Beginning Teacher Program
Human Resource Specialist/ BT Support Program Coordinator
(910) 671-6000 ext: 3215
Public Schools of Robeson County Mentors
Beginning Teacher Program Secretary
671-6000 Ext. 3223
The Public Schools of Robeson County has developed a comprehensive program for the induction of new teachers and plan for the management of this program. The Human Resource Specialist acts as the monitor for this program. The program shall consist of the following:
The Beginning Teacher PlanThe initial licensure program is a three-year period of support and assessment for beginning teachers. The initial license, which is valid for three years, allows the teacher to begin practicing the profession on an independent basis. At the end of the three year period, the teacher is either granted or denied a continuing license. The Beginning Teacher support program will be managed by the Human Resource Specialist who will work in conjunction with the Director of Certification, The Assistant Superintendent of Human Resources, and the Curriculum and Instruction Department. The Director of Certification will verify the eligibility of the Beginning teacher for a continuing license based on the summative evaluation submitted by the principal and in conjunction with input from the school principal.
All beginning teachers are required to participate in the initial licensure program. Initial licenses are issued to teachers with less than three years of appropriate teacher experience (normally considered to be three years of public school experience) in their initial licensure area. Teachers from states not included in North Carolina reciprocity agreements that have not completed an NCATE – approved teacher education program must participate in the ILP regardless of their length of experience.
Who does not participate?
Teachers with three or more years of appropriate experience are not required to participate in the Beginning Teacher program, nor are student service personnel (i.e. media coordinators, counselors), administrators, and curriculum-instructional specialists. Employers may request an exemption from the initial Licensure Program for teachers with equivalent non-public experience. It is the responsibility of the employer requesting the exemption to verify experience. Classroom assignments for which no specific licensure area is mandated are ineligible toward satisfying the Beginning Teacher program requirement.
Completion of the Beginning Licensure Program requirements in one teaching area satisfies the Beginning Teacher 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 experience.
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 must include goals, strategies, and assessments of the beginning teacher’s progress in improving professional skills. Throughout the year, formative assessment conferences should be held to reflect on the progress of the initially licensed teacher in meeting the goals, established for professional growth. The plan should be updated on an annual basis, each year of the Beginning Teacher program. A copy of the plan should be included in the teacher’s Beginning Teacher file.
Observations/Evaluations In compliance with Excellent Schools Act and subsequently SB 1126 of the 1998 Session of the North Carolina General Assembly, each initially licensed 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. Each observation must be for at least 45 minutes or one continuous period of instructional time and followed by a post-conference. Each must be in the teacher’s licensure area. At least one observation each year must include a pre-conference.
The Assistant Superintendent of Human Resources will provide a calendar and reminders to principals to conduct evaluation on beginning teachers using the following schedule:
Professional Development Plan (PDP) due by September 21 (Beginning of Year), January 11 (Mid Year), and May 17 (End of Year)
1st Evaluation due/ RTA to HR by October 26, 2018
2nd Evaluation due/ RTA to HR by January 4, 2019
3rd Evaluation due/ RTA to HR by March 1, 2019
4th Evaluation(Peer Evaluation)/ RTA due to HR by May 3, 2019
Summative Evaluation due to HR by May 17, 2019
Mentor Logs due quarterly
The Human Resource Specialist will maintain cumulative files for each Beginning Teacher to include evaluations and PDP’s. The Human Resources office will comply with the request to transfer a Beginning Teacher’s cumulative file upon request of the teacher or the employing LEA in a timely manner.
The Human Resource Specialist will be responsible for conducting a formal induction to take place in the summer prior to school beginning. For those newly hired individuals who were not able to attend the summer induction, a winter session will be held. This induction will include information on staff development opportunities, mentoring services, curriculum and instruction resources, testing data, and policies and procedures. In compliance with HB 1032 this induction will also include information on working with special needs students.