Thomasville City Schools

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Human Resources » Beginning Teachers

Beginning Teachers

Beginning Teachers

Paula S. Gaylord
District Beginning License, ESL and Lateral Entry Director
Office  (336) 474-4125
gaylordp@tcs.k12.nc.us
 


The Beginning Teacher Support Program 
 
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 from states not included in North Carolina reciprocity agreements who have not completed an NCATE-approved teacher education program must participate in the Beginning Teacher Support Program regardless of their length of experience.  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 Beginning Teacher Support Program experience.
 
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. 
 
Beginning Teacher Professional Development Plan
Each beginning teacher is required to develop an 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. The goals must include strategies and assessment of the beginning teacher's progress in improving professional skills. In developing the plan, the beginning teacher should begin with a self assessment of the beginning teacher's performances/progress. Throughout the year, 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. 

 Optimum Working Conditions for Beginning Teachers
 Research indicates that beginning teachers are often placed in difficult assignments that do not allow them the opportunity to learn and grow as professionals. The beginning teacher is often assigned the most difficult students, multiple preparations, and multiple extra-curricular assignments. These working conditions prohibit on-the-job learning and negatively influence teacher job satisfaction. 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.
 As used in these guidelines, 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.

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 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 Strategic Priorities, and Goals.
 
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 peer, and shall be evaluated at least once annually by a qualified school administrator. Each observation must be for at least one continuous period of instructional time that is at least 45 minutes in length 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. The assigned mentor will not conduct one of the required observations on his mentee.
 
Beginning Teacher Support Program Timetable
 
Year 1
The beginning teacher:
  • is assigned a mentor
  • is provided an orientation
  • develops and Professional Development Plan
  • completes any professional development required/prescribed by the LEA
  • is observed at least four times culminating with a summary 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 summary evaluation

Year 3

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 summary evaluation