Beginning Teacher Support NCPANC Conference Asheville, NC October 2015

regedfac.ncdpi.wikispaces.net Amy Laughter, Western Monica Shepherd, Northwest

BTSP Monitoring BTSP Peer Review BT Collaborative Meetings Mentor Training BTSP Monitoring Outcomes BTSP Best Practices BTSP Policy BTSP Handbook

Beginning Teacher Support Program Monitoring

Why monitor? NCDPI expects LEAs/Charters to be in compliance with the policy to support beginning teachers. BTSP Monitoring was partnered with Title II Monitoring but is now separate as Title II has been realigned with Federal Programs Division of NCDPI.

Monitoring Visit Schedule: LEAs CurrituckAvery HydeMitchell Roanoke RapidsNewton Conover PamlicoWatauga FranklinYancey Chapel Hill – Carrboro Asheville City PersonClay RockinghamGraham Mount AiryJackson LincolnMacon MooresvilleMadison AlexanderSwain AsheTransylvania

Preparing for Monitoring Regional Education Facilitator (REF) will contact the HR Director and/or BT Coordinator announcing the monitoring visit. REFs will coordinate scheduling with LEA/Charter, including visit dates, interview, and exit conference. LEA/Charter will arrange a meeting space for the team and will gather and organize documentation (BT lists, BT files, supporting evidences) needed for the visiting team. LEA/Charter will send prepared survey links to BTs and Mentors prior to the visit.

BTSP MONITORING REPORT BT Files Reviewed 30% of Previous Year’s BT 1s, 2s, 3s Completed on site during the visit with ratings: Developing, Proficient, Accomplished, Distinguished Areas of Concern Resources needed to address these areas Recommended opportunities for improvement Commendations

After a Monitoring Visit A final monitoring report will be sent to the district within 30 business days of the visit. The LEA will have 90 days to submit a workplan to address any Areas of Concern. Technical Assistance Visits will occur periodically after the monitoring visit to monitor response to areas of concern and to offer support as needed.

AREAS OF CONCERN FOLLOW-UP Any unchecked boxes in the Developing and Proficient columns are Areas of Concern LEAs/Charters will be provided a Workplan template to address the Areas of Concern Completed Workplan must be submitted to DPI within 90 days

Documents BTSP Monitoring Report Sample Evidences Tally Sheet LEA/Charter Checklist Areas of Concern Follow-up

Beginning Teacher Support Program Peer Review Process

Goals of Peer Review Process Increase teacher effectiveness, thus student achievement Help build capacity for “critical friend” collaboration Encourage reflection for BT support and retention Strengthen our profession through regional collaboration

Benefits of the Process Aligns with what is expected from teachers –21st century skills, collaboration Improves BT Support –Increases guidance and benefits for BTs by holding districts and charters accountable –Improves retention Increases Student Achievement Recognizes uniqueness of each LEA and charter school –Increased awareness and development through collaboration in professional learning communities

BTSP Peer Review Process State Policy #TCP-A-004 (November 4, 2010) Self-Assessment Annual Peer Review Process Five Year Formal Review by NCDPI

BTSP Self-Assessment Growth Process Critical review of current BTSP program Rating Scale (aligned with NCEES) Five Program Standards Sample Evidences Document

a. Quality Time. Effective mentor-beginning teacher interactions and relationships are at the core of a successful mentoring and induction program. Program, district and site leadership collaborate to ensure that sufficient time is provided for mentors to meet with their beginning teachers to engage in the improvement of teaching and learning and induction-related activities both during and outside of school time. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required)  Mentors work with beginning teachers occasionally... and  Mentors work with beginning teachers during and outside of the school day, based upon schedule and mentor flexibility... and  Mentors and beginning teachers have sufficient time to engage in induction-related activities... and  Mentors are provided protected time to engage with beginning teachers and support their professional growth  Beginning teachers are released to work with mentors, and other support providers as appropriate b. Instructional Focus. The North Carolina Professional Teaching Standards are the comprehensive guide used by all teachers, mentors, and beginning teachers to advance practice and student learning. Mentors are regularly present in the classrooms of beginning teachers to observe and to strategically collect data on management, instruction, and student learning. Mentors and beginning teachers collaboratively analyze observation data, develop next steps and together monitor results in an ongoing process designed to continuously improve teaching and learning. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required)  Mentors focus on logistical and operational issues, such as school practices and culture, administrative and classroom procedures and norms... and  Based on classroom observations, mentors work with beginning teachers on issues of classroom management, lesson planning, delivery of instruction and student learning aligned with curriculum standards... and  Mentors work with beginning teachers across the full-range of teaching practices as defined by North Carolina Professional Teaching Standards and identified by the North Carolina Teacher Evaluation Process... and  Mentors work with beginning teachers on a strategic focus as determined by the North Carolina Teacher Evaluation Process and other assessments of classroom practice and student learning. c. Issues of Diversity*. Mentors support their beginning teachers to appreciate the wide-range of assets that all students bring to the classroom through their diversity. Mentors guide beginning teachers in the development of positive, inclusive and respectful environments that support learning for a diverse student population. Mentors and beginning teachers design and implement a broad range of specific strategies designed to meet the diverse needs of their students and promote high levels of learning.  Mentors are aware of equity issues as they arise in beginning teachers’ practice... and  Mentors support beginning teachers’ development to meet the needs of all students and create a respectful environment for a diverse population of students... and  Mentors guide the beginning teachers’ appreciation for diversity and responsive approaches to instruction during analysis of student work, planning of differentiated instruction and other opportunities as they arise... and  Mentors proactively engage beginning teachers around issues of diversity  Mentors guide beginning teachers in the ongoing development of responsive curriculum and practices. Standard 3: Mentoring for Instructional Excellence Self Assessment

BTSP Annual Peer Review Process Growth Process documented by REFs Review of current BTSP program by “critical friend” –Within regions –Optional cross region additional collaboration Rating Scale (aligned with NCEES) Five Program Standards Sample Evidences Document

a. Formative Assessment. The system-wide use of the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation Process provides standards-based aligned descriptions of practice and expectations for beginning teacher development. Mentors utilize the language and expectations of these foundations in the use of formative assessment tools for ongoing collaborative data collection, analysis, reflection and implementation of next steps to improve beginning teacher practice and student learning. DevelopingProficientAccomplishedDistinguished Not Demonstrated (Comment Required)  Mentors utilize the North Carolina Professional Teaching Standards with beginning teachers... and  Mentors apply the language and expectations in the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation Process in supporting their beginning teachers’ practice  Mentors support their beginning teachers in developing a Professional Development Plan to support professional growth... and  Mentors use a wide range of formative assessment tools in their ongoing work with beginning teachers  Mentors use formative assessment information to guide mentoring practice in alignment with the North Carolina Professional Teaching Standards and the North Carolina Teacher Evaluation Process... and  Mentors integrate formative assessment into their interactions with beginning teachers and innovate upon the tools and their use  Mentors help beginning teachers draw connections between the use of formative assessment to inform and improve classroom practice and student learning b. Program Evaluation. The North Carolina Mentoring and Induction Program Standards form the basis on which individual mentoring and induction programs are assessed. District mentor program leaders and stakeholders partner to design a reliable infrastructure to support the collection, analysis and use of standards-based data to promote continuous high quality program improvement. All stakeholders work together to mediate challenges to program improvement and to advance positive impacts and successes of mentoring and induction programs.  Beginning teachers and mentors give feedback on the induction program... and  Program leaders collect and use data on beginning teacher practice and program implementation over time for use in program improvement  Data collection should include, but not be limited to, retention, Teacher Working Conditions Survey and student learning... and  Program leaders engage with others to collect and analyze a range of data on program implementation to guide program improvement  Results and next steps are shared within and outside of the program... and  Program leaders ensure that all stakeholders are aware of program successes, impacts, and challenges  Data are used to guide ongoing program implementation and continuous improvement Standard 5: Formative Assessment of Candidates and Programs BTSP Peer Review Process

BTSP Annual Peer Review Process What to bring to Annual Peer Reviews? –Self-Assessment (and next steps based on reflection of self-assessment) –Evidences and Artifacts –Current BTSP Plan –Previous Annual Peer Review forms (after first year) –Other?

5 Year BTSP Review Every fifth year NCDPI will formally review district BTSPs to review evidence and verify that program proficiency is demonstrated on all BTSP Standards. NCDPI will address any program standards and key elements where programs are not deemed at least proficient. Programs that are rated developing on the standards continuum will be put on an improvement plan and reviewed more frequently to ensure that all beginning teachers are supported. State Board Policy TCP-A-004

BTSP Peer Review 5 Year Review Process Annual Peer Review Ratings in each of the 5 BTSP standards will be compiled following the school year During the Fall of 2016, REFs will share the 5 Year Review report with BT Coordinators Goal – growth and proficiency in all five standards If additional support is needed to attain proficiency, REFs will coordinate

IHE-LEA-Charter BT Collaborative Meetings

Collaborative Meetings What? –Collaborative conversations Who? –Teacher Ed Program Representatives – BT Coordinators from LEAs & Charters When? –Three meetings per year –Including one cross-regional meeting

Collaborative Meetings Provide an opportunity for those with like jobs to network across region(s) Create a solution-oriented forum for problem solving Gain multiple perspectives on BT and preservice support

Mentor Training

Face-to-face: Contact your Regional Education Facilitator for Train the Trainer Model 21 st Century Mentoring: Self Paced (Available in Home Base Professional Development)

Mentor Continuum Mentor Standard 3: Mentors support beginning teachers to know the content they teach. Mentor Continuum Mentor Standard 3: Mentors support beginning teachers to know the content they teach. ElementDevelopingProficientAccomplishedDistinguished Implementation of NCSCOS and 21 st Century Goals Demonstrates strong knowledge of NCSCOS for his/her own grade level/subject and is aware of the scope and sequence of the NCSCOS across grade levels/disciplines Implements strategies in weekly conversations that demonstrate awareness and understanding of the NCSCOS. Facilitates designing lessons that link the NCSCOS with 21 st century skill development Collaborates with the beginning teacher in on- going conversations on how to integrate 21 st century goals into the NCSCOS. Facilitates the beginning teacher’s active participation in professional learning communities Facilitates the beginning teacher’s development of all strands of the NCSCOS and the scaffolding of the NCSCOS across grade levels/subjects. Utilizes weekly professional conversations and professional development to support the beginning teacher in reflecting upon the use of 21 st century standards in the curriculum Content and Curriculum Provides NCSCOS for the beginning teacher. Is aware of the need to assist the beginning teacher in its use Provides state and district curriculum resources and assists the beginning teacher in determining key concepts. Assists the beginning teacher in establishing appropriate pacing Promotes networking by the beginning teacher within school and district to access a wide range of curriculum resources. Supports the beginning teacher in developing both short and long term curriculum plans Supports the beginning teacher in designing lessons that show application of the content and demonstrate connections to life in the community

Beginning Teacher Support Program Monitoring Outcomes

Outcomes and Lessons Learned SP1 to SP2 conversion process Appeal Rights Orientation –State Board of Education Mission and Goals –Safe and appropriate use of seclusion and restraint –Late hire - within first 10 days of employment

Outcomes and Lessons Learned PDPs –Principal, Mentor, Teacher –Beginning, Middle, End Record of Teacher Activity –Does have NCEES orientation –Does not have BT orientation –Does not have BT Self Assessment Role of Mentor in Peer Observation

Outcomes and Lessons Learned Mentors –Application –Ongoing Professional Development –Professional Learning Community

Beginning Teacher Support Program Best Practices

BTSP Best Practices Master Mentors Site Support Coordinators Employee of the Month (BT or Mentor) Book Studies Mentor Update Trainings Mentor Trust Agreement / Contracts Mentor Self Assessment – Mentor Evaluation

BTSP Best Practices Cross observations Mentor Compensation/Incentives –Trade days –Parking Spot –Denim Days –Mentor Nameplate –Technology –Conference priority –Duty free –Stipend

BTSP Best Practices Mentor Logs Orientation –Mentor Involvement –Planning/reflection time –Networking with leadership –Fashion show –Games –Bus ride –Extended days for team building

BTSP Best Practices Annual Theme Celebrations –BT Teacher of the Year –Rookie of the Year –Mentor of the Year –Mid year boost –First year gala –BT Graduation

BTSP Best Practices BT Support Teams Specialized Mentors Monthly meetings –Survey –Options –BT/Mentor facilitated –Discussion prompts

BTSP Best Practices BTs and Mentors as professional development developers/facilitators Live Binders/Wikis/website Formative Assessment Data from BTs Summer Institute for BTs

Beginning Teacher Support Program Policy

BT Policy Priority: Twenty-first Century Professionals Category: Licensure Policy ID Number: TCP-A-004 Policy Date: 11/04/10

BT Policy Policy revisions presented 9/2/15 to SBE. If approved, the policy will: –Condense –Update –Clarify Correlated to: –GS115C-296e –TCP-C-004

Beginning Teacher Support Program Handbook

BTSP Handbook Referenced by Policy Update Comprehensive resource –Related policies and statutes –BTSP Standards –Mentor Standards –BTSP Monitoring –BTSP Peer Review –Templates –Glossary and Resources

Conclusion Questions? Thank you for your continued support! Please contact us if we can help! regedfac.ncdpi.wikispaces.net

WESTERN Amy Laughter NORTHWEST Monica Shepherd SOUTHWEST Karol McNeil- Horton SANDHILLS Martha Anderson SOUTHEAST Cindi Rigsbee NORTHEAST Sonya Rinehart NORTH CENTRAL Erika Newkirk PIEDMONT-TRIAD Deanna Foust-Platt