Beginning Teacher Support Program

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Beginning Teacher Support Program Plans

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

Annual BTSP plan must be developed Provide comprehensive program for BTs Plan must meet BTSP Standards Plan must demonstrate BTSP Program is proficient on each standard and element BTSP must be aligned to standards and assessed according to the continuum Beginning Teacher Support Program Plans

BTSP Plan must be approved by local board of education “Charter schools and non-public institutions that have a state approved plan to administer the licensure renewal program shall submit a BTSP Plan to the SBE for approval.” Beginning Teacher Support Program Plans

1.describe adequate provisions for efficient management of the program. 2.designate, at the local level, an official to verify eligibility of beginning teachers for a continuing license. 3.provide for a formal orientation for beginning teachers which includes a description of available services, training opportunities, the teacher evaluation process, and the process for achieving a continuing license Beginning Teacher Support Program Plans

4. address compliance with the optimum working conditions for beginning teachers identified by the SBE. 5. address compliance with the mentor selection, assignment, and training guidelines identified by the SBE. 6. provide for the involvement of the principal or the principal's designee in supporting the beginning teacher Beginning Teacher Support Program Plans

7. provide for a minimum of 4 observations per year in accordance GS 115C-333, using the instruments adopted by the SBE for such purposes. The plan must address the appropriate spacing of observations throughout the year, and specify a date by which the annual summative evaluation is to be completed Beginning Teacher Support Program Plans

8. provide for the preparation of a Professional Development Plan (PDP) by each beginning teacher in collaboration with the principal or the principal's designee, and the mentor teacher. 9. provide for a formal means of identifying and delivering services and technical assistance needed by beginning teachers Beginning Teacher Support Program Plans

10. provide for the maintenance of a cumulative beginning teacher file that contains the PDP and evaluation report(s). 11. provide for the timely transfer of the cumulative beginning teacher file to successive employing LEAs, charter schools, or non-public institutions within the state upon the authorization of the beginning teacher Beginning Teacher Support Program Plans

12. describe a plan for the systematic evaluation of the Beginning Teacher Support Program to assure program quality, effectiveness, and efficient management. 13. document that the local board of education has adopted the LEA plan, or that the charter school or non-public institution plan has been approved by the SBE Beginning Teacher Support Program Plans

The Beginning Teacher Support Program Plan must specify the role of the beginning teacher's assigned mentor in the observations Observations/Evaluations

Create BTSP Plan at local level Follow local board process for approval of BTSP Plan Submit BTSP Plan to Regional Education Facilitator (REF) REF will send notification to LEA or charter school –Approval Letter –Revisions needed BTSP Plan Approval Process

REF will notify Licensure Division of plan approval Plan must remain on file at LEA AND with NCDPI (through REF) If changes are made at the local level OR State Board of Education Policy changes, BTSP Plan will need to reflect changes and approval process must be completed again

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

State Board Policy TCP-A Beginning Teacher Support Program Annual Reports, Annual Peer Review and Process, and Five Year Formal Review Reports Each LEA, charter school, or non-public institution with an approved Beginning Teacher Support Program plan must submit an annual report on its Beginning Teacher Support Program to the Department of Public Instruction by October 1 that includes evidence of demonstrated proficiency on the Beginning Teacher Support Program Standards and of mentor success in meeting Mentor Standards.

State Board Policy TCP-A-004 Every fifth year NCDPI will formally review Beginning Teacher Support Programs to review evidence and verify that program proficiency is demonstrated on all Beginning Teacher Support Program Standards. The monitoring team should report any standards and key elements where programs are not deemed at least proficient to NCDPI. Programs that are rated developing on the standards continuum should be put on an improvement plan and reviewed more frequently to ensure that all beginning teachers are supported.

State Board Policy TCP-A-004 In order to assist in progressing along the Beginning Teacher Support Program continuum to provide the highest quality support to beginning teachers, schools will participate in implementing a regionally- based annual peer review and support system

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.

5 Year BTSP Review What to prepare for 5 Year BTSP Reviews? –Five annual Self Assessments –Five annual Peer Reviews –Current BTSP Plan –Other Supporting Documentation

BTSP 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 BeaufortAsheboro City DareCaswell HertfordLexington City TyrrellThomasville City CarteretCleveland JonesKannapolis City PenderStanley JohnstonAlleghany VanceIredell-Statesville WarrenCherokee ColumbusMcDowell Scotland

Monitoring Visit Schedule Charters Bear Grass CharterCornerstone Charter Academy Water’s Edge VillageArts-based Elementary Tiller CharterGreensboro Academy Northeast Carolina PrepOrange Charter Central ParkPhoenix Academy EndeavorTriad Math and Science Franklin AcademyCorivane Community Kestrel HeightsCharlotte Secondary Neuse CharterLincoln Charter Quest AcademyQueens Grant Vance CharterEvergreen CIS AcademyFrancine Delaney Columbus CharterThe Learning Center! Alpha AcademySummit Charter

Preparing for Monitoring Regional Education Facilitator (REF) will contact the HR Director and/or BT Coordinator (LEAs) or Principal (Charters) 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.

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 30 days to respond and 90 days to implement changes to address 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.

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

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

BTSP MONITORING REPORT  Shared with LEA/Charter during Exit Conference  Sent electronically to Superintendent and BT Coordinator after the visit

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

Mentor Training

Face-to-face: Contact your Regional Education Facilitator 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

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