New Teacher Handbook

Beginning Teacher Support

2012-2013

Office of Human Resources

Mary Lutz, BT Coordinator

Beginning Teacher Handbook Table of Contents

LCS Support Program for New Teacher Page 1

NC Beginning Teacher Induction Program Page 5

Policies/Legal issues Page 7

Education Acronyms Page 15

Overview of NC Teacher Evaluation Process for Beginning Teachers Page 17

Suggestions for Pre-Observation Conference Page 19

NC Teacher Evaluation Process Sample Evidences and Artifacts Page 20

NC Professional Teaching Standards Page 21

Professional Development Plan Page 22

Rubric for Evaluating NC Teachers Page 22

Classroom Management Page 23

Lesson Plan Templates Page 24

Where To Find Links Page 25

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Beginning Teacher Support

Lee County Schools

106 Gordon Street

Sanford, NC 27331

Telephone: (919) 774-6226

Assistant Superintendent Human Resources: Glenda Jones gjones@lee.k12.nc.us

Beginning Teacher Coordinator: Mary Lutz mlutz.tway@lee.k12.nc.us

Welcome to Lee County Schools! The Beginning Teacher Coordinator and

your Mentor will support you during your first 3 years of teaching in a variety

of areas:

Classroom Management

Lesson Planning

Instructional Strategies

Professional Development

Any communication that you have with the Beginning Teacher Coordinator or

your Mentor is confidential. The support you receive from the Beginning Teacher

Support Program is not part of your evaluation process. Your Mentor and the

Beginning Teacher Coordinator will make visits to your classroom during the

school year.

Please contact the Beginning Teacher Coordinator at mlutz.tway@lee.k12.nc

or (919) 718-0170 x 232 if you have questions or concerns. We look forward to

working with you this year.

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District Support Site-Based Support

BT Coordinator, Mentor Grade Level LCS NTI Lateral Entry Lead Administrator Teacher, Lead Mentors

Curriculum Coach Professional Development Lead Mentor

BT Coordinator

Focus Sessions

LCS Beginning Teacher Support

Program

New Teachers

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BEGINNING TEACHER SUPPORT

2012-2013

Each Beginning Teacher in Lee County Schools is assigned a trained mentor. These

mentors were first recognized by their peers and principals as master teachers and then

nominated for training to assist new teachers. As a beginning teacher, you will be assigned a

mentor/buddy for three years who will provide you with support and assistance as you transition

into the profession of teaching. Lee County Schools has an exemplary mentor program, and we

are proud of the assistance our mentors/buddies provide.

In Lee County Schools, your mentor is not your evaluator, and the work you do together

is confidential. Your mentor is someone to whom you can go for assistance and help in all areas

of pedagogy and academics for the success of your students. The mentor will also help you

become oriented to your new school and community. Mentors will conduct cycles of assistance

and help you learn how to effectively manage the daily rigors of teaching including: paper

work, data collection, problem solving and the steps of the teacher performance instrument.

Mentors may ask you to keep a journal of reflection, tape lessons, and self reflect on your

achievements. Your mentor will become your most trusted coach.

The mentors/buddies maintain checklists or logs of the services and time they share with

you, and these checklists or logs are kept on file for the purpose of accountability. There are

sample checklists in the online Beginning Teacher Resource Guide and on our LCS Teacher

Support webpage. Within each school, there will be time for BTs to come together to share

experiences and concerns with their mentors and administrators. Additionally, within our school

system you will find a support program for all new teachers- Beginning Teacher Focus Sessions

for BT1s, BT2s, and BT3s. These monthly sessions are designed for your professional growth,

and your attendance is required. The sessions are offered to you out of dedication to your needs

and the dedication of the Lee County Schools staff to help you develop into a master teacher.

You may not decline the support and coaching of your mentor or the support sessions; state law

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and the licensure process require this assistance for you. Lee County Schools is proud to have

you become a part of this master team of educators.

What Does Your Mentor Do???

First and foremost your mentor/buddy is a classroom teacher and has students, too, but will find

time to help you with many things. In the technical assistance support role, your mentor/buddy will

want to know your strengths and weaknesses in order to bridge your student teaching experiences

(or prior work experiences) to your new teaching position. After assisting you with preparations for

the first day of school (see Harry Wong’s The First Days of School) and helping you get the school

year planned, the process of coaching will begin. The mentor/buddy will periodically meet with

you, and together you will complete a cycle of assistance. A cycle of assistance looks like this:

1. Plan to meet

2. Decide on a teaching behavior focus

3. Hold a preconference

4. Determine a data collection method

5. Discuss the lesson plan and teaching objective

6. Mentor comes to observe your class

7. You will self-evaluate how your lesson went

8. Hold a post-conference

9. Discuss focus, objective, data, and changes

10. Plan time for next cycle to begin

You and your mentor will repeat this formal plan as many times as needed and/or time allows.

The mentor will also be available for other informal assistance and should be consulted for any

questions you have. Of course, there are also grade level/team buddies who can offer you assistance

as well.

The mentor has access to many resources, ideas, and assistance based on the best practices

and will be able to share this information with you. The mentor will also help you perfect your

lesson plans and evaluate your proficiency with addressing the instructional objectives. Assistance

will also be available with understanding the NC accountability plan and testing. You will come to

value the support and encouragement of your mentor as you experience the stress and success of

your first years of teaching.

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POLICIES ON THE BEGINNING TEACHER SUPPORT PROGRAM

4.00 Induction Requirements

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

teaching experience (normally considered to be public school experience) in their initial licensure area. All

teachers who hold initial (Standard Professional 1) licenses after January 1, 1998, are required to participate in a

three year induction period with a formal orientation, mentor support, observations and evaluation prior to the

recommendation for continuing (Standard Professional 2) licensure.

Teachers with three or more years of appropriate experience (as determined by the Licensure Section) are not

required to participate in the Beginning Teacher Support Program, nor are student service personnel (e.g., media

coordinators, counselors), administrators, and curriculum-instructional specialists. Employers may request an

exemption from the Beginning Teacher Support Program for teachers with equivalent non-public experience. It

is the responsibility of the employer requesting the exemption to verify experience.

Completion of the Beginning Teacher Support Program requirements in one teaching area satisfies the

Beginning Teacher Support Program requirement for all other teaching areas. Once

a continuing license has been earned in one teaching area, additional teaching areas do not require a Beginning

Teacher Support Program experience.

4.10 Assignment/Experience Requirements

It is expected that beginning teachers be assigned in their area of licensure. Three years of teaching experience,

of at least six months each, are required in the Beginning Teacher Support Program.

4.20 Beginning Teacher Professional Development Plan

Each beginning teacher is required to develop a Professional Development Plan in collaboration with his/her

principal (or the principal's designee) and mentor teacher. The plan is to be based on the North Carolina

Professional Teaching Standards, and must include goals, strategies, and assessment of the beginning teacher's

progress in improving professional skills. In developing the plan, the beginning teacher, principal (or designee),

and mentor teacher should begin with an assessment of the beginning teacher's knowledge, dispositions, and

performances. Throughout the year, formative assessment conferences should be held to reflect on the progress

of the beginning teacher in meeting the goals established for professional growth. The plan should be updated

on an annual basis, each year of the Beginning Teacher Support Program. Professional Development Plans

will be audited as part of the Title II monitoring process.

4.30 Optimum Working Conditions for Beginning Teachers

To ensure that beginning teachers have the opportunity to develop into capable teachers, the following working

conditions are strongly recommended:

assignment in the area of licensure;

mentor assigned early, in the licensure area, and in close proximity;

orientation that includes state, district, and school expectations;

limited preparations;

limited non-instructional duties;

limited number of exceptional or difficult students; and

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

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The term “non-instructional duties” refers to those that are not directly involved with the instructional program

or the implementation of the standard course of study, but that all teachers are expected to do. Examples would

be bus duty, lunch duty, and hall duty. The term “extracurricular activities” refers to those activities performed

by a teacher involving students that are outside the regular school day and not directly related to the

instructional program.

4.40 Orientation

Orientation must be aligned according to the Mentor Program Standards

Each beginning teacher must be provided an orientation. This orientation should be conducted prior to the

arrival of students. If the teacher is employed during the school year, the orientation should be conducted

within the first ten days of employment. At a minimum, the orientation should provide the beginning teacher

with an overview of the school’s/system’s goals, policies, and procedures; a description of available services

and training opportunities; the Beginning Teacher Support Program and the process for achieving a Standard

Professional 2 (continuing) license; the North Carolina Teacher Evaluation Process; the NC Standard Course of

Study; local curriculum guides; 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.

4.60 Observations/Evaluation

In compliance with the Excellent Schools Act and subsequently GS 115C-333, each beginning teacher shall be

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

annually by a teacher, and shall be evaluated at least once annually by a qualified school administrator. Each

observation must last for at least one continuous period of instructional time and must be followed by a post-

conference. All persons who observe teachers must be appropriately trained. The required observations must be

appropriately spaced throughout the school year. The Beginning Teacher Support Program Plan must specify

the role of the beginning teacher's assigned mentor in the observations.

4.80 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

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Lee County Schools Board of Education Policies and Legal Issues

Policy Code: 7130 Licensure

The board intends to fully comply with all licensure requirements of the No Child Left Behind Act of 2001 (NCLB), state law and

State Board of Education policies. Except as provided below, a professional employee must hold at all times a valid North Carolina

license appropriate to the position in which he or she is employed. To the extent possible, all professional teaching assignments will

be in the area of the professional employee’s license except as may be otherwise allowed by state and federal law and State Board

policy. In addition, all professional teachers employed to teach core academic subjects must be “highly qualified” as required by

NCLB. Core academic subjects include English, reading or language arts, mathematics, science, foreign languages, civics and

government, economics, arts, history and geography.

The board encourages lateral entry into the teaching profession by skilled individuals from the private sector.

A. BEGINNING TEACHER SUPPORT PROGRAM

The superintendent or designee will develop a plan and a comprehensive program for beginning teacher support. The plan must be

approved by the board and kept on file for review. The Superintendent or designee must submit an annual report on the Beginning

Teacher Support Program to the Department of Public Instruction (DPI) by October 1 of each year. The report must include

evidence of demonstrated proficiency on the Beginning Teachers Support Program Standards and evidence of mentor success in

meeting Mentor Standards. The school district will also participate in implementing a regionally-based annual peer review and

support system.

B. LICENSE RENEWAL

Licensure renewal is the responsibility of the individual, not of the school district. Any employee who allows a license to expire

must have it reinstated prior to the beginning of the next school year. A teacher whose license has expired is subject to dismissal.

The school district may offer courses, workshops, and independent study activities to help

school personnel meet license renewal requirements. Any renewal activity offered must be consistent with State Board of

Education policy. In addition, the superintendent or designee will develop a procedure to determine the appropriateness of any

credit offered in advance of renewal activities.

Policy Code: 7300 Staff Responsibilities and Ethics

For students to succeed, school employees must approach their responsibilities conscientiously, always remembering that the ultimate

responsibility of the school district is to provide students with the opportunity to receive a sound basic education.

All school employees shall:

1. familiarize themselves with; comply with; support; and, when appropriate, enforce board policies, administrative procedures,

school rules and applicable laws;

2. place the welfare of students as the first concern of the school district and attend to the safety and welfare of students, including

the need to provide appropriate supervision of students;

3. properly use, take care of and protect school property, equipment and materials;

4. demonstrate integrity, respect and commitment to the truth through attitudes, behavior, dress, and communications with others;

5. regularly and promptly attend work;

6. carry out assigned responsibilities in a conscientious manner and maintain efficiency and knowledge of the developments in any

relevant field(s) of work;

7. transact all official business with the properly designated officials in the school district and submit required reports promptly at

the times specified;

8. work with other staff members to ensure the effective and efficient operation of the district’s schools;

9. refrain from using school employment, contacts and privileges to promote partisan politics, personal or religious views or

propaganda of any kind;

10. address or appropriately direct any complaints concerning school employees, the school program or school operations;

11. maintain just and courteous professional relationships with students, parents, staff members and others; and

12. support and encourage good school-community relations in all interactions with students, parents and members of the

community, and establish cooperation between the community and the school district.

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Employees shall notify the human resources officer if they are arrested for, charged with or convicted of a criminal offense (including

entering a plea of guilty or nolo contendere) other than a minor traffic violation (i.e. speeding, parking or a lesser violation). Notice

shall be in writing, shall include all pertinent facts and shall be delivered to the human resources officer no later than the next

scheduled business day following the arrest, charge or conviction, unless the employee is hospitalized or incarcerated, in which case

the employee shall report the alleged violation within 24 hours after his or her release. Upon judicial action in the matter, the

employee must report the disposition and pertinent facts in writing to the human resources officer no later than the next business day

following adjudication.

Failure by an employee to provide timely notice as described above may lead to disciplinary action up, and including, dismissal.

Legal References: G.S. 115C-47, -307, -308

Cross References: Grievance Procedure for Employees (policy 1750/7220) Employee Dress and Appearance (policy 7340), Personnel

Policies - Work Environment (7200 section policies) and Staff Responsibilities and Ethics (7300 section policies)

Adopted: May 11, 1992

Revised: July 16, 2001; November 4, 2008

Policy Code: 7340 Employee Dress and Appearance

The board believes that the appearance and the conduct of its faculty are of supreme importance in establishing a positive image for

education in the community and for presenting a good example for students. Therefore, the board affirms its expectation that all

personnel shall be professionally, neatly and appropriately attired for the work to be done. An employee's dress must not disrupt or

distract from the educational process and must be in accordance with health and safety standards. The superintendent shall develop

and communicate to employees guidelines for appropriate dress and appearance. Such guidelines may authorize the principal, school

improvement team or department supervisors to develop specific dress or appearance requirements for each school or department.

Administrative and supervisory personnel shall set a good example in personal appearance and good manners and shall encourage and

expect employees to dress in accordance with the board's expectations. An employee's supervisor shall make an initial determination

of whether an employee's dress or appearance is inappropriate. In making this determination, the supervisor shall consider the

following factors:

• the nature of the work;

• whether the dress is consistent with a professional environment;

• health and safety factors;

• the nature of the employee's public contact and the normal expectations of outside parties with whom the employee will work;

• the employee's interaction with students;

• the prevailing practices of other workers in similar jobs; and

• any properly established guidelines for dress or appearance.

If the supervisor determines that the employee's dress or appearance is inappropriate, the supervisor shall counsel the employee

regarding appropriate attire that is consistent with this policy and shall determine whether the employee is allowed to remain at work

or must leave work to change his/her dress. Any failure to follow the supervisor's directive and/or blatant or repeated violations of this

policy may subject the employee to disciplinary action up to, and including, dismissal.

Legal References: 115C-36, -47

Cross References:

Policy Code: 7810 Evaluation of Licensed Employees

The board places a high priority on securing the most competent personnel available and, once they are employed, in assisting them in

their professional growth and development throughout their careers. Quality teaching is of critical importance to a sound educational

program. The thorough and regular evaluation of teaching, supervisory and administrative performance is crucial to improving the

total education process. An effective evaluation system also provides information to management and leadership personnel to assist

them in making personnel decisions.

The superintendent is directed to develop and implement an effective evaluation system for licensed personnel that is consistent with

State Board of Education policies. School administrators who are responsible for conducting evaluations shall comply with all state

requirements in regard to the type and frequency of evaluation. The school principal shall evaluate teachers and may incorporate any

guidelines or strategies developed by the State Board to assist in the evaluations. The superintendent or designee shall evaluate

principals and assistant principals.

All licensed personnel must be evaluated at least annually using state-approved evaluation instruments in conformance with any

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processes established by the State Board for that class of personnel. For a career teacher who is in his or her license renewal year, the

teacher must be evaluated by using the formal teacher evaluation process as set forth in State Board Policy TCP-C-004. For a career

teacher who is not in his or her license renewal year, the abbreviated evaluation process established in State Board Policy TCP-C-004

is sufficient to satisfy the annual evaluation requirement; however, in any given year, the principal may use the formal evaluation

process to evaluate a career teacher. The annual evaluation of principals and assistant principals must include a mid-year review.

The evaluation system must incorporate the following directives.

1. Evaluators must clearly identify exemplary performance as well as deficiencies in performance.

2. Evaluators are encouraged to use supplementary means of assessing and documenting performance in addition to the state

performance standards, assessment rubrics and evaluation instruments, including but not limited to, additional formal

observations, informal observations, conferences, reviews of lesson plans and grade books, interactions with the employee, plans

of growth or improvement and any other accurate indicators of performance.

3. Student performance and other student outcome data will be considered as a part of the evaluation of school administrators,

teachers and licensed personnel as provided in the assessment rubric for the class of employees under evaluation. Multiple means

of assessing student performance must be used whenever possible. If only one method is used to measure student performance, it

must be a clearly valid tool for evaluating an employee’s impact on student performance.

4. Peer observations of probationary teachers must be conducted as required by law using the evaluation instrument and process

established by the State Board and must be considered by the school administrator in evaluating teacher performance.

5. As required by law, all initially licensed and lateral entry teachers shall work cooperatively with their assigned mentors to

promote growth and meet the performance board licensure requirements. All mentors shall follow local procedures in completing

this cooperative relationship.

6. Supervisors and principals should facilitate open communication with employees about performance expectations.

7. An employee who is unclear about how performance is being assessed or who desires additional evaluation opportunities should

address these issues with his or her immediate supervisor.

8. Evaluators will be held accountable for following the evaluation system and all applicable state guidelines on the evaluation of

employees.

9. Evaluation data will be submitted to the central office personnel file in accordance with state law and policy 7820, Personnel

Files.

10. Evaluation data will be used in making employment decisions, including decisions related to professional and staff

development (see policy 1610/7800, Professional and Staff Development), career status (see policy 7410, Career Status) and

suspension, demotion and dismissal of employees (see policy 7930, Professional Employees: Demotion and Dismissal, and policy

7940, Classified Personnel: Suspension and Dismissal). Employment decisions may be made by the board and administrators

regardless of whether evaluators have followed the evaluation system so long as there is a legally sufficient basis for the decisions.

11. If an evaluation is less than satisfactory, an action plan shall be developed, pursuant to policy 7811, Required Action Plans for

Certain Licensed Employees. In addition, principals and supervisors are expected to exert appropriate effort to assist employees in

the remediation of deficiencies disclosed by observations and evaluations, and to encourage teachers to develop their performance

to an optimum degree.

12. The superintendent and all evaluators are encouraged to develop ways to recognize distinguished performance and to capitalize

on the abilities of such exemplary employees in helping other employees. The superintendent and evaluators are encouraged to

involve employees in developing these processes.

The superintendent shall develop any other necessary procedures and shall provide training, as necessary, to carry out the board’s

directives and to meet state requirements.

Legal References: G.S. 115C-47(18), -286.1, -325, -333, -333.1; State Board of Education Policies TCP-C-004, -005, -006, -022

Cross References: Professional and Staff Development (policy 1610/7800), Career Status (policy 7410), School Administrator

Contracts (policy 7425), Plans for Growth and Improvement of Licensed Employees (policy 7811), Personnel Files (policy 7820),

Professional Employees: Demotion and Dismissal (policy 7930), and Classified Personnel: Suspension and Dismissal (policy 7940)

Issued: May 11, 1992

Revised: July 16, 2001; January 9, 2007; December 8, 2009; December 7, 2010;

November 8, 2011

*Additional policies can be found at www.lee.k12.nc.us .

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NORTH CAROLINA STATE BOARD OF EDUCATION

Policy Manual

Policy Identification

Priority: Twenty-first Century Professionals

Category: Qualifications and Evaluations

Policy ID Number: TCP-C-004

Policy Title: Policy establishing the Teacher Performance Appraisal process

Current Policy Date: 09/01/2011

Other Historical Information: Previous Board dates: 07/07/1987, 07/11/1996, 11/05/1998,10/02/2008,

08/04/2011

Statutory Reference:

Administrative Procedures Act (APA) Reference Number and Category: 16 NCAC 61 .0503

THIS POLICY HAS BEEN ADOPTED BY THE NC STATE BOARD OF EDUCATION, BUT IS STILL

PENDING CODIFICATION IN THE NC ADMINISTRATIVE CODE. ALL CODIFIED RULES MAY

BE ACCESSED BY GOING TO THE OAH WEBSITE.

Purpose

The intended purpose of the North Carolina Teacher Evaluation Process is to assess the teacher’s performance

in relation to the North Carolina Professional Teaching Standards and to design a plan for professional growth.

The principal or a designee (hereinafter “principal”) will conduct the evaluation process in which the teacher

will actively participate through the use of self-assessment, reflection, presentation of artifacts, and classroom

demonstration(s).

A local board shall use the North Carolina Professional Teaching Standards and North Carolina Teacher

Evaluation Process unless it develops an alternative evaluation that is properly validated and that includes

standards and criteria similar to those in the North Carolina Professional Teaching Standards and North

Carolina Teacher Evaluation Process.

Process

The North Carolina Teacher Evaluation Process shall include the following components:

Component 1: Training

Before participating in the evaluation process, all teachers, principals and peer evaluators must complete

training on the evaluation process.

Component 2: Orientation

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Within two weeks of a teacher’s first day of work in any school year, the principal will provide the teacher with

a copy of or directions for obtaining access to a copy of:

A. The Rubric for Evaluating North Carolina Teachers;

B. This policy; and

C. A schedule for completing all the components of the evaluation process.

Copies may be provided by electronic means.

Component 3: Teacher Self-Assessment

Using the Rubric for Evaluating North Carolina Teachers, the teacher shall rate his or her own performance at

the beginning of the year and reflect on his or her performance throughout the year.

Component 4: Pre-Observation Conference

Before the first formal observation, the principal shall meet with the teacher to discuss the teacher’s self-

assessment based on the Rubric for Evaluating North Carolina Teachers, the teacher’s most recent professional

growth plan, and the lesson(s) to be observed. The teacher will provide the principal with a written description

of the lesson(s). The goal of this conference is to prepare the principal for the observation. Pre-Observation

conferences are not required for subsequent observations.

Component 5: Observations

A. A formal observation shall last at least forty-five minutes or an entire class period.

B. Probationary Teachers

1. The principal shall conduct at least three formal observations of all probationary teachers.

2. A peer shall conduct one formal observation of a probationary teacher.

C. Career Status Teachers

1. Career teachers shall be evaluated annually.

2. During the year in which a career status teacher participates in a summative evaluation, the

principal shall conduct at least three observations, including at least one formal

observation.

During observations, the principal and peer (in the case of a probationary teacher) shall note the teacher’s

performance in relationship to the applicable Standards on the Rubric for Evaluating North Carolina Teachers.

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Component 6: Post-Observation Conference

The principal shall conduct a post-observation conference no later than ten school days after each formal

observation. During the post-observation conference, the principal and teacher shall discuss and document on

the Rubric the strengths and weaknesses of the teacher’s performance during the observed lesson.

Component 7: Summary Evaluation Conference and Scoring the Teacher Summary Rating Form

Prior to the end of the school year and in accordance with LEA timelines, the principal shall conduct a summary

evaluation conference with the teacher. During the summary evaluation conference, the principal and teacher

shall discuss the teacher’s self-assessment, the teacher’s most recent Professional Growth Plan, the components

of the North Carolina Teacher Evaluation Process completed during the year, classroom observations, artifacts

submitted or collected during the evaluation process and other evidence of the teacher’s performance on the

Rubric.

At the conclusion of the North Carolina Teacher Evaluation Process, the principal shall:

A. Give a rating for each Element in the Rubric;

B. Make a written comment on any Element marked “Not Demonstrated”;

C. Give an overall rating of each Standard in the Rubric;

D. Provide the teacher with the opportunity to add comments to the Teacher Summary Rating Form;

E. Review the completed Teacher Summary Rating Form with the teacher; and

F. Secure the teacher’s signature on the Record of Teacher Evaluation Activities and Teacher

Summary Rating Form.

Component 8: Professional Development Plans

Individual Growth Plans

Teachers who are rated at least “Proficient” on all the Standards on the Teacher Summary Rating Form shall

develop an Individual Growth Plan designed to improve performance on specifically identified Standards and

Elements.

Monitored Growth Plans

A teacher shall be placed on a Monitored Growth Plan whenever he or she:

A. Is rated “Developing” on one or more Standards on the Teacher Summary Rating Form; and

B. Is not recommended for dismissal, demotion or nonrenewal.

A Monitored Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals

to be accomplished and the activities the teacher should undertake to achieve Proficiency, and a timeline which

allows the teacher one school year to achieve Proficiency. A Monitored Growth Plan that meets those criteria

shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

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Directed Growth Plans

A teacher shall be placed on a Directed Growth Plan whenever he or she:

A. Is rated

1. “Not Demonstrated” on any Standard on the Teacher Summary Rating Form; or

2. “Developing” on one or more Standards on the Teacher Summary Rating Form for two

sequential years; and

B. Is not recommended for dismissal, demotion or nonrenewal.

The Directed Growth Plan shall, at a minimum, identify the Standards and Elements to be improved, the goals

to be accomplished, the activities the teacher shall complete to achieve Proficiency, a timeline for achieving

Proficiency within one school year or such shorter time as determined by the LEA. A Directed Growth Plan that

meets those criteria shall be deemed to satisfy the requirements of N.C. Gen. Stat. § 115C-333(b).

Component 9: Effective Dates and Effect on Licensing and Career Status

Effective with the 2008-2009 school year, LEAs may evaluate teachers using this policy.

Effective with the 2010-2011 school year, all teachers in North Carolina will be evaluated using this policy

unless a local board develops an alternative evaluation that is properly validated and that includes standards and

criteria similar to those in the North Carolina Professional Teaching Standards and North Carolina Teacher

Evaluation Process in which case the local board shall use that instrument.

Beginning Teachers

Effective 2010-2011, beginning teachers must be rated “Proficient” on all five North Carolina Professional

Teaching Standards on the most recent Teacher Summary Rating Form in order to be eligible for the Standard

Professional 2 License.

Probationary Teachers

Effective 2010-2011, a principal must rate a probationary teacher as “Proficient” on all five North Carolina

Professional Teaching Standards on the most recent Teacher Summary Rating Form before recommending that

teacher for career status.

Process for Abbreviated Annual Evaluations

The annual evaluation requirement for career-status teachers can be met through the Teacher Evaluation Process

set forth above, or an abbreviated evaluation.

An abbreviated evaluation consists of evaluator ratings only on Standards One, Four, and Six of the Teacher

Evaluation Process.

The abbreviated evaluation process for Standards One, Four, and Six remains consistent with the Teacher

Evaluation Process described above with the exception of the requirement for observations.

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Teachers receiving an abbreviated evaluation should receive two informal observations of a minimum of

twenty minutes each. Observers shall note the teacher’s performance in relationship to Standards One

and Four on the Rubric for Evaluating North Carolina Teachers.

Teachers receiving an abbreviated evaluation may request that the evaluator conduct a formal

observation as described above.

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Commonly Used Educational Acronyms

ABCs The ABCs of Public Education is North Carolina’s comprehensive plan to improve public schools and is

based on three goals: strong local accountability, an emphasis on student mastery of basic skills, and as much local

control as possible. Schools receive recognition based on the percentage of students’ scores at or above grade level.

ADM Average Daily Membership is the number of days a student is enrolled in school divided by the number of

days in that school year.

AIG Academically, Intellectually Gifted students learn at a higher stage of development than others. The AIG

program targets the students’ current levels of achievement and ability while challenging the students to perform at

their highest levels possible.

AP Advanced Placement program enables high school students to complete college-level courses for college

placement and/or credit.

AYP Adequate Yearly Progress is required under the federal No Child Left Behind law and provides another way to

measure school performance. To meet AYP, a school must meet target goals for each group of students that numbers

40 or more. Target goals are set annually by the state for reading and mathematics at grades 3-8 and 10 and for

attendance rates or graduation rates, as well. AYP is an all-or-nothing model. If a school misses one target, it does

not make AYP. The long-term goal of AYP is to have every school at 100 percent student proficiency by 2013-14.

EC Exceptional Children are children who have been evaluated in accordance with NC 1503-2 through NC 1503-3

as having autism, deaf-blindness, developmental delay (applicable only to children ages three to seven), hearing

impairment, intellectual disability, multiple disabilities, orthopedic impairment, serious emotional disability, specific

learning disability, speech or language impairment, traumatic brain injury, or visual impairment (including

blindness), and who, by reason of the disability, need special education and related services.

EOC End-of-Course tests are designed to assess the competencies defined by the North Carolina Standard Course of

Study for each of the following courses: Algebra I, Algebra II, English I, Biology, Chemistry, Geometry, Physical

Science, Physics, Civics and Economics, and US History. Tests are taken during the last 10 days of school, or the

equivalent, for alternative schedules.

EOG End-of-Grade tests in reading and mathematics are taken by students in grades 3–8 during the last three weeks

of the school year.

ESL English as a Second Language is a program model that delivers specialized instruction to students who are

learning English as a new language.

IDEA Individuals with Disabilities Education Act is a federal act that requires all states to develop alternate

assessments for students with disabilities for whom the standard statewide assessment program is not appropriate.

IEP Individualized Education Program is a written statement that is developed, at least annually, by a team of

professionals knowledgeable about the student and the parent for a student with a disability. The plan describes the

strengths of the child and the concerns of the parents for enhancing the education of their child and when, where, and

how often services will be provided. The IEP is required by federal law for all exceptional children and must include

specific information about how the student will be served and what goals he/she should be meeting.

LEA Local Education Agency is synonymous with local school systems and indicates that a public board of

education or other public authority maintains administrative control of the public schools in a city or county.

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LEP Limited English Proficient students are students whose first language is one other than English and who need

language assistance to participate fully in the regular curriculum.

NC DPI The North Carolina Department of Public Instruction administers the policies adopted by the State Board of

Education and offers instructional, financial, technological, and personnel support to all public school systems in the

state.

NC WISE North Carolina Window of Information on Student Education is a secure web-based tool which provides

educators with direct and immediate access to a full spectrum of data on a student's entire career in the North

Carolina public school system.

NCLB No Child Left Behind is the more recent reauthorization of the Elementary and Secondary Authorization Act

and represents a sweeping change in the federal government’s role in local public education. NCLB has a variety of

goals, but the most dominate ones are for every school to be at 100 percent proficiency by 2013-14 as measured by

student achievement on state tests and for every child to be taught by a “highly qualified” teacher. The new law

emphasizes new standards for teachers and new consequences for Title I schools that do not meet student

achievement standards for two or more consecutive years. For more information on NCLB, please go to

www.ncpublicschools/nclb.

PBIS Positive Behavior Intervention Support is a framework for behavioral best practices used in participating

schools.

PDP Professional Development Plan is yearly plan based on individual self-assessment.

PEP Personalized Education Plan is specifically designed to improve a student’s performance to grade-level

proficiency.

SAT Scholastic Assessment Test, often taken by high school juniors and seniors as a precursor to college/university

admission, assesses a student’s verbal and mathematical skills.

SCS or NCSCOS Standard Course of Study. The North Carolina Standard Course of Study is the guiding document

to the content that should be taught in North Carolina public school classrooms.

SIP School Improvement Plan is a plan that includes strategies for improving student performance, how and when

improvements will be implemented, use of state funds, requests for waivers, etc. Plans are in effect for no more than

three years.

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Overview of North Carolina Teacher Evaluation Process for Beginning Teachers Orientation

two weeks of a teacher’s first day.

be delivered each year.

Teacher Self-Assessment:

istrator).

-assessment is the sole basis of PDP).

Professional Development Plan -3 goals established.

Pre-Observation Conference

-assessment, PDP, and lesson(s) to be observed (required).

irst observation.

-observation conference.

Announced first observation.

Observation(s)

Beginning Teachers are required to have 4 formal observations: 3 administrative, l peer.

Post Observation Conferences occur after each observation.

-assessment and PDP should be brought to each conference.

-observation conference.

Summary Evaluation Conference -assessment and PDP.

ts.

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Summary Rating Form

al and informal observations throughout the year.

standard. (This is not an average.)

natures required on the final page.

Additional Beginning Teacher Requirements

Standard Professional License II.

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SUGGESTIONS FOR PRE-OBSERVATION CONFERENCE

Preparation is the key to success in the observation process. Announced observations should

be preceded by a pre-observation conference. The following steps will help preparation.

1. Ask observer when he/she plans to observe class. If the observer has not selected a date,

suggest at least two dates and times for classes in which you feel most comfortable. The

observer is not obligated to come on the suggested dates or times and may choose to pick a

different date or time.

2. Find out if your observer has any specific practice or priority for observation (e.g., the use of

a new technique taught in a recent staff development activity).

3. Plan your lesson as you would any lesson of the year.

4. Invite the observer to your room for a pre-observation conference. You both can then

visualize what occurs in your room with the children when the observer is present.

5. Tell your observer about any special problems or strengths of the children in your classroom

when filling out your pre-observation form (included in this booklet) and during your

conference. Also, indicate to the observer any particular areas you wish him/her to observe.

6. Prepare a data sheet for each class or group you teach. The data sheet may include a seating

chart or class roll with diagnostic information about each child (e.g., students with particular

learning problems). Explain your rules and expectations of your children either verbally or in

writing. (This is also helpful information to place in the substitute teacher’s folder when you are

out of the class.) CAUTION: This data is often confidential. Do not leave it where students,

volunteers, or other unauthorized personnel can gain access to your notes!

7. Make a list of questions or comments to discuss.

NOW THAT YOU ARE PREPARED, JUST TEACH AS THOUGH YOU AND YOUR

STUDENTS ARE THE ONLY ONES IN THE CLASSROOM!

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NC Teacher Evaluation Process

Sample Evidences and Artifacts

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This Document Can Be Found on

Teacher Support Page at

www.lee.k12.nc.us

Beginning Teacher Resources

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North Carolina Professional Teaching Standards

Standard I: Teachers demonstrate leadership.

A. Teachers lead in the classroom.

B. Teachers demonstrate leadership in the school.

C. Teachers lead the teaching profession.

D. Teachers advocate for schools and students.

E. Teachers demonstrate high ethical standards.

Standard II: Teachers establish a respectful environment for a diverse population of students.

A. Teachers provide an environment in which each child has a positive, nurturing relationship with caring adults.

B. Teachers embrace diversity in the school community and in the world.

C. Teachers treat students as individuals.

D. Teachers adapt their teaching for the benefit of students with special needs.

E. Teachers work collaboratively with the families and significant adults in the lives of their students.

Standard II: Teachers know the content they teach.

A. Teachers align their instruction with the North Carolina Standard Course of Study.

B. Teachers know the content appropriate to their teaching specialty.

C. Teachers recognize the interconnectedness of content areas/disciplines.

D. Teachers make instruction relevant to students.

Standard IV: Teachers facilitate learning for their students.

A. Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual,

physical, social, and emotional development of their students.

B. Teachers collaborate with their colleagues and use a variety of data sources for short- and long-range planning

based on the North Carolina Standards Course of Study.

C. Teachers use a variety of instructional methods.

D. Teachers integrate and utilize technology in their instruction.

E. Teachers help students develop critical-thinking and problem-solving skills.

F. Teachers help students work in teams and develop leadership qualities.

G. Teachers communicate effectively.

H. Teachers use a variety of methods to assess what each student has learned.

Standard V: Teachers reflect on their practice.

A. Teachers analyze student learning.

B. Teachers link professional growth to their professional goals.

C. Teachers function effectively in a complex, dynamic environment.

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On-line NC Educator Evaluation Process Manuel

Teacher Evaluation and Orientation Packet

Professional Development Plan

Rubric for Evaluating North Carolina Teachers (Required for Self-Assessment)

Record of Teacher Evaluation Activities (Required)

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These Documents Can Be Found

on Teacher Support Page at

www.lee.k12.nc.us

Beginning Teacher Resources

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Classroom Management Tips

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This Document Can Be Found on

Teacher Support Page at

www.lee.k12.nc.us

Beginning Teacher Resources

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Lesson Plan Templates

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This Document Can Be Found on

Teacher Support Page at

www.lee.k12.nc.us

Beginning Teacher Resources

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Where Can I Find???

www.lee.k12.nc.us Teacher Support Page (this page contains most resources needed by BTs) BT Resource link

LCS AIG Instructional Support

LCS ESL Instructional Support

LCS EC Instructional Support

Teachers Helping Teachers Instructional Support website

LCS Technology Instructional Support

LCS Testing and Accountability

BT Best Practices Blog

Edmodo Training link

NC Department of Public Instruction link

BT Coordinator: mlutz.tway@lee.k12.nc.us