1. September 21, 2016 9am-12pm Internet Access: WCS Guest Username: Guest Password: rIo2016! IHEs LEAs Charters Successful BTS

2. Objectives By the end of the meeting, participants will have… an understanding of various data points that impact BT retention an understanding of effective use of Curriculum Pathways an opportunity to collaborate with colleagues using peer review standard one

3. WELCOME ●Welcome wikispace: http://ilcc.ncdpi.wikispaces.net http://ilcc.ncdpi.wikispaces.net ●Introductions ●Please sign in at: https://goo.gl/forms/C6gscgS8CylqFMrG2

4. State Updates BTSP Monitoring House Bill 1030 Modules Loan Forgiveness

5. BT Data ▪ BT Newsletter Survey Data ▪ BT Summit Data

6. NCBT Survey Data NC Beginning Teacher Newsletter Survey Data collected May, 2016 489 responses

7. BT Status and IHE Status

8. Degree Program and Teaching Level

9. 2015-2016 Experience Rating Beginning teachers were asked to rate their teaching experience this year and tell why they chose their answer. Choices were: Excellent, Satisfactory, Unsatisfactory 40% 54% 6% On the next slides are examples of their responses. Is there a common denominator?

10. Examples of “Excellent” Responses I felt that I was immediately a part of the staff and school. I have a great support team and mentors that have showed me every step of the way. I have learned so much from attending all the workshops, seminars, and BT meetings. I have grown a lot as a beginning teacher and I can now start to see how my growth has positively impacted my students. Lots of support from district and school level, and a lot of growth from year 1 to 2!

11. Examples of “Satisfactory” Responses Satisfactory; sharing information is rarely done by veteran teachers. Teeth have to be pulled to get what you need, or you have to go over your colleagues' heads. Not much support from the staff-administration is all I have to call on, and they are busy people! It was an immensely difficult experience when it began. Eventually thing began to get more clear and a bit less overwhelming. Thankfully, I had a supportive staff and a mentor who was always willing to listen to me and guide me through it. My teammate wasn't the most helpful this year, so I felt like I was doing everything on my own. I struggled to figure out my lesson plans and pacing for each subject. I did enjoy teaching my class and having the freedom to teach the things that I wanted to teach.

12. Examples of “Unsatisfactory” Responses I feel abandoned and ignored by Central Office no support of my administration. I have not felt support from administration, and this has been a miserable atmosphere to work in. Administration micro- manages, doesn't trust us and snaps at us over anything and will not hear out our "side.“ SO much to do all the time,working at least 12 hours a day and most of every weekend; never catching up. A lot of stress and paper work, not what teaching was when I was student teaching or as a TA (last year). Had a handful of coworkers though that assisted me during the year with guidance and support.

13. Common Denominator? The word SUPPORT was mentioned several times. Teachers felt supported or they felt little to no support. Check out the next question and responses regarding SUPPORT.

14. Did BTs Feel Supported? Beginning teachers were asked if they received the support they needed from their mentors, building administrators, and from the district. YES- 68%NO- 32% Most believed their mentor was very supportive and a valuable resource during their first years.

15. Examples of Support Great support from my mentor. I could go and talk to anyone in my building. I have supportive administrators and the BT support in my district is extensive. I received support from the EC chairperson, school psychologist, and administration. My principal was very helpful. My administrators were a great support for me the past 2 years. I received exceptional support from my mentor. Yes, my mentor is so personally giving and points me toward the right resources. My administrators have been fair, transparent, and offer valuable feedback. My mentor and building mates have helped me tremendously. All administrators and mentors were readily available at any time.

16. Examples of Non-Support My building administrator is always very positive, but I have received no feedback from her about what I can do better to grow as a teacher. My mentor did not meet with me very much, and she didn’t have a clue as to what she was supposed to talk to me about. I wish I had more feedback from my administrator. Somewhat. I feel that I get many compliments on my teaching, but less constructive criticism that I likely need. Everyone is chasing their own tail. You just have to take your own initiative. I would prefer more assistance from the district level.

17. How Can We Affect Change? Based on the feedback, it affirms what we know: SUPPORT is an important key to a BT feeling successful and remaining in the classroom. Questions: 1.In our positions, how are we supporting beginning teachers? 2.How can we use this information to increase or improve the amount of support beginning teachers receive? 3.How can we utilize this information as a BT Support Network?

18. Obstacles

19. Professional Development Beginning teachers were asked what additional professional development they needed to be more successful in the classroom. The top responses were: *Classroom Management *Differentiation (EC and AIG) *Reading (Guided Reading and mClass) *Technology- using it effectively in the classroom *Content specific PD (science, math, social studies) *Opportunities to observe other teachers

20. How Can This Inform Our Work? As a BT Support Network, how can we use the information about Obstacles and Professional Development Needs to better serve the BTs? How can we collaborate to offer professional development opportunities (face to face, webinars, PSN) based on the BT responses?

21. Career Intentions? Beginning teachers were asked if they intended to have a career in education, either in the classroom or at the administrative or higher education level. Classroom career- 68% Administration/IHE- 16% No, less than 10 years- 9% No, less than 5 years- 5% Other- 12% (low pay, poor teaching conditions) *could choose more than one answer

22. Retention of Teachers? According to last year’s Teacher Turnover Report, just under 15% of the teachers leave the profession. The results of this survey indicate those percentages are accurate as it shows 14% say they have no intention of remaining in education.

23. What Are Your Thoughts? What takeaways do you have after reviewing the results of the survey? Were there some things that surprised you? Were the results indicative of what you know? How do these results align with the those from the Teacher Working Conditions Survey?

24. NCBT Survey Data Beginning Teacher Summits Northwest Region: June 29, 2016 Piedmont Triad Region: June 30, 2016

25. BT Summit Data ○ 35 participants in the Northwest ○ 10 LEAs represented ○ 3 Charters represented ○ 42 participants in the Piedmont Triad ○ 12 LEAs represented ○ 4 Charters represented ○ Presenters were from DPI, SAS, IHEs and local classroom teachers throughout the region and state. ○ Keynote address was presented by Regional Teacher of the Year.

26. BT Summit Data Northwest Region Sessions offered included: ● Chart Your Course to Effective Digital Teaching and Learning ● Phonics: Understanding and Instructing ● Teacher Leadership - BT Style ● The School Librarian is Better than Google ● Things I Wish I had Known about Money When I was 22 ● Behavior Plans 101: School to Home Connections ● Cooperative Learning Strategies ● Academic Vocabulary and Instructional Tips ● Making the Connection - Basic Early Literacy Skills, Reading 3D and Instruction ● SAS Curriculum Pathways

27. BT Summit Data Northwest Region

28. BT Summit Data Northwest Region

29. BT Summit Data Northwest Region

30. BT Summit Data Piedmont Triad Region Sessions offered included: ● SAS: EVAAS ” How can I use it in My Teaching Practice?” ● Classroom Management that Works ● Making the Connections: Basic Early Literacy Skills, Reading 3D & Instruction ● Academic Vocabulary Instructional Tips ● Pointers for Passionate Teachers ● Phonics: Understanding and Instructing ● How to Effectively Use Visual Thinking Strategies In the Classroom ● Boys and Girls Learn Differently ● How to Create the Classroom Environment You’ve Always Wanted ● Motivate, Excite and Engage Students w? Differentiated Strategies

31. Piedmont Triad Region BT Summit Data

32. Piedmont Triad Region

33. BT Summit Data Piedmont Triad Region

34. BT Summit Data Piedmont Triad Region

35. BT Summit Data How participants plan to use what they learned… “I definitely plan on implementing vocabulary lessons into my classroom lessons more. Also, I have more knowledge of how to incorporate technology.” “I will seek out the support plan for beginning teachers, so that i know exactly what's expected of me.”

36. BT Summit Data “I plan to use the cooperative learning strategies as a way to get students up and learning in a fun and engaging way.” “I learned several strategies specific to phonics instruction, the use of technology, and encouraging cooperative learning. There are multiple strategies, activities, and resources I will be using in the classroom as well as sharing with other teachers.”

37. BT Summit Data What was the highlight of your day? “The highlight of the day was meeting different teachers and learning from them.” “Hearing different perspectives from other teachers and realizing everyone has a unique perspective regardless of similarities which may exist.” “Getting to meet other beginning teachers and being able to relate to their experiences.”

38. BT Summit Data What support do you need next? “Knowing the ins and outs of the particular school.” “To get with specific people at the school and learn what the possibilities are to implement and also I need more help with technology basics.” “Continued learning opportunities” “Classroom management” “Meet with mentor”

39. Curriculum Pathways RALPH MOORE

40. Break BREAK TIME http://www.online-stopwatch.com/eggtimer-countdown/full-screen/

41. Regional Updates ▪ IHEs ▪ LEAs ▪ Charters ▪ REFs ▪ Others

42. Q & A

43. Peer Review Beginning Teacher Support Program Peer Review Process 2016-2017 Standard 1

44. Peer Review Process ▪ Divide into three groups representing the three elements of Standard 1 for dialogue and discussion of various evidences and artifacts. ▪ Each group will rotate through all three elements ▪ Record key ideas for assigned element on chart paper. Discuss and add to the work of previous groups as you rotate. ▪ Review ideas generated (whole group).

45. Peer Review cont. What’s Next? ▪ Discuss implementation of ideas within your organization and/or other LEAs/Charters. ▪ Gather and maintain documentation of evidences and artifacts (ongoing). ▪Archived webinars and PowerPoints can be found: ▪http://regedfac.ncdpi.wikispaces.net/BTSP+Information

46. Next Steps Upcoming Meetings : ○ Northwest:November 1 2016 and January 26, 2017 Location: North Wilkesboro Time : 9 am-12 noon ○ Piedmont Triad:November or December 1, 2016 Location: ELON University, Elon, NC Time: 9 am - 12 pm March 9, 2017 Location: WSFCS Education Building Time: 9 am - 12 pm

47. Feedback/Contact REFs: Northwest: Dr. Monica Shepherd monicashepherd28@yahoo.com Piedmont Triad: DeAnna Foust-Platt deanna_foustplatt@abss.k12.nc.us http://goo.gl/7NQJuv