Maintain a Professional Development Plan (PDP).
• Participate in all required evaluations.
• Demonstrate continuous professional growth.
• Seek feedback and apply it to improve instructional practice.

Professionalism Checklist

3 Questions + 3 Practices = 1 Outcome

• Safety
• Relationships
• Facilitate Teaching & Learning

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• Effective Planning, Relevant Content, and Appropriate Rigor
• Classroom Management
• Effective Use of Student Data/Assessments

Conclusion

You are not alone!

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Ask questions!

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Ask for help!

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Keep a great

attitude!

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Place students first!