Beginning Teacher Support Charter Schools Conference October 2015.

Beginning Teacher Support

Charter Schools Conference

October 2015

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

4.120 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.”


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. 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.


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.


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.


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.


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.

• The BTSP Plan must specify the role of the beginning teacher’s assigned mentor in the observations.


• 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

BTSP Plan Approval Process

• 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

Beginning Teacher Support ProgramPeer Review Process

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)

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 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-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.

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.

Developing Proficient Accomplished DistinguishedNot 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.


(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


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


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.


(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.

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.

2015-2016 Monitoring Visit Schedule

Children’s Village Academy Paul R. Brown Leadership Academy

Douglass Academy Southeastern Academy

Island Montessori Uwharrie Charter

ZECA School of Arts and Technology

Cornerstone Academy

Falls Lake Academy NC Leadership Academy

Longleaf School of Arts Summerfield Academy

Oxford Prep Aristotle Prep Academy

Institute for Developing Young Leaders

Cabarrus Charter Academy

Global Scholars Charlotte Choice

Rocky Mount Prep Piedmont Community

Neuse Charter Pinnacle Classical Academy

Willow Oak Montessori Langtree Charter Academy

Flemington Academy American Renaissance

Preparing for Monitoring • Regional Education Facilitator (REF) will contact the

Principal announcing the monitoring visit.

• REFs will coordinate scheduling with Charter School, including visit dates, interview, and exit conference.

• Charter School 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.

• Charter School 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 Charter School within 30 business days of the visit.

• The Charter School 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.

Mentor Training

Mentor Training

• Face-to-face: Contact your Regional Education Facilitator

• 21st 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.

Element Developing Proficient Accomplished Distinguished

Implementation of NCSCOS and 21st 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 21st century skill development

Collaborates with the beginning teacher in on-going conversations on how to integrate 21st 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 21st 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

Questions, Comments, Concerns

• Any further explanation needed?

• Any questions?

Data Points• BTSP Monitoring

• NC Teacher Working Conditions Survey

What do beginning teachers say they need to

be successful?

What BTSP Monitoring Says…

• The majority of beginning teachers report feeling supported at the school and district level.

• Support doesn’t always equal dollars spent.

• Many Areas of Concern can be corrected by administrator actions.

• Miscommunications happen!

• Teacher voice is relative to the audience present.

• Mentors are teacher leaders.

• Beginning teachers are mentors, too.

What BTSP Monitoring Says

NC Teacher Working Conditions Survey:

BT Support

As a beginning teacher, I have received the following kinds of support. State % Yes

Regular communication with principals, other administrator or department chair 83.6

Common planning time with other teachers 77.3

Formal time to meet with mentor during school hours 51.6

Formally assigned mentor 94.9

I received no additional support as a new teacher. 13.3

Orientation for new teachers 90.4

Other 46.6

Access to professional learning communities where I could discuss concerns with other teacher(s) 80.7

Reduced workload 25.8

Release time to observe other teachers 43.2

Seminars specifically designed for new teachers 82.6

NC Teacher Working Conditions Survey: BT Support

State % Yes

Overall, the additional support I received as a new teacher has been important in my decision to continue teaching at this school. 72.2

Overall, the additional support I received as a new teacher has helped me to impact my students’ learning. 80.5

Overall, the additional support I received as a new teacher improved my instructional practice. 78.8

NCTWCS: What aspect of your teaching conditions most affects your willingness to keep teaching at your school? (All NC Teachers)

Practical Advice…

• Orientation• Mentors• Monthly Meetings• Celebrations• Observations/Feedback

Practical Application:

• Provide half day substitutes for BTs to observe other teachers within their grade level, or other teachers who have strengths in areas of weakness for the BT.

• Schedule regular PLC meetings for the BT to collaborate with other BTs and other teachers within their grade level or subject area.

• Reduce the amount of extra duties/responsibilities for BTs.

• Provide direct access to a mentor and a buddy teacher.

• Provide direct support from the principal and administration for the BT with whatever. (many times they think they are burdening the administrator)

Professional Development - Improve beginning teachers’ skills and performance.

Put theory into practice.

WESTERNAmy Laughter

NORTHWESTMonica Shepherd

SOUTHWESTKarol McNeil-Horton

SANDHILLSMartha Anderson

SOUTHEASTCindi Rigsbee

NORTHEASTSonya Rinehart

NORTH CENTRALErika Newkirk

PIEDMONT-TRIADDeanna Foust-Platt

http://regedfac.ncdpi.wikispaces.net/

Contact Information


Contact Us!

• Monica Shepherd, Northwest REF

[email protected]

• Amy Laughter, West REF

[email protected]


Beginning Teacher Support Charter Schools Conference October 2015.

Documents

Transcript of Beginning Teacher Support Charter Schools Conference October 2015.