1. Beginning Teacher Support Program Charter Schools New Principal Institute June 2015

2. Beginning Teacher Support Program Plans

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

4. 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 4.120 Beginning Teacher Support Program Plans

5. 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.” 4.120 Beginning Teacher Support Program Plans

6. 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. 4.120 Beginning Teacher Support Program Plans

7. 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. 4.120 Beginning Teacher Support Program Plans

8. 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. 4.120 Beginning Teacher Support Program Plans

9. 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. 4.120 Beginning Teacher Support Program Plans

10. 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. 4.120 Beginning Teacher Support Program Plans

11. 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. 4.120 Beginning Teacher Support Program Plans

12. The Beginning Teacher Support Program Plan must specify the role of the beginning teacher's assigned mentor in the observations. 4.60 Observations/Evaluation

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

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

15. Beginning Teacher Support Program Peer Review Process

16. 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

17. 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 charter school –Increased awareness and development through collaboration in professional learning communities

18. Background Information How did we get here? Concerns of Beginning Teachers…. –58% said they received no release time to observe other teachers. –47% had no formal time to meet with their mentor during school hours. –31% never met with their mentor to develop lesson plans. –53% never observed their mentor teaching. –33% never analyzed student work with their mentor. (2010 Teacher Working Conditions Survey)

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

20. State Board Policy TCP-A-004 4.130 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.

21. 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.

22. 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

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

24. 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

25. 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

26. 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

27. 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?

28. 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

29. 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.

30. Expectation of 5 Year BTSP Review Although the first 5 Year BTSP Review for charter schools will not occur until 2018, charters are required, beginning school year 2013-2014, to: –Complete annual Self-Assessment and make necessary adjustments to plans as a result –Participate in annual BTSP Peer Review process **The 5 Year BTSP Review will closely mirror the Self-Assessment and Peer Review forms**

31. Questions, Comments, Concerns Any further explanation needed? Any questions? Expect a schedule from your REF for Peer Reviews during the 2015-2016 school year. If you have a particular school you would like to be paired with, please let your REF know.

32. Regional Education Facilitators

33. http://regedfac.ncdpi.wikispaces.net/ Contact Information