Day 1 - July 12, 2012

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HR Representatives:
◦ Mark Doane - Exec. Director of HR
◦ Dawn Madren – Dir. of Teacher Recruitment and Induction
◦ Tammy Atkins – Staffing & Licensure Coorinator
◦ Patsy Page – Benefits Specialist
◦ Marie Chavis – HR Specialist
◦ Cathy Griffin – HR Specialist
◦ Jean Todd – HR Support
◦ Denise Velez – HR Support

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South Graham Elementary: 6
North Graham Elementary: 2
Eastlawn: 2
Haw River: 2
Graham Middle School: 1

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9:00-9:45 – BT Support Presentation
9:45-10:00 – Break
10:00-11:00 – Technology Dept. Presentation
11:00-12:00 – ESL Dept. Presentation
12:00-1:00 – Lunch (provided)
1:00-2:00 - EC Dept. Presentation
2:00-2:15 – ACE & Classroom Closet
Presentation
2:15-2:30 – Break
2:30-3:30 – BT Support Presentation (cont.)

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BT Induction Day 2:
◦ August 7 (8:30 AM – 3:30 PM) – St. Mark’s Church
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BT1 Meetings:
◦ September 19 (3:30-5:00 PM) – St. Mark’s Church
◦ November 7 (3:30-5:00 PM) – St. Mark’s Church
◦ February 6 (3:30-5:00 PM) – St. Mark’s Church
◦ April 10 (3:30-5:00 PM) – St. Mark’s Church

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Induction requirement
Assignment/experience requirements
Beginning Teacher professional development plan
Optimum working conditions for BTs
Orientation
Mentor assignment/guidelines for selection
Mentor training
Observations/evaluation
Beginning Teacher support program timetable
Conversion process

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Initial (Standard Professional I) license issued to teachers with fewer than 3 years teaching experience
Offer ongoing support to teachers within their first three years of teaching – provided by district, school, and mentor.

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It is expected that beginning teachers will 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

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Each BT is required to develop a PDP in collaboration with his/her principal (or designee) and mentor teacher.
The plan is to be based on the NC
Professional Teaching Standards and must include goals, strategies, and assessment of the BT’s progress in improving professional skills.
Meetings are held throughout the year to reflect on the BT’s progress in meeting goals.

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To ensure that BTs have the opportunity to develop into capable teachers, the following 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 EC or difficult students
◦ No extra-curricular assignments unless requested in writing by the BT

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Each BT should be provided an orientation that is conducted prior to the arrival of students.
If the teacher is hired during the school year, the orientation should be conducted within the first 10-days of employment.

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Orientation should include:
◦ overview of the school/district’s goals, policies, and procedures
◦ description of available services and training opportunities
◦ the BTSP and process for achieving SPII (continuing) license
◦ NC Teacher Evaluation Process
◦ NC Standard Course of Study (ie – Common Core)
◦ Local curriculum guides
◦ Safe and appropriate use of seclusion and restraint of students
◦ State accountability program
◦ State Board of Education’s mission and goals

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Local school systems are responsible for providing training and support for mentor teachers.

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Each BT shall be observed at least three times annually by a school administrator/designee and at least one time annually by a teacher.
Each BT shall be evaluated at least once annually by a school administrator.
Each observation must last for at least one period of instructional time (45 minutes) and followed by a post-conference.
All observers must be trained.
The observations should be spaced throughout the school year.

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Assigned a mentor
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 the summative evaluation

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Continues to have a mentor teacher
Updates the professional development plan
Completes any professional development required by the LEA
Observed at least four times culminating with a summative evaluation

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Continues to have a mentor teacher
Updates professional development plan
Completes any professional development required by LEA
Is observed at least four times culminating with a summative evaluation

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After three years of teaching, the district is responsible for converting the BT’s initial license (Standard Professional I) to a continuing license (Standard Professional II).
A principal must rate a probationary teacher as “proficient” on all five NC Professional
Teaching Standards on the most recent
Summary Rating Form in order to recommend the teacher for a Standard Professional II license.

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R igorous instruction
E ngagement in 21 st century learning opportunities
A chievement in support of college/career readiness
C ommunity involvement to infuse school culture
H igh quality teachers and administrators

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Using the REACH goal assigned, discuss qualities/ideas that come to mind when you think of the goal.
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Record your group’s ideas on the chart paper provided.
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Select a speaker for the group to share aloud.

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New webpage design and navigation tools
Year-round staff and student calendar
Beginning & ending times by school
School information pages
District map – zones & school sites
Technology integration & tutorials
Back-to-School Celebration (YR schools)

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NC Professional Teaching Standards
NC Educator Evaluation System (NCEES)
McRel – online tool used for NCEES
ABSS Board Policies – Duties of Teachers

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Standard 1: Teachers demonstrate leadership
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Standard 2: Teachers establish a respectful environment for a diverse population of students
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Standard 3: Teachers know the content they teach
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Standard 4: Teachers facilitate learning for their students
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Standard 5: Teachers reflect on their practice

For more information regarding the evaluation process, go to http://ncees.ncdpi.wikispaces.net/
Component 2: Orientation
Within two weeks of teacher’s first day, the principal will provide:
A. The Rubric for Evaluating North Carolina Teachers;
B. Teacher Evaluation Policy ID Number: TCP-C-004 ; and
C. A schedule for completing evaluation process.
Component 1: Training
Before participating in the evaluation process, all teachers, principals and peer evaluators must complete training on the evaluation process.
STEP 1:
Training and
Orientation
Component 8: PD Plans
Individual Growth Plans -“Proficient” or better
Monitored Growth Plans-At least 1 “Developing”
Directed Growth Plans-“not Demonstrated” or
“Developing” rating for 2 sequential yrs.
STEP 4:
Summary
Evaluation and Goal
Setting
Component 7: Summary Evaluation Conference and
Scoring the Teacher Summary Rating Form- Prior to end of school
Principal conducts summary evaluation conference with teacher to discuss components of the evaluation. At the conclusion:
A. Give rating for each Element in Rubric
B. Comment on “Not Demonstrated” C. overall rating of each Standard
D. Provide teacher with opportunity to add comments to the Summary
Rating Form E. Review completed Teacher Summary Rating Form with teacher and F. Secure the teacher’s signature on the Record of Teacher
Evaluation Activities and Teacher Summary Rating Form.
Component 3: Teacher Self-Assessment
Using the Rubric , the teacher shall rate their performance and reflect on his or her performance throughout the year.
STEP 2:
Self-
Assessment,
Goal Setting and Pre-
Conference
Component 4: Pre-Observation
Conference Before the first formal observation, the principal meets with the teacher to discuss: self- assessment, professional growth plan a written description of the lesson(s) to be observed. Goal:
To prepare principal for the observation.
STEP 3:
Observation
Cycle
(Administrative and
Peer) formal
Component 5: Observations
A. Formal observation:
45 min. or entire class period
B. Probationary Teachers:
3 formal by principal and 1 formal by
C. Career Status Teachers: Evaluated
During the renewal year: 3 total- 1 must be
Observations shall be noted using the
Rubric.
Component 6: Post-Observation Conference
The principal shall conduct a post-observation conference no later than ten school days after each formal observation.
Discuss and Document strengths and weaknesses on the Rubric.

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Features to review:
◦ NC Teacher Booklet
◦ Evaluation Comparison Chart
◦ Teacher User Manual***
◦ Teaching Standards Document
◦ TCP-C-004

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Orientation
Self-evaluation
Pre-conference prior to observation #1
Four formal observations (3 administrator/1 teacher)
Summary rating form
Professional development plan (developed in collaboration with mentor and principal/designee) – initial, mid-year, final
Record of teacher activities form

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Distinguished – Consistently and significantly exceeded basic competence on standard(s) of performance
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Not Demonstrated – Did not demonstrate competence on, or adequate growth toward, achieving standard(s) of performance [NOTE: If the “Not Demonstrated” rating is used, the evaluator must comment about why it was used.]
 Not Looked For - No harm, no foul; wasn’t observed at this time.

UID and password provided by principal when schoolyear starts

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Review features and login process
Review documents available

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Review policies – available on ABSS website:
◦ Rules of Student of Conduct
◦ Code of Ethics and Standards of Conduct
◦ Responsibilities and Duties
◦ Faculty/Employee Dress
◦ Prohibited Relationships with Students
◦ Job Description – Teacher
◦ Lesson Plans
◦ Instructional Planning
◦ Teacher Workday

The very first day of school is the most important day of the school year… What EFFECTIVE
TEACHERS do on the very first day will determine the success of the class.”
Harry Wong, (2009), The First Days of School .

Reference: Good, Thomas L. and Jere Brophy. Looking in Classrooms . Harper-
Collins, 1994, pp. 376-377.

“ Effective teachers believe that all students can learn and be successful. Effective teachers consciously create a climate in which all students feel included.
Effective teachers believe that there is potential in each learner and commit to finding the key that will unlock the potential.”
Gregory & Chapman. (2007). Differentiated Instructional Strategies:
One Size Doesn’t Fit All.

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Am I in the right room?
Where am I supposed to sit?
What are the rules in this classroom?
What will I be doing this year?
How will I be graded?
Who is the teacher as a person?
Will you treat me as a human being?
(Wong, Harry.(2009).
The First Days of School
.

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Am I in the right room?
Where am I supposed to sit?
What are the rules in this classroom?
What will I be doing this year?
How will I be graded?
Who is the teacher as a person?
Will you treat me as a human being?

What additional thoughts/questions do you have about the Beginning Teacher Support/Induction
Program?

That Noble Title
Teacher
A s you begin this school year, may you remember the fine nuances and the distinguishing essence of that proud word Teacher . Let you be reminded of the tools you have at your command, because of your talents, your traits, and your training…and because you chose to become a Teacher.
Teacher – you are a poet, as you weave with your colorful magic language a passion for your subject. You create a vast and grand mosaic of curiosities to imagine, secrets to unfold, connections only to begin the cycle of learning.
Teacher – you are a physicist, as you bring magic, logic, reason, and wonder to the properties, changes and interactions of our universe.
Teacher – you are a maestro, a master of composing as you conduct and orchestrate individuals’ thoughts and actions from discordant cacophony into harmonic resonance.
Teacher – you are an architect, as you provide each student a solid foundation, but always with a vision of the magnificent structure that is about to change.
Teacher – you are a gymnast, as you encourage the contortions and gyrations of thoughts and the flexing and strengthening of ideas.
Teacher – you are a diplomat and the ambassador of tact and sensitivity, as you facilitate productive, positive interactions among the multiplicity of personalities and cultures, beliefs, and ideals.
Teacher – you are a philosopher, as your actions and ethics convey meaning and hope to young people who look to you for guidance and example.