Our Vision Every student will graduate from high school, be globally competitive for work or

postsecondary education, and be prepared for life in the 21st century.

Our Mission To provide quality instruction in a safe, caring environment

Beginning Teacher Support Plan October 10, 2010

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Table of Contents

Introduction ............................................................................................................................................. 2

Systemic Support for High Quality Induction Programs ............................................................ 3

Adherence to State and Local Policies and Procedures ............................................................................ 3

Efficient Management of the Program ..................................................................................................... 3

Communication with Stakeholders .......................................................................................................... 4

Collection and Analysis of Data ................................................................................................................ 4

Fiscal Support and Use of Financial Resources ........................................................................................ 4

Principal Engagement ............................................................................................................................... 5

Mentor Support, Relationship Building, and Retention of Quality Teachers ........................................... 5

Beginning Teacher Working Conditions and Professional Development .............................. 7

Beginning Teacher Working Conditions .................................................................................................... 7

Beginning Teacher Support Program Timetable ....................................................................................... 8

Beginning Teacher Professional Development ......................................................................................... 8

Maintenance of Beginning Teacher Files .................................................................................................. 9

Mentor Selection, Role, Development and Evaluation ............................................................ 10

Selection Criteria Process ........................................................................................................................ 10

Scope of Mentor Role ............................................................................................................................. 11

Mentor Professional Development ......................................................................................................... 11

Mentor Evaluation .................................................................................................................................. 12

Mentoring for Instructional Excellence .......................................................................................... 16

Time ........................................................................................................................................................ 17

Instructional Focus .................................................................................................................................. 16

Issues of Diversity ................................................................................................................................... 17

Formative Assessment of Beginning Teachers and Program ................................................. 18

Assessment of Beginning Teachers ......................................................................................................... 18

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Introduction Education is a changing and demanding profession with increasing demands for accountability

that require new personnel to be as effective as possible. The State Board of Education instituted

the Initial Licensure Program (ILP) in 1985 in order to improve the quality of education in North

Carolina. The Excellent Schools Act of 1997 mandated that during the first three years of the

Initial Licensure Program the Initially Licensed Teacher must be provided support, training and

close supervision. The program is now known as the Beginning Teacher Support Program.

It is the desire of Caldwell County Schools to provide novice teachers with the assistance needed

to ensure their success in teaching. In order to comply with state policy and to offer support to

new teachers in the system, Caldwell County Schools has implemented the Great Beginnings

Teacher Induction Program for all teachers holding a North Carolina Standard Professional 1

license.

The Great Beginnings Teacher Induction Program, provided by the Human Resource Services

Department, seeks to prepare beginning teachers for their first three years of teaching and to

assist them in developing into successful long-time career teachers.

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Systemic Support for High Quality Induction Programs The Great Beginnings Teacher Induction Program adheres to all state and local policies and

procedures. It functions with a strong commitment from all stakeholders throughout the

system. These stakeholders value the Great Beginnings Teacher Induction Program and

advocate for continuous improvement that is responsive to collected data and other measures

of accountability.

Adherence to State and Local Policies and Procedures

Initial (Standard Professional 1) licenses are issued to teachers with fewer than three

years of appropriate teaching experience in their initial licensure area.

All teachers who hold initial licenses are required to participate in a three-year induction

period.

The induction period shall include a formal orientation, mentor support, observations and

evaluations prior to the recommendation for a continuing (Standard Professional 2)

license.

Teachers with three or more years of appropriate experience are not required to

participate in a beginning teacher support program.

Student service personnel (e.g., media coordinators, counselors, administrators,

curriculum-instructional specialists) are not required to participate in a beginning teacher

support program.

Completion of the requirements of a beginning teacher support program in one teaching

area satisfies the requirements for all other teaching areas.

Each May, through an automated process, the Licensure Section of the North Carolina

Department of Public Instruction converts from initial (Standard Professional 1) to

continuing (Standard Professional 2) the licenses of those teachers who are employed in

LEAs and who may be eligible for conversion. The Licensure Specialist for Caldwell

County is responsible for approving the acceptance of the continuing license issued

through this process.

Licensing is a state decision and cannot be appealed at the local level. Any teacher not

recommended for conversion from an initial license to a continuing license may have that

action reviewed by filing a contested case petition in accordance with Article 3 of

Chapter 150B of the General Statutes. The teacher may have an option to affiliate with an

IHE (Institute of Higher Education) to address identified deficiencies.

Efficient Management of the Program

A Beginning Teacher Support Panel will be established (i.e. Associate Superintendent for

Human Resources, mentors, and at least one of each of the following: beginning teacher,

veteran teacher, and administrator) to review and revise the Great Beginnings Teacher

Induction Program.

Caldwell County’s Great Beginnings Teacher Induction Program will be managed by the

Associate Superintendent for Human Resources working in conjunction with the

Beginning Teacher Support Panel.

The North Carolina Mentoring and Induction Program Standards provide an evaluative

framework to determine the success and/or failure of the program to date.

The Beginning Teacher Support Panel will analyze data to identify strengths, challenges,

and program impact to guide ongoing improvement. The sources utilized for analysis

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might include; teacher retention information, Teacher Working Conditions Survey,

student learning data, annual Administrative Beginning Teacher Program Survey, and

teacher-generated program feedback.

Results of the analysis and plans for the future will be communicated to stakeholders.

An annual report on the Great Beginnings Teacher Induction Program will be submitted

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. Caldwell County will participate in a

regionally-based peer review and support system program annually. Every fifth year the

Department of Public Instruction will formally review Caldwell County’s Great

Beginnings Teacher Induction Program Peer Reviews to evaluate evidence and verify

that program proficiency is demonstrated on all Beginning Teacher Support Program

Standards.

Communication with Stakeholders

The Beginning Teacher Support Panel will meet to review the Great Beginnings Teacher

Induction Program and make suggestions for its improvement.

Descriptions of the Great Beginnings Teacher Induction Program will be posted on the

Beginning Teacher Website.

Mentors will be available to attend a Principals’ Meeting at the beginning of the year to

introduce themselves to administrators, share information about the Great Beginnings

Teacher Induction Program, and respond to questions.

Information about the Great Beginnings Teacher Induction Program will be presented

during recruitment as an enticement for new teachers.

A brochure and/or other recruitment materials describing the Great Beginnings Teacher

Induction Program will be created and distributed.

Collection and Analysis of Data

Beginning teachers (BTs) will identify needs through a one-on-one conversation with

mentors in the fall and complete an evaluative survey in the spring of each year.

Administrators will complete an annual survey in the spring to share information

regarding their perception of the Great Beginnings Teacher Induction Program.

Mentors will analyze the Teacher Working Conditions Survey results from schools in the

district to identify areas of improvement in the Great Beginnings Teacher Induction

Program.

Mentors will develop and execute an exit interview process for beginning teachers.

Fiscal Support and Use of Financial Resources

Title II funds will be made available to help support beginning teachers’ staff

development needs.

Title II funds are available to beginning teachers for reimbursement of the cost of

Praxis II testing when such tests are necessary for their teaching assignment.

Mentors will assist with arranging classroom coverage and/or substitute teacher funding

in order to provide opportunities for beginning teachers to observe beyond their

classroom.

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Mentors will share information through presentations and websites regarding available

grants and encourage beginning teachers to take advantage of the county grant

opportunities. Mentors will also assist beginning teachers in writing grants when

requested.

Principal Engagement

As school leaders, principals work to develop an environment supportive of beginning

teachers and mentors.

Professional development is often suggested by the principal based on the identified

needs of beginning teachers at the school and district levels.

Principals regularly communicate with staff members regarding mentoring

responsibilities and the relationships that mentors foster with beginning teachers.

Principals ensure that beginning teachers are provided an orientation to their school and

information about school policy and procedures.

Mentor Support, Relationship Building and Retention of Quality Teachers

Mentors will:

Conduct an orientation by the first teacher workday for first-year beginning teachers

(BT1s) and any beginning teacher who did not participate in the orientation prior to their

first year of teaching.

Provide individual orientation sessions to those not able to participate in the initial

orientation. This orientation will be based on one-on-one conferences, beginning teacher

module completion and other resources identified by the mentors.

Provide a paper or an electronic version of the Beginning Teacher Handbook to first-year

beginning teachers during New Teacher Orientation and within the first two weeks of

employment to other beginning teachers hired after orientation.

Have an end-of-the-year celebration for all first-year beginning teachers, administrators

and other identified stakeholders.

Provide licensure information through the Licensure Specialist to beginning teachers

upon request.

Review school Faculty Handbook information and discuss unspoken protocols and rules

with beginning teachers.

Post opportunities for professional development on the Beginning Teacher Website so

that new teachers are aware of various training opportunities. Sources of professional

development opportunities might include the Electronic Registrar Online (ERO),

Northwest Regional Education Service Alliance (NWRESA), North Carolina Center for

the Advancement of Teaching (NCCAT), Learn NC, North Carolina Department of

Public Instruction (NCDPI), Caldwell Community College and Technical Institute

(CCCTI), and other professional development sites.

Establish an online forum for teachers to connect with others across the county in the

same content area and/or grade level.

Meet and/or communicate with all beginning teachers on a weekly basis through emails

and drop-in visits unless the school calendar, weather, or other circumstances alter

availability.

Acknowledge the birthdays of beginning teachers and/or other special life events by

sending a personal greeting.

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Observe beginning teachers informally and provide feedback. First and second year

teachers (BT1s & BT2s) will be observed once every four weeks whereas third-year

teachers (BT3s) will be observed a minimum of three times annually unless there are

concerns that warrant more frequent support.

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Beginning Teacher Working Conditions and Professional Development Effort is given to ensure that beginning teachers have the opportunity to develop into capable

teachers by providing professional development opportunities and optimal working conditions.

Beginning Teacher Working Conditions

Beginning teachers shall

Be provided an orientation that provides an overview of the school’s/system’s goals,

policies and procedures; a description of available services and training opportunities;

information regarding the Great Beginnings Teacher Induction Program and the process

for achieving a Standard Professional 2 (continuing) license; an explanation of the North

Carolina Educator Evaluation Process; information regarding the NC Standard Course of

Study, Core Curriculum, and Essential Standards; an explanation of the safe and

appropriate use of seclusion and restraint of students; the State’s ABC’s Program; and the

State Board of Education’s Mission and Goals.

Be assigned in their area of licensure and complete three years of teaching of at least six

months (120 working days) each.

Be required to develop a Professional Development Plan in collaboration with his or her

principal (or principal’s designee) and mentor.

Be observed and evaluated using the North Carolina Educator Evaluation System

(NCEES), including the development of the Professional Development Plan (PDP), in

accordance with General Statute 115C-333. Beginning teachers will be observed at least

three times annually by a qualified school administrator or a designee and at least once

annually by a teacher (peer), and be evaluated at least once annually by a qualified school

administrator. The observations shall occur by the designated date in the following

months: October, January, March, and May. The summative conference shall occur in the

month of May and/or June; the annual summative evaluation will be completed annually

by the district-established deadline.

Have a mentor assigned prior to beginning their teaching assignment.

Have limited preparations and non-instructional duties.

Be assigned a limited number of exceptional or difficult students.

Have no extracurricular assignments unless requested in writing by the beginning teacher.

All written requests for approval of extracurricular assignments (1st and 2nd semesters)

must be submitted to the principal by the beginning teacher by the 10th working day of a

new school year or within 10 working days of making a request for an extracurricular

assignment. Written requests are to be initiated and submitted by the teacher. Forms/

templates will not be developed by the district or individual schools for signing by the

beginning teacher.

The Associate Superintendent for Human Resources will be responsible for checking on

compliance regarding the beginning teachers’ working conditions.

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Beginning Teacher Support Program Timetable

Year 1

The beginning teacher

is assigned a mentor

is provided an orientation

develops a Professional Development Plan

completes any professional development required/prescribed by the LEA

is observed at least four times culminating with a summative evaluation

Year 2 The beginning teacher

continues to have a mentor teacher

updates the Professional Development Plan

completes any professional development required/prescribed by the LEA

is observed at least four times culminating with a summative evaluation

Year 3 The beginning teacher:

continues to have a mentor teacher

updates Professional Development Plan

completes any professional development required/prescribed by the LEA

is observed at least four times culminating with a summative evaluation

Beginning Teacher Professional Development

Beginning teachers will receive

A district-sponsored orientation that includes information regarding district policy,

practices, and procedures. Teachers new to Caldwell County who do not attend the

formal orientation will be provided individual orientation sessions by their mentors. This

orientation will be based on one-on-one conferences, beginning teacher module

completion and other resources identified by the mentors. These teachers will also be

invited to attend the next year’s orientation.

A handbook that contains information regarding district personnel, policy, practices, and

procedures.

Information regarding North Carolina licensure requirements upon employment. Mentors

will review these requirements with beginning teachers in the spring of their third year.

Training regarding the North Carolina Professional Teaching Standards, the North

Carolina Educator Evaluation System, and the Professional Development Plan (PDP).

Individual support will be provided by mentors, especially regarding the development of

the teachers’ PDP.

Information regarding the expectations, procedures, and practices related to the school

placement and will have access to the school handbook.

Information regarding the School Improvement Plan (SIP) process.

Assistance in the development of their Professional Development Plan by both their

administrator and mentor.

Information regarding professional development opportunities related to grade-level

and/or content-level assignments and targeted to meet their needs as a novice teacher.

Opportunities to visit/observe other classes.

Mentor-conducted observations.

Mentor support based on individual needs.

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Maintenance of Beginning Teacher File

A file for each beginning teacher shall be maintained that contains as a minimum the

certificate of completion of orientation, letters regarding participation in extracurricular

activities when appropriate, visitation forms and various other beginning teacher contact

information. Beginning teacher self-assessments, Professional Development Plans,

observations, and summative evaluations are maintained on the NC Educator Evaluation

System Site.

If a beginning teacher leaves the employ of Caldwell County before achieving a

continuing license, his/her cumulative folder shall be transferred to the employing district

within fifteen days of the request being received or upon notification of the move. In the

event that a beginning teacher changes employment to a non-public institution within the

state, the file will be transferred upon the authorization of the beginning teacher. If a

beginning teacher leaves the employ of Caldwell County, copies of the documents

maintained on the North Carolina Educator Evaluation System Site shall be copied and

maintained in Caldwell County files.

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Mentor Selection, Role, Development and Evaluation Mentor selection is a crucial component of effective induction programs; therefore, selection

criteria should be created in collaboration with various stakeholders. These criteria should be

clearly delineated and communicated to all stakeholders, and the hiring process should be

transparent with selection criteria uniformly applied.

Selection Criteria Process

Caldwell County policies and guidelines for the Great Beginnings Teacher Induction Program

parallel the North Carolina State Policy QP-A-004, Policies on the Beginning Teacher Support

Program. The following guidelines should be used in the selection process:

The candidate must

Hold a valid North Carolina teaching license.

Have received at least accomplished ratings from their principals or supervisors for their

last three years in education.

Have received a recommendation from their principal or most recent supervisor/director.

Display excellent oral and written communication skills.

Have the ability to plan and evaluate instructional strategies.

The following are additional preferred criteria that the candidate may possess. The candidate

may

Have successfully completed a minimum of 10 years teaching in their area of licensure.

Have expertise in classroom management and instructional skills.

Have the ability to exercise tact and courtesy with peers and colleagues.

Have the ability to establish and maintain an effective working relationship with peers

and colleagues.

Have an awareness of student diversity and methods of providing support to teachers in

order to meet the needs of all students.

Caldwell County district policies coincide with the state policies regarding the criteria,

qualifications, and selection process that must be followed and communicated to stakeholders

when advertising the posting of mentor positions. Candidates will be able to view job postings on

the Caldwell County website and also on the NCDPI website.

Candidate must

o Have a current application on file with the NCDPI. Interested candidates may go to

the NCDPI website and complete the application form if the candidate is not

already in the system. www.dpi.state.nc.us

o Submit a letter of interest to the Human Resources Department, located in the

Caldwell County Education Center building. The address is Caldwell County

Schools, Education Center, 1914 Hickory Blvd. SW, Lenoir, NC, 28645. The

phone number is 828-728-8407.

The hiring process will be followed as outlined in the Caldwell County Board Policy

6110-Personnel and the Administrative Manual A-6200-Employment. The policy outlines

the process that is to be followed from recruitment to selection. The interview will

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include a discussion of the job description, the mentor’s role, and policies of the school

system relative to the position.

Scope of Mentor Role

The roles and responsibilities of mentors are clearly defined and communicated to all involved.

Initially, mentors assist in orienting beginning teachers to the district and assigned schools by

providing logistical and emotional support. Throughout the year, mentors will utilize the North

Carolina Professional Teaching Standards and the North Carolina Educator Evaluation System to

promote beginning teacher growth and to ensure quality student learning.

The mentor’s role is

To plan, develop, and implement beginning teacher orientation session/s, and seminars/

workshops related to curriculum, instruction and classroom management.

To provide instructional and emotional support for beginning teachers.

To assist beginning teachers in developing and modeling lesson plans.

To collaborate with beginning teachers in problem solving.

To assist beginning teachers with positive behavioral strategies and classroom

management methodologies.

To facilitate opportunities for beginning teachers to observe master teachers.

To conduct observations, provide non-evaluative feedback, and identify areas for

improvement that align with the North Carolina Professional Teaching Standards and the

North Carolina Educator Evaluation System.

To share information about professional development opportunities for beginning

teachers.

To assist in the development, organization, and collection of beginning teacher

paperwork.

To assist the beginning teacher in developing positive, constructive communication skills

to use when communicating with parents, peers, and colleagues.

To direct beginning teachers to the appropriate resources needed to disaggregate program

and student data from formal and informal assessments.

To provide documentation of mentor activities to the Associate Superintendent of Human

Resources.

To attend meetings and conferences pertinent to the goals of the Great Beginnings

Teacher Induction Program.

To assist in evaluating the Great Beginnings Teacher Induction Program and identifying

areas for improvement.

To serve as a resource and support for administrators regarding the beginning teacher

process.

Mentor Professional Development

Mentors will receive a formal orientation to the Great Beginnings Teacher Induction Program.

Mentors’ professional development will be ongoing, and participation in their professional

learning communities will hone mentoring skills. They will participate in regional and state level

mentoring training when available.

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New mentors will receive

Information relative to the position, including a copy of the Beginning Teacher Support

Plan.

Mentors will

Attend regularly-scheduled mentor meetings to collaborate and share ideas.

Be trained in the North Carolina Mentor Standards.

Participate in on-going professional development to refine mentoring skills.

Participate in Professional Learning Communities (PLCs) related to mentoring practices

in order to refine their mentoring skills, advance induction practices, and improve student

learning.

Increase knowledge by attending workshops and conferences in order to help beginning

teachers address content and /or subject areas of need.

Investigate opportunities to create a virtual Professional Learning Community (PLC) to

include mentors from other districts.

Have opportunities to collaborate with other mentors to gain information related to

various induction models.

Observe other teachers to build their body of knowledge in all subject areas and share

that knowledge with beginning teachers.

Mentor Evaluation

Mentors will be evaluated using the North Carolina Standards for Mentors as follows:

Mentor Standard 1: Mentors support beginning teachers to demonstrate leadership.

1a Trusting Relationship and Coaching

Key Elements of Mentor Practice:

Mentors establish and maintain confidential relationships with beginning teachers.

Mentors develop a range of coaching skills to support beginning teachers.

Mentors adapt their use of coaching skills and strategies to effectively support beginning

teachers.

1b Leadership Key Elements of Mentor Practice:

Mentors ensure that beginning teachers are aware of leadership opportunities.

Mentors encourage and support beginning teachers to engage in leadership at the school and

district levels.

Mentors guide beginning teacher’s reflection on leadership experiences to promote leadership

development.

1c Communication and Collaboration Key Elements of Mentor Practice:

Mentors utilize effective communication skills with beginning teachers.

Mentors support beginning teachers to develop effective communication skills in

collaborative interactions with colleagues and administration.

Mentors support beginning teachers to engage in collaborative dialogue to improve

professional practice and school effectiveness.

1d Best Practices Key Elements of Mentor Practice:

Mentors possess knowledge of best practices with a primary focus on student learning.

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Mentors provide resources for and modeling of best practices for beginning teachers.

Mentors support beginning teachers’ implementation of best practices.

1e Ethical Standards Key Elements of Mentor Practice:

Mentors are knowledgeable about ethical and professional standards.

Mentors demonstrate ethical and professional behavior in interactions with beginning

teachers, staff, administration, community members, and students.

Mentors initiate collaborative dialogue with beginning teachers regarding ethical and

professional behavior.

1f Advocacy for Beginning Teachers and Students Key Elements of Mentor Practice:

Mentors advocate for beginning teachers to ensure they have appropriate instructional

resources and supportive working conditions.

Mentors coach beginning teachers on methods of advocacy for themselves and their students.

Mentors advocate for initiatives and policies to improve education for all students and

promote positive change practices.

Mentor Standard 2: Mentors support beginning teachers to establish a respectful

environment for a diverse population of students. 2a Relationships with Students Key Elements of Mentor Practice:

Mentors support beginning teachers to be aware of the importance of building strong

relationships with their students and share ways to get to know them.

Mentors provide beginning teachers with strategies and methods to communicate effectively

with students in a variety of settings and situations.

Mentors collaborate with beginning teachers to assess the effectiveness of communications

and interactions with students and their impact on relationships and learning.

2b Relationships with Families Key Elements of Mentor Practice:

Mentors support beginning teachers to develop relationships with families and significant

adults in the lives of their students.

Mentors collaborate with beginning teachers to design and implement effective ways of

connecting and communicating with parents and guardians in formal and informal settings.

Mentors facilitate the beginning teacher’s development of methods to support inclusion of

families in the on-going process of identifying and improving student achievement.

2c Relationships at School and in Community Key Elements of Mentor Practice:

Mentors assist beginning teachers in learning about the context of the school and community.

Mentors support beginning teachers to meet and engage with school colleagues and partners

in the community.

2d Honor and Respect for Diversity Key Elements of Mentor Practice:

Mentors support beginning teachers to know the cultural, ethnic, gender, and socioeconomic

characteristics of their classroom, the school and the community.

Mentors collaborate with beginning teachers to expand self-awareness regarding issues of

diversity as they impact teaching and learning.

Mentors support beginning teachers to expand their awareness of culturally inclusive

practices and to include them in planning, implementing, and reflecting on lessons.

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2e Classroom Environments that Optimize Learning Key Elements of Mentor Practice:

Mentors possess a broad of knowledge of systems and techniques for classroom

management.

Mentors support beginning teachers in developing effective designs for classroom

management to create and maintain a respectful inviting classroom community.

Mentors support beginning teachers to better understand the specific behaviors of their

students and ways to adjust strategies to meet student needs and maintain engagement in

learning.

2f Reaching Students of all Learning Needs Key Elements of Mentor Practice:

Mentors engage in dialogue with beginning teachers regarding the individual learning needs

of their students and corresponding labels that might be assigned to them.

Mentors support beginning teachers’ understandings of diversity and appropriate

instructional strategies to meet individual learning needs.

Mentors collaborate with beginning teachers to implement and assess differentiated lessons

designed to meet learning needs and promote student success

Mentor Standard 3: Mentors support beginning teachers to know the content they teach. 3a NCSCOS and 21st Century Goals Key Elements of Mentor Practice:

Mentors demonstrate strong knowledge of NCSCOS for own grade levels/subjects and

support beginning teachers to become knowledgeable of NCSCOS for their grade

levels/subjects.

Mentors demonstrate vertical alignment of NCSCOS.

Mentors support beginning teachers to design lessons that integrate 21st century goals and

skill development with NCSCOS and to reflect on implementation.

Mentors support beginning teachers’ participation in professional learning communities

focused on full implementation of NCSCOS and achievement of 21st century goals.

3b Content and Curriculum Key Elements of Mentor Practice:

Mentors ensure that beginning teachers receive necessary NCSCOS and state/district

curriculum resources.

Mentors assist beginning teachers in the use and implementation of NCSCOS and required

curriculum.

Mentors collaborate with beginning teachers to develop standards-based short and long term

curriculum plans that show application of content and connections to the lives of students.

Mentor Standard 4: Mentors support beginning teachers to facilitate learning for their

students. 4a Instructional Practice Key Elements of Mentor Practice:

Mentors support the planning, implementation and assessment efforts of beginning teachers.

Mentors collaborate with beginning teachers to improve instruction and learning.

Mentors provide additional assistance and professional development to beginning teachers in

areas of need.

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4b Professional Practice Key Elements of Mentor Practice:

Mentors ensure that beginning teachers are fully aware of professional licensure

requirements.

Mentors model behaviors that demonstrate professional practice and support beginning

teachers to pursue professional growth and to maintain professional practice.

Mentors facilitate on-going dialogue with beginning teachers to reflect on and enhance

professional practice.

4c Student Assessment Key Elements of Mentor Practice:

Mentors support beginning teachers to have and use required student assessments.

Mentors assist beginning teachers in the analysis of student assessment data from a variety of

sources and to make adjustments in instructional delivery based on results.

Mentors support beginning teachers to design and use student assessment tools to inform the

planning of differentiated lessons that are responsive to identified student needs.

Mentor Standard 5: Mentors support beginning teachers to reflect on their practice.

5a Allocation and Use of Time with Beginning Teachers Key Elements of Mentor Practice:

Mentors initiate making connections with beginning teachers and learning about their needs

before or near the start of school or at the time of hire if later in the year.

Mentors support beginning teachers to attend a program orientation and support clarification

of program information.

Mentors meet regularly with beginning teachers and focus their efforts on effective coaching

and time management to meet individual needs.

5b Reflective Practice Key Elements of Mentor Practice:

Mentors become highly skilled in the use of instructive, collaborative and facilitative

approaches to coaching.

Mentors support beginning teachers to reflect on practice and self-identify their instructional

strengths and challenges.

Mentors collaborate with beginning teachers in the on-going improvement of teaching and

learning through reflection.

5c Mentor Data Collection Key Elements of Mentor Practice:

Mentors observe in beginning teachers’ classrooms to gather data and reflect on instructional

practice.

Mentors expand their repertoire of observation tools to be responsive to the needs and

interests of beginning teachers.

Mentors collaborate with beginning teachers to select a focus for data collection, to reflect on

results, and plan next steps.

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Mentoring for Instructional Excellence Caldwell County Schools’ mentoring program provides a trained, master teacher mentor for

each beginning teacher as soon as possible after employment. Ongoing support from mentors

is regarded as a crucial component in the success of the novice teacher. The mentor is

expected to provide assistance with support and information relative to day-to-day operational

issues. Most importantly, the mentor is a resource for helping the beginning teacher with the

development of unit and/or daily lesson plans, classroom motivation and management

techniques, methods for supporting the diverse learner and strategies effectively

communicating within the learning environment.

Time Effective interactions and relationships between mentors and beginning teachers are critical; thus

sufficient time for mentors to meet with beginning teachers during and beyond the school day is

of paramount importance.

Each full-time mentor should have no more than 40 beginning teachers to ensure that the

mentor will have adequate time to support each beginning teacher.

Mentors will make weekly contacts with beginning teachers. For first-year beginning

teachers, this contact will usually be face-to-face. For second-year beginning teachers,

this contact could occur in person twice a month. Face-to-face contact for third-year

beginning teachers could occur on a monthly basis. Other forms of weekly contact can

include emails, phone calls, informal check-ins, and online discussions. Additional

contact would occur if deemed necessary by the mentor, beginning teacher, or

administration.

Mentors will keep documentation of face-to-face meetings with beginning teachers to

record the support provided. Email and telephone logs may also be kept.

Mentors may use their time to support beginning teachers outside of the regular school

day by attending school functions in which the beginning teachers have involvement,

including, but not limited to, fundraisers, club meetings, concerts, and competitions.

Mentors will have time to provide induction-related activities, including an orientation,

an end-of-the-year celebration for first-year beginning teachers, and a licensure meeting

for third-year beginning teachers.

Mentors will have time to coordinate resources for beginning teachers. These resources

include:

o Coordinating observations of teachers by beginning teachers.

o Coordinating collaboration with other new teachers across the district with the

same needs.

o Helping beginning teachers to find appropriate curriculum and planning

materials and professional development opportunities.

o Creating materials to help beginning teachers develop in one or more of the

North Carolina Professional Teaching Standards.

Instructional Focus

Mentors, with the guidance of the North Carolina Professional Teaching Standards and the North

Carolina Educator Evaluation System, observe their beginning teachers often in order to collect

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data on management, instruction, and student learning. The data will subsequently be analyzed

with the beginning teacher in order to continuously improve teaching and learning.

Mentors will

Have an awareness of respective school cultures, practices, and procedures.

Have access to the Faculty Handbook at each school where (s)he serves and will become

familiar with the written expectations.

Communicate with veteran employees in the schools in order to understand the unwritten

school cultures and expectations, as the opportunity arises.

Ensure beginning teachers’ knowledge of the North Carolina Standard Course of Study,

the Core Curriculum, and the Essential Standards by encouraging them to align their

lessons with identified objectives.

Put beginning teachers in contact with the instructional support staff at their schools and

at the district level in order to address specific curriculum issues.

Observe beginning teachers to assist in developing appropriate classroom management

skills, lesson plans, and instructional delivery. After each observation, the mentor will

share feedback regarding the observation with the beginning teacher.

Coach beginning teachers in the utilization of classroom observations and student

assessment data to promote a reflective practice.

Provide curriculum help when appropriate by assisting beginning teachers in the use of

district tools such as pacing guides, and by aiding beginning teachers in the development

of lesson plans, unit plans, and projects.

Support beginning teachers in addressing 21st Century Goals and Skills.

Issues of Diversity

Mentors assist beginning teachers in appreciating the diversity of their students, guide beginning

teachers as they develop environments that support learning for a diverse population, and work

with beginning teachers to design and implement strategies to meet the diverse needs of students

in order to promote high levels of learning.

Mentors will

Provide support to beginning teachers in the development of a classroom environment

that is positive, inclusive, respectful, safe, orderly, equitable, and conducive to learning

for a diverse population.

Assist beginning teachers in the development of a classroom management plan or in the

utilization of the school-wide plan.

Provide for training on the procedures for reviewing students’ cumulative folders, 504

plans, the Individualized Education Plan (IEP), Limited English Proficiency (LEP) plans,

the Personalized Education Plan (PEP), and the use of this information to plan responsive

instruction.

Encourage a continuing sensitivity and deeper understanding of evolving socio-economic

dynamics and other aspects of cultural diversity by

o Providing beginning teachers who are new to the area with information about

the community so that they have a better understanding of their students.

o Provide information about school and district specialists who can assist

beginning teachers in understanding the different cultures in their classrooms.

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Formative Assessment of Candidates and Program The North Carolina Professional Teaching Standards and the North Carolina Educator

Evaluation System form the basis of formative assessment for beginning teacher development.

The use of these tools for data collection, analysis, reflection, and the development of future

goals will support improved teacher practice and student learning.

In order to support the professional growth and development of Caldwell County’s beginning

teachers, mentors shall

Confer with beginning teachers regarding the North Carolina Professional Teaching

Standards in order to promote understanding and application of the standards.

Routinely review lesson plans (short/long-range) and classroom management

plans/practices and provide appropriate feedback.

Support teachers in identifying their professional strengths and areas of improvement

using observations (formal/informal) and self-reflections.

Provide opportunities for district teachers to connect with other teachers in the same

content and/or grade-level areas.

Assist teachers in the development of a Professional Development Plan (PDP).

Assist teachers in utilizing collective data including, but not limited to pre- and post-

observations.

Periodically discuss teachers’ accomplishments, both actual and anticipated, toward

realization of the School Improvement Plan (SIP).