| A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | Y | Z | |
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1 | Year 1 Regional BTSP Peer Review (Standard 1) | |||||||||||||||||||||||||
2 | Standard 1 - Systemic Support for High Quality Induction Programs | |||||||||||||||||||||||||
3 | LEA | A - Institutional Support | B - Central Office Support | C - Principal Engagement | TakeAways: What have you learned? What will you change? | |||||||||||||||||||||
4 | Beaufort | Beaufort County Schools provides 3-days of BT Induction to new, first-year BTs hired prior to school starting. Those BTs that are hired after the beginning of the year are given an abbreviated orientaton by the Assistant Superintendent and members of the BCS Instructional Services Department. BCS uses Title II funds to pay for veteran teachers to serve as mentors to BT 1-BT 3s. These veteran teachers have or will complete the online mentor training module created by DPI. Mentors submit monthly mentor logs to document their meetings with BTs. The Assistant Superintendent communicates best practices, helpful classroom information & licensure and employment information to BTs via e-mail and classroom visits. Members of the BCS Instrucional Services Department facilitate targeted professional development for BTs throuought the school year at various school sites. | The Assistant Superintendent communicates best practices, helpful classroom information & licensure and employment information to BTs via e-mail and classroom visits. Members of the BCS Instrucional Services Department facilitate targeted professional development for BTs throuought the school year at various school sites. | Principals monitor BT support via classroom visits, formal and informal observations, assigning professional development where needed and an ongoing review of BT progress with the Assistant Superintendent and members of the BCS Instructional Services Department which allows targeted support to be provided when necessary. | We have used funds from varouous federal and local sources to pay for subs to allow BTs to visit the clasrooms of selected veteran teachers and then allowed those same veteran teachers to visit the BTs to further collaborate. If the funding holds for this opportunity, we would like to continue it in the future. | |||||||||||||||||||||
5 | Bertie | The district provides funding for professional development for all BT’s and mentors. Funding is also provided for mentor pay. New teachers receive an orientation during the beginning of the year. We also hold monthly “Teacher Chats” which provides an opportunity to address the concerns of all BT’s and work with teachers with various best practices. We will be updating the district’s BT Support Plan to meet state mandates. District personnel also provide walk-throughs to provide supportive feedback to BT’s. We also collaborated with Martin Community College to offer "Effective Teacher Training" for all BT's who needed the training. | HR provides updates throughout the year at “Teacher Chats” on the licensure process. BT’s are provided the opportunity to attend the Fall and Spring Conference at no cost. We meet with mentors throughout the year to keep them abreast of the district’s focus, discuss best practices for supporting BT’s and strategies for implementing instructional technology. BT meetings are held monthly and refreshments are provided at each meeting. | Principals’ sign off and receive copies of the mentor logs. Principals’ also communicate with mentors to inform them of any extra support that they feel their teachers may need. At the end of the school year, principals provide the BT Director information on the quality of mentor support their teachers have received during the year. Principals play a major role in determining if a mentor continues in their role. Each year, we also host a principal panel at one of the "Teacher Chats". We ask BT's to submit any questions they may have. Those questions are asked of principals during the "Teacher Chat" meeting. This session has been a success each year. | ||||||||||||||||||||||
6 | Camden | We provide a 3 day orientation with a 1/2 day meeting with mentors. | We provide monthly "Teacher Talk" meetings. | Principals select the mentors with the help of | that are preparing to take the | |||||||||||||||||||||
7 | Currituck | Currituck County Schools provide a three day paid Beginning Teacher Orientaiton to all newly hired teachers before the scheduled Teacher Workdays each year. Non-paid Mentors are assigned to all Beginning Teachers and are welcomed to attend this Orientation with their teacher. Our Beginning Teacher Support Plan is being updated to meet all the legislature changes. | During the school year, monthly meetings are held for our Beginning Teachers. We survey our BT's and confer with our principals to plan and provide quality staff development to assit with their needs. We promote teacher observations at their school site along with visiting other schools to observe. We promote a pre-meeting with the model teacher before the visitation in order to expand on the needed area. Currituck County also provides Mentors with the state vdeveloped handbook to give guidance to their role. | Principals are responsible for selecting mentors for the Beginning Teachers assigned at their school by using the approved Mentor List. They develop PLC's at the school level to help Beginning Teachers learn the curriculum and disciplinary procedures. Staff development is offered at the county and school level during mandated work days to help with understanding evaluations and data collection. School administrators do classroom pop-ins to provide ongoing support to their new faculty members. We have also included a few principals as guest speakers during a montly BT meeting. They answer questions in a chat format and provide information on grading, lesson planning and school leadership (or other areas which warrant information). | Need to pay particular attention to the new Mentor Guidelines and provide more time and support to this area. | |||||||||||||||||||||
8 | Dare | Dare County Schools Beginning Teacher Support Plan is being updated to reflect Legislative changes. The plan will be submitted for approval by the Board of Education. A beginning teacher orientation, a one day of county-wide professional development and building level professional development sessions are provided before the school year begins. Periodic beginning teacher best practice Saturday workshops are held during the academic school year. Mentor training is provided based on the standards for all new mentors. Highly qualified trained mentors receive a $100 per month stipend for mentoring BT1s and 2s. | Dare County Schools ensures that all mentors meet the highly qualified standards to serve as a mentor. The district provides building level administrators with written guidlines for selecting and matching mentors and mentees. Mentors receive a monthly stipend of $100 for their role as mentor for BT 1's and 2's. Mentors receive training to be effective in their role. Mentors receive a complete handbook to guide them through the entire mentoring process. | Principals work with the Human Resource Director to select appropriate, highly qualified mentors for beginning teachers. Principals provide support to mentors and beginning teachers throughout the school year. Principals meet with mentors and beginning teachers as needed to provide assistance and strategies to ensure success. Principals provide information to beginning teachers for staff development and professional growth opportunuiities. Principals promote attendance at professional development sessions that benefit beginning teachers. | ||||||||||||||||||||||
9 | Edenton Chowan | All of our BTs (1-3) receive a mentor. Mentors of BT 1 and 2 teachers receive a $100 stipend a month. Mentors of BT 3's receive a CEU at the end of the year for their work with their BT. Mentors attend three meetings a year. The first meeting is their initial training/expectation meeting where BT data is reviewed such as Teacher Working Conditions and Local Beginning Teacher Surveys along with best practices for supporting their mentee. Mentors also receive training on how to do an observation and assist their BT with the observation process. The second meeting is a celebration/staff development for the BTs and the Mentors at Christmas. The final meeting is an end of year celebration/staff development for BTs and their mentors. Each school also has a teacher support coach. The coach may also serve as a mentor but they oversee the mentor/BT support program and are there to assist and support BT induction. The support coaches are also paid a stipend and work in the summer to plan the beginning teacher program each year. Mentors turn in monthly logs that document their support and reflect along with their BTs and their administrator. Central Service personnel responds to these logs and provides the necessary support based on the what is documented. | Mentor Handbook and Shared Folder of Resources; Support Coach Summer Planning (stipend); Mentor, mentee, and principal receives feedback on monthly logs; Resources are provided for teacher development; mid year and end of year celebration with instructional resources are provided to our BTs; Guest speakers are utilized to motivate our BTs; All BTs are given a professional book when they are hired | Administrators reflect on the monthly logs in addition to the BT and Mentor; Release time is given for mentors to observe mentees and vice versa; Principals are a part of the new teacher orientation and attend the BT celebrations mid and end of year; principals provide school school general budget monies to support the mid and end of year celebrations in order to provide our teachers with a meal and nice refreshments | I think it is going to be increasingly important to ensure that our mentors are providing the adequate support needed for our BTs. This may require higher expectations and accountability measures. We also need to increase the support of our administrators in how to best support and coach beginning teachers to improve performance and teacher retention. | |||||||||||||||||||||
10 | Elizabeth City Pasquotank | A beginning teacher orientation, a one day of county-wide Professional development and building level professional development session are provided before the school year begins. | BT 1-3s are offered a CEU credit for attending Teacher Talk and all BT Sessions. We have a mid and end of year celebration for BTs. Classroom supplies are given to BTs during the mid and end of the year celebrations. There is a mentor/BT Livebinder that is shared on the district page with resources and support documents. All BTs are given a book to reflect on their practice and leadership; 4 Day Orientation; Observation of veteran teachers; | Principals are involved in the BT Orientation process to answer mentee questions about individual schools and assignments; Part of the recruitment team; monthly chat and chew sessions at some schools | Include more mentor support; add a stipend to mentors; provide more time for BTs to observe veteran teachers | |||||||||||||||||||||
11 | Gates | Annually, mentors are selected for BT1 and 2s. Title II funds are utilized to pay $100 monthly stipend. BT 3s are provided with an unfunded Buddy (normally their previous mentor) for their final year. New BTs are provided with a 3 day orientation which includes community, school, and classroom agenda items. Mentors spend one day with BTs during this orientation. State and local funds are used for BTs and orientation expenses. If a BT joins after the beginning of the school year a revised orientation is provided and the BT is requested to attend the fuller orientation the following school year. For the current year all mentors have received Mentor training and meet the newly revised mentor standards for performance and growth. A minimum of one Mentor meeting is held for all district trained mentors and data collected from the TWC Survey is used to evaluate the district's mentor program. The district's BT Support Plan is currently being updated and will be Board Approved. This plan outlines specific staff responsibilities and the allocation of a school based BT Coordinator for the district. Monthly mentor logs are required and reviewed at the school and central office level. Qualitative data is collected through monthly mentor and BT feedback logs. Monthly "Teacher Talk" meetings are held which include technology, best teaching practices, presentations from BTs and veteran teachers. Mentors and other peers perform observations of BTs and BTs are provided two opportunities per year for colleague observations. Data was collected from the fall semester Colleague Observation experience. District professional development, on-line modules and a fall and a fall and spring conferences are provided for free to all BTs. The district actively participates in the Northeast Collaborative, ECU Latham Collaborative, and Northeast Region ILCC. | Human Resource Director and one school based BT Coordinator work collaboratively to ensure that a thorough and comprehensive BT program is provided for the county. Communcation of BT activities, mentor logs, Regional BT Newsletters and district Mentor's Listen updates are provided to administrators, mentors, and BTs. Assisitant Superintendent provides staff development for administrators which includes new teacher support. New teacher support, observation and mentors are monthly topics at the Principal Meetings. The Assistant Superintendent also reviews all monthly mentor logs and authorizes mentor payment. Human Resource Director and BT Coordinator are responsible for monitoring and updating strategic goals and data for the BT and mentor program. Regular meetings and planning sessions are held prior to each monthly meeting and during the summer. Google Docs has been utilized this current year to house Teacher Talk information and other resources. On-line modules for classroom management are used for staff development. Monthly agendas are developed based on feedback and identified needs by administrators and BTs. Research based strategies are presented in staff development and BTs present their experiences of implemented these classroom strategies. The PDP is utilized to document training and other evidences of the BT program and staff development. | Building level administrators providing a leading role in recruitment of new teachers. Regular contact throughout the interviewing and orientation sessions are held between HR and the administrator to ensure that licensure and staff development needs are identified. Building level administrators provide HR with recommendations of teacher leaders for mentor training and make the selection of building level mentors based on a BTs curriculum area and other instructional needs. Administrators assist with the selection of peer observers for BTs and are regularly consulted by the BT Coordinator and HR Director for feedback and input on Teacher Talk agenda items. Administrators are provided with staff development activities through regional Principal Updates, recruitment and retention workshops and principal meeting agenda items. Administrators reflect on the monthly mentor logs. Mentoring is viewed by administrators as a respected teacher leader evidence and is noted on observations. Administrators are supportive of collegiate observations and funding through Title II was provided for substitutes and costs for attendance at BT Spring Conference. Throughout the year, administrators support vertical and horizontal planning opportunities. | Throughout the year we have recognized the need to provide more staff development and support for our Mentors. Due to retirements and the new mentor qualifications, there are opportunities to identify new mentors and evaluate mentor services. Based on presentations we will begin to evaluate group/rotating mentors and the implementation of the National Boards body of knowledge throughout our BT program. Specific develpment needs are needed for BT3s. | |||||||||||||||||||||
12 | Halifax | The HR Director and BT Coordinator collaborate to make sure funds are allotted to support the inititives for beginning teachers and mentors throughout the school year. The following initiatives were put in place this school year: a.) A 3 day BT Orientation was provided for all new beginning teachers at the beginning of the school year b.) Lateral Entry Training was provided for Lateral Entry Teachers when hired c.) Membership fee was paid for the N.E. Collaborative to support beginning teachers d.) Beginning Teachers participated in the NE Collaborataive Fall Drive-In Conference and BT Spring Conference e.) A BT Induction Professional Development Calendar was created for the year f.) Refresher Mentor Training was provided for district mentors g.) District hosted a BT End of the Year Rally with Northampton County Schools h.) The first year teachers were taken on a Familiarization Tour during the 3-day BT Orientation in collaboration with the Roanoke Valley Chamber of Commerce, Weldon City Schools, Roanoke Rapids City Schools and Northampton County Schools. i.) The BTSP is being updated to meet the North Carolina State mandates/changes j.) We have had on-going support for our BTS Program from Sonya Rhinehart the Northeast Region Facilitator k.) The TFA Support Coach has been supportive for all TFA beginning teachers l.) Provide compensation for the district mentors each month for a maximum of 19 hours | The BT Coordinator provides beginning teachers, mentors, principals and central administrators a copy of the BT Induction PD Calendar for the school year. Resources and professional development opportunities are provided for the mentors so they can better support the beginning teachers. The BT Coordinator keeps the beginning teachers, mentors and principals informed of upcoming events, requirements, changes, etc. through email, BT Induction PD Calendar, school visits, BTCoordinator, mentor and BT conferences and individual BT conferences at HR Services. The Exception Children's Director offers additional sessions for those beginning teachers that are teaching in the EC Department. BT Coordinator and HR Services offers Alternative Licensure support sessions for Lateral Entry Teachers. Instructional Coaches for the district provide PD on Curriculum and Instruction during the 3-day BT Orientation. We have teachers and mentors to complete surveys after each PD sessions for the purpose of continuous improvement of the Beginning Teacher Support Program. | The principals provide are engaged by doing the following: a.) Schedule time if needed to meet with the mentor and the beginning teacher if needed b.) Principals meet with mentors and /or BT Coordinator to discuss the BTs progress c.) Principals provided input in the selection of the Beginning Teacher of the Year for his or her school d.) Principals attended the BT EOY Rally to support the beginning teachers and those that were being recognized as the Beginning Teacher of the Year e.) Serve on the Principal's panel during the BT Orientation f.) Verify the mentor's BT support for the purpose of compensation during each month and BT Growth | I will have to redesign the mentoring services for our district based on the most recent changes and requirements by the state. For the upcoming year I need to survey the teachers about their needs as it related to the Praxis and Pearson Tests. Have additional support sessions related to Alternative Licensure and State required tests (Praxis and Pearson). | |||||||||||||||||||||
13 | Hertford | A beginning teacher orientation, a one day of county-wide Professional development and building level professional development session are provided before the school year begins. 1. Mentors-Each school has a lead mentor, paid $600 at the end of the year and each BT is assigned a mentor paid $100 for 1 mentee and $50 for each additional BT 2. BT Orientation is held at the beginning of the year and teachers are paid their daily rate to attend. Late hires are giving 2 observation days and 1 day or orientation at the central office 3. Teacher Talk is held montly, 3 times per year by HR (BME) and the other months, TTs are facilitated by the Lead Mentors 4. BTs are reimbursed when passing the Praxis or Pearson. 5. BT's are provided with Tuition Assistance up to $150 at the end of the semester provided they made a C or better in the course. | The BT Coordinator coordinates and manages the BTSP. Ongoing PD is provided for the BT 1-3.and mentors. | Principals meet with mentors and teachers when needed to discuss strategies to suppport the teacher on standards that have been identified as developing. | Provide support for those teachers that are preparing to take the PRAXIS or Pearson Test | |||||||||||||||||||||
14 | Hyde | A one day beginning of the year oreintation for beginning teachers involving key district and school personnel. Mentor Training and support is providedbased on the standards for all new mentors. Mentors receive a stipend of $100 per month for 10 months. Monthly professional development /PLC meetings with beginning teachers. Instrucitonal Coaches provideadditional support to beginning teachers. The Beginning Teacher Suport Plan reflects the updated legislative changes | Curriculum and Instruction staff scoordinate and supervise Beginning Teacher program. Mentor Training is provided. MOnthly meetings with mentors. Professional development is based on needs assessment of Beginning Teachers and Mentors. | Principal selects mentors. Principal meets with beginning teachers and mentors monthly. Principal provides time for mentors and beginning teachers to meet. Principal provides time for beginning teacher to observe other teachers and time for other teachers to observe beginning teachers. Principal performs observations and walk-throughs frequently and provides feedback in a timely manner. | Throughout the year we have recognized the need to provide more staff development and support for our Mentors. Due to retirements and the new mentor qualifications, there are opportunities to identify new mentors and evaluate mentor services. Based on presentations we will begin to evaluate group/rotating mentors and the implementation of the National Boards body of knowledge throughout our BT program. Specific develpment needs are needed for BT3s. | |||||||||||||||||||||
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16 | Martin | 1. 3 Day beginning of the year orientaiton for beginningi teachers. 2.Highly qualified trained mentors receive a $100 per month stipend for mentoring BT1’s and 2’s. 3. BT 3's are provided buddy teachers. 4. Monthly professional development meetings are held with BTs by BT Support Coaches. 5. The Beginning Teacher Support Plan is being updated ot reflect legislative changes and will be submitted to the Board of Education in August 2017 for approval. | HR and 2 BT Support Coaches work the BTSP. Monthly mentor logs are reviewed by HR Director. HR meets with mentors bi-monthly. Staff development is provided for administrators for BT support. Staff development funding is available to mentors and BTs for individual needs. Monthly support meetings for BTs. | Principals assign mentors. Principals conduct observations and walkthroughs and provide meaningful feedback to BTs and mentors. Principals meet with beginning teachers monthly, or more frequently as needed. Principal meets with BT and mentor bi-monthly. Principals review and sign monthly mentor logs. Principals provide release time for BT and mentor to observe and attend PD. | We realize that our mentors need more staff development on providing support for our BTs, particularly in the area of coaching. | |||||||||||||||||||||
17 | NERSBA | NERSBA's principal selects the mentors for BTs. Monthly informal meetings are scheduled with BTs and their mentors. | ||||||||||||||||||||||||
18 | Northampton | 1. Northampton County Schools' Beginning Teacher Support Plan is also being updated to reflect Legislative changes. The prior plan was updated and submitted for approval by the Board of Education in August 2017. A revised plan will again be presented for approval iin the August 2017 Board meeting to reflect minor changes to the district's plan. 2. Teachers participate in a 5-day orientation session and several days of one day county-wide professional development to accomplish more than 10 days of orientation/induction. 3. Mentor training is provided based on the standards for all new mentors. 4. The district has a partnership with the Northeast Collaborative to provide intial support for new teachers. 5. The District Mentors meet with the BT1's & BT2's monthly to discuss issues pertinent to beginning teachers 6. Northampton County provides additional coaching to BT1's through the North Carolina Beginning Teacher Support Program 7. The HQ mentors are paid monthly through federal funding (Title II). 8. Northampton County Schools provides a "Buddy" teacher to those in year 3. | 1. Northampton County Schools provides 3 HQ District level mentors in addition to building level mentors. 2. Northampton County provides additional professional development to all BT's through the North Carolina Beginning Teacher Support Program 3. Central Office staff (Suoerintendent, Testing Coodinator, Director of HR and the EC Director) provide instructional support by leading Teacher Talk Sessions, providing professional development on the district level. 4. Central office has created and maintained a BT Support folder via Google Docs (including copies of mentor logs, teacher talk schedules, PD schedules, Education acronyms, etc.) accessible to new teachers at all times. 5. District Level mentors have participated in monthly PLC meetings with the Superintendent/Central Office staff/School administrators 6. District Level Mentors participate in a variety of professional development opportunities to enhance their professional growth (New Teacher Center, NCDPI, NE Collaborative and North Carolina Beginning Teacher Support Program). 7. Northampton County Schools provides testing reimbursement to all BT's up to two times per year with documentation and score reports. | 1. School Executives are required by HR to develop and submit an annual plan to support new teachers in their respective sites. This will include meetings with mentors and new teachers on a monthly or more often basis as needed. 2. Mentors meet monthly with administrators to see what adddional support can be provided to asssit new teachers. 3. Administrators/Principals are repsonsible for assigning mentors/buddies to new teachers. 4. Administrators/Principals attend New Teacher Orientation and do a seperate orientation for their buildings. 5. Administrators/Principals encourage mentors to participate in the development of monitored plans. 6. School Executives invite mentors to particpate in staff meetings/celebrations/outings as a non-instructional support 7. Administrators/Mentors actively participate in recruting events and discuss candidates for hire. | We would like to see teachers be able to obtain CEU credits after attending 10 teacher talk sessions. | |||||||||||||||||||||
19 | Perquimans | Numerous stakeholders work together to provide a variety of quality support for BT Year 1s, 2s and 3s. The Human Resource Director, HR Assistant and Beginning Teacher Director work closely to recruit teachers, provide a three-day orientation, organize "Teacher Talk" sessions, and help sponsor four conferences. Funds are also set aside for membership dues with the Northeast Collaborative to Support Beginning Teachers. The district currently has a partnership with the NC New Teacher Support Program and utilizes services from NCDPI (especially Sonya Reinhart). The BTSP Plan is updated yearly and presented to the Perquimans County Board of Education for approval. Ongoing program improvement and accountability are based on data analysis, surveys and overall program review. | The BT and HR Directors monitor mentor training, selection, and certification. All assigned mentors must complete the initial training and an annual update professional development aligned with state policy and district initiatives. Mentors also are required to attend two Teacher Talk sessions each year. All mentors that fulfill their contract duties and responsibilities receive $150.00 per semester. Instructional Coaches provided by the NC New Teacher Program works closely with teachers at the middle and high school level on best practices in the classroom. The Instructional Coaches also provide professional development during Teacher Talk sessions. The Northeast Collaborative to Support Beginning Teachers, NCPDI, and the school district provide a continuum of resources on their websites to assist mentors and principals in their work with novice teachers. The BT Director shares this information, Mentor Handbook, and other pertinent materials with support stakeholders on an on-going basis. Using Google Drive, mentors logs are set up monthly by the HR Assistant and shared with principals, mentors, beginning teachers and beginning teacher director. Mentors are responsible for recording support provided that is aligned with Professional Teaching Standards. Mentors, BT 1s, 2s, and 3s, Principals and BT Director are required to write a monthly reflection. This tool is a great way to communicate and assess. | Principals play a very active role in recruiting, orientation, selecting mentor and providing appropriate professional development and other support needs for their individual BTs. Principals assist with setting up substitutes to allow BTs to observe other teachers and/or mentors. Department Chairs and Mentors often use their planning time to assist BTs. Principals conduct their own Teacher Talk session in January (often held at a restaurant or somewhere off campus). To ensure support, principals communicate using a variety of methods, including professional development plans, mentor log reflections, pre and post conferences, staff meetings and individual conferences. | ||||||||||||||||||||||
20 | Pitt | Lead Mentors at every school recieve a stipend, similar to a coach. That person helps to facilitate the BTs in the building and serves as a link to the district level mentors, who are also paid. Each August, BT Support priorities are developed by the lead mentor and another teacher from every school. Those are revisited twice a year during a bi-annual BT Support survey as well as the electronic Monthly Mentor log to formatively assess working conditions during the school year. A BT Support Plan is developed an approved yearly. There is also support for the Key BT Program on the district level, which is a unique program designed to engage and empower our creative, innovative, and effective BTs to become collaborative leaders among other BTs. | We have a BT Coordinator to facilitate a team of 4 part time, retired coaches and 1 full time coach paid for from a grant to focus on Lateral Entry support. We have a budget for subs to allow singleton teachers to observe model teachers at other schools and to allow for some training throughout the year. Mentor training is offered annually in the Fall and was offered to the Region in the Spring 2017. An annual Mentor Review is held each Fall to set the goals for the BT Support program and refresh mentors on best practices. The BT Support team for each school includes: School Lead Mentor, Administrators, Instructional Coach, Buddy Mentors, and Key BTs. The PCS Rings of Support allow for scaffolded levels of support based on the need of the BT > http://bit.ly/2nqRv1s | Principals select a School Lead mentor each year becasue that position is paid, as well as the buddy mentor for each BT. Principals also participate when appropriate in the Monthly Teacher talks held at each school. Each principal host a School New Teacher Orientation the last afternoon of the 3 day Summer Orientation as well as hosting Late Hire Teachers for their orientation throughout the year. The BT Support Coordinator and Asst Superintendent make monthly presentations at the Principals meetings, on items like Keeping your Irreplaceables and other Retention and support updates. Principals coordinate time for mentors to observe BTs and for BTs to observe other model teachers. | New Teacher Support may provide some extra help at certain schools. I hope the General Assembly funds them better for low wealth schools. | |||||||||||||||||||||
21 | Roanoke Rapids | The RRGSD Board of Trustees approved our BTSP in October 2016. The district contracted with the North Carolina New Teacher Support Program. School mentors are provided a $100 monthly stipend. Mentors work with BTs on monthly checklist while assisting, discussing and encouraging particular activities for the month. | The RRGSD Board of Trustees approved our BTSP in October 2016. The district contracted with the North Carolina New Teacher Support Program. Montly BT meetings are conducted to deliver additional professional development in the areas of student engagement and classroom management. HR services personnel conducts a three day orientation for BTs. This includes an introduction to district policies and procdures, as well as a review of curriculum tools. | Principals select, assign and supervise qualified mentors for each beginning teacher. Principals provide support to mentors and beginning teacher. Principals are available to meet with mentors and beginning teachers. | ||||||||||||||||||||||
22 | Tyrrell | Tyrrell County Schools aspires to provide the best support possible for all of our Beginning Teachers and new staff. A 5-day beginning teacher (BT1) orientation is held each August by the Beginning Teacher Coordinator before the start of the official school year. At the conclusion of that week, each BT (BT 1-3) officially meet his or her mentor and the school support coaches. Mentors and Support Coaches are assigned by District and School Administration base on curriculum areas and compatability factors. BTs and their assigned mentors/support coaches spend a day of paid PD working together before school opens. TCS uses Title 2 funds to pay mentors and coaches a monthly stipend. Any BT hired after the opening of school still receives a 5-day orientation by the district BT Coordinator on a more flexible, extended schedule best for the BT. Mentors and Support Coaches are requierd to meet regulary with BTs to provide support and encouragement. All Mentors and Coaches have received the official mentor training and are required to complete a refresher training either online or face-to-face with a trainer each year he or she is assigned as a mentor to a new teacher. Mentors and Coaches are responsible for for completing monthly mentor paperwork to document his or her work and support of the mentee. Furthermore, Support Coaches facilitate monthly and/or bimonthly meetings including the Teacher Talk Groups. All BT 1s and 2s are required to attend these meeting. Mentors and BT3s are invited to attend. Topics covered in these sessions are based on areas of need for each beginning teacher. Furthermore, BTs from all schools meet periodcially as a district group to celebrate sucesses and participate in school level workshops based on individual areas of need, | Tyrrell County Schools has a very small central office staff. Nonetheless, we are all engaged in the support of Beginning Teachers and new staff members in our system. At anytime, the Superintendent and Central Office Directors make themselves available to help our Beginning Teachers. The TCS BT Orientation includes a formal meeting with each central office staff. The directors provide information relevant to their departments to each mentor - for example, the Student Services Director shares information about IEPs, reading psychologicals, DEPs, differentiation, modifications and accommodations. The District BT Coordinator meets routinely (formally and informally) with our BTs, Mentors and Support Coaches to provide face-to-face support to all. This relationship begins at the BT Orientation where the new teachers receive information ranging from the teacher evaluation system to a tour around the county to better understand the students serve in Tyrrell County Schools. The BT Coordinator provides the Mentor Handbook and all relevant Support Coach/Mentor paperwork during the summer before the school year begins. A calendar of when documents is to be submitted to the central office BT Coordinator is also provided. Reminders are sent to mentors and support coaches througout the year. The District BT Coordinator (also the PD Coordinator) encourages all BTs to participate in professional development opportunities both outside and within the school district. The district prioritizes BTs to help support instructional supply needs in their classrooms. The BT Coordinator Surveys BTs twice a year to gather perceptions and feeling about their successes, needs and the level of support provided through the program. This information is then used to make changes for improvement in the Beginning Teacher Program. | Tyrrell County School Principals collaborate with the District BT Coordinator to determine Mentor assignments. Principals are responsible to review and sign all Mentor/Mentee paperwork before submitting it to the BT Coordinator at the central office. Furthermore, Principals are asked to provide a one-on-one orientations with mentees to discuss school level expectations, rules, procedures and school processes. This occurs before the first day of the the academic school year to help prepare the BTs. Principals are asked to check-in weekly formally or informally with Beginning Teachers as well as Mentors to evaluate the level of success or concerns for those staff members. | Tyrrell County Schools stuggles to employee teachers. This year alone we have 8 lateral entry teachers that have experienced their first year in education. Our mentor program is being evaluated at the end of May to discuss the need to increase both mentor, support coach, district and Principal support for these teachers as well as all BTs. Furthermore, the central office BT Coordinator will become more actively engaged in PD offerings and those informal "check-ins" that provide teachers an opportunity to share in a more nonthreatening environment. | |||||||||||||||||||||
23 | Washington | The district supports the partnership with NE Collaborative with provides BT support in the form of two conferences per year and networking. We also have monthly Teacher Talk sessions where research-based strategies are shared and training received on various topics including the licensure process. A signing bonus is also provided for BTs. A five day orientation happens at the beginning of the school year. | Central Office Staff provides staff development on various topics throughout the year. Also, as identified, instructional specialist provide targeted support as needed. Mentors and/or buddy teachers are assigned to each BT. HR Director does periodic walkthroughs/check-ins with BTs. | Mentors are assigned by the principal. Also, they provide school level instructional support as needed. This targeted support varies by school and level of need. | Our local NCAE has recently joined the BTOP group. This initiative will enable the NCAE group to work collaboratively with the district BT support team to provide more targeted and systematic support for our BTs. | |||||||||||||||||||||
24 | Weldon | The district has assigned a retired teacher to work with the BT1's, BT2's and BT3's at each school. They work 20 hours per week at each school. The district has a partnership with the Northeast Collaborative. The NELA Intern meets with the BTs monthly with the support of the AIG teacher. They share research-based strategies. The BSTS Plan is updated yearly making adjustments to meet the needs of the current BTs and meeting state requirements. | Resources are provided for teacher development; Refreshments are provided for monthly meetings. The HR director meets with the mentors to provide further resources or support for teachers (assisting those who are struggling even more). Mentors are trained annually and meet with the HR director to determine needs of the BT's at each school and to collaborate on providing services to meet their needs. | Principals assist with scheduling and setting up coverage to allow BTs to observe other teachers. Principals, Department Chairs, Mentors use their planning time to assist BTs with understanding and analyzing data. Principals establish expectations and guidelines when assisting with professional development plans and conducting individual conferences. Each school has a plan with the principal and mentor teaming together to assist with the orientation for new hires. Principals meet with the mentors to discuss ways that the mentor can assist the BT once he/she has observed their class | ||||||||||||||||||||||
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